Introduction of Curriculum Components

1. Introduction of Curriculum
Components
By
Dr. Shazia Zamir

2. Contents
 Definition of Curriculum
 Stages of Curriculum
 Aims, goals and objectives

3. Todays’ Session’ Objectives
Learners will be able to
 Define curriculum
 Describe stages of curriculum
 Differentiate between aims, goals and
objectives

4. Curriculum
 The word "curriculum" began as a
Latin word which means "a race" or
"the course of a race" (which in turn
derives from the verb currere meaning
"to run/to proceed")
https://en.wikipedia.org/wiki/Curriculum

5. Curriculum
Curriculum is defined as
The term curriculum refers to the lessons and
academic content taught in a school or in a
specific course or program.
http://edglossary.org/curriculum/

6. Concept cont……
Tanner & Tanner,2007 offers the following
definition, derived from Dewey’s definition of
education
“That reconstruction of knowledge and experience
that enables the learner to grow in exercising
intelligent control of subsequent
knowledge and experience”

7. Curriculum Development
It is defined as the process of selecting,
organizing, executing, and evaluating
learning experiences on the basis of the
needs, abilities and interests of the
learners and the nature of the society or
community.
http://www.ibe.unesco.org

8. Different Stages Of Curriculum
Development
 Situational analysis.
Formulation of aims and objectives.
Selection and organization of content.
Selection and organization of learning experiences.
Evaluation of curriculum.
http://www.ibe.unesco.org

9. Elements of Curriculum

10. Elements of Situational Analysis
Analysis factors that constitute the situation:
Teachers
- abilities/skills
- teaching style
- strengths / weaknesses
Pupils
- needs
- abilities
- personal characteristics

11. Elements cont…..
Physical Plant And Facilities
Materials
Equipment
Facilities etc
Psycho-social Climate
Organizational climate
Traditions , beliefs , attitudes
Developmental trends etc

12. Aims
 Wilson(2004) defines AIMS as " general
statements that provide direction or intent to
educational action".
 Orstein and Hunkins concluded that AIMS serve
to:
1 Be general statements that provide shape and
direction to the more specific actions designed
to achieve future product and behavior.
2. Be starting point for ideal/inspirational vision of
the good future

13. All Schools shall aim to
 Develop moral character and personal
discipline.
 Encourage creative and critical thinking.
 Broaden scientific and technological
knowledge.
 Foster love of humanity.
 Teach the rights and duties of citizenship
 Promote respect for human right.
 Strengthen ethical and spiritual values
 --------------------------------

14.  Objectives are usually specific statement of
educational intention which define either general or
specific outcomes.
 Benjamin Bloom defined educational objective in
two ways:
1 Explicit formulations of the ways in which
students are expected to be changed by educative
process.
2. Intent communicated by statement describing
proposed change in learner

15. General objective:
Those objectives that describe school- wide
outcomes. E.g. Improving students skills
Specific objective:
Those objectives that describe behavior to be
attained in a particular unit, a subject/course or
particular programmed
E.g. cognitive, affective and psychomotor domain

16. Formulation of aims and objectives
Curriculum should aim to:
 Provide knowledge and develop skills, attitudes,
values essential to personal development and
necessary for living in and contributing to a
developing and changing society.
 Provide learning experiences which
increases a child’s awareness and
responsiveness to the changes in
the society.

17. Aims and Goals in Pakistan
 Quranic principles and Islamic practices
 Achievement of universal primary education
 To meet basic learning needs of children
 To expand education qualitatively and
quantitatively
 To ensure school access

18. Continue…..
 To prepare students for professional needs
 To develop technical education and improvement
in it’s quality.
 To popularize information
Technology among students
 To achieve excellence in different
fields of higher education.
--------------------------------

19. Selection and Organization of Content
 Content is defined as “Information to be learned in
school, another term for knowledge (a collection of
facts, concepts, generalization, principles,
theories)”.

20. Principle and criteria of content selection and
organization
• Selection of content according to aims and
objectives
 Validity
 Significance
 Difficulty
 Pupil’s needs and interests
 Universality

21. Activities organized while study of content
• Study of text book
 Additional instructional material
 Exercises consisted of recapitulation
 Practical work and experiments
 Educational visits and special education sessions
 Occasional celebrations
 Physical training including games and sports
 Students self-help activities
 Scouting and girl guiding
 -------------------------------

22. Selection and organization of learning
experiences
 Relevant learning experience will enhance
the desired changes in learners
 Allows to add, compare or contrast the
learning experiences to
understand the actual meanings
 Economic and rigidity
constraints effects the methods
a lot

23. Evaluation of the Curriculum
 In relation to curriculum, evaluation is the
process of making value judgments about the
merit or worth of a part or the whole of a
curriculum.
 This stage provides a feedback
to the teacher to improve the
teaching methodology as well.
http://www.ibe.unesco.org/