This course provides an introduction to curriculum concepts, principles of design and development, and implementation and evaluation. Over the course of 6 units, students will learn about different views of curriculum and how to design, develop and implement curriculum to meet learner needs. They will examine the core components of curriculum including objectives, content, instructional strategies and evaluation. Students will also analyze models of curriculum development and apply their learning by conducting a project evaluating a school curriculum. The goal is for students to develop a deep understanding of curriculum and the skills to effectively translate curriculum goals into practice.

1. Far-Western University
Faculty of Education
B.Ed. in Education
Course Title: Curriculum and materials Semester: 7th
Course No.: Ed.Cur.471 Credit Hours: 3
Level: Undergraduate Nature of the course: Theory
1. Course description
The course isintendedtoorientprospective studentsaboutthe conceptof curriculum, principles,
processand proceduresof curriculumdesignanddevelopment.The studentswillbe informedaboutthe
objectives,selectionof contents,itsscope andoutcomes,teaching strategies,anddesignof instructional
materials.Thiscourse will alsoinclude variousfactorsthataffectthe processof curriculumdevelopment
and implementation.The studentswill learnabouttraditional andprogressive pointsof view curriculum.
Thiscourse givesstudentsthe opportunitytodevelop indepth-understandingof the central ideaof
curriculum.Furthermore thiscourse will enable structure of curriculumandplananddevelopcurriculum
to meetthe needsanddemandsof the times.Finallythe course enables studentstounderstandthe
curriculumimplementationandevaluation.
2. General Objectives
On implementationof thiscourse,the studentswill be able to:
 Describe the meaning,purpose,andtypes of curriculum.
 Understandthe conceptof curriculum.
 Explainthe differentpointof view incurriculum.
 Differentiate betweendifferenttypesof curriculum.
 Gain awarenessof curriculumdesignanddevelopment.
 Examine the componentsof the curriculumdevelopmentprocess.
 Learn the skillsandknowledge totranslate intendedcurriculumintopractice.
 UnderstandcurriculumdevelopmentprocessinNepal.
 Discusscurriculumimplementationandevaluationprocess.
3. Content with specification objectives
Specificationobjectives Content
UnitOne – Conceptof curriculum(7)
 To introduce curriculum.
 To explaindifferentpointsof view on
curriculum.
 To classifyorientationtocurriculum.
 To listcurriculumoperatinginthe schools.
 To describe characterizationof curriculum.
 To discussneedandimportance of
curriculum.
1.1. Introductionof curriculum:(Background,
Meaningand Definitionof curriculum.)
1.2. Curriculumfromdifferentpointsof
view(Traditional andprogressive pointsof view)
1.3.Orientationtocurriculum(childcentered,
societycentered,knowledgecenteredand
eclectic)
1.4. Typesof curriculumoperatinginthe schools
(written,taughtand learned curriculum.)
1.5. Characterizationof curriculum.
1.6. Needandimportance of curriculum.
Unit two: Elements of curriculum(6)

2.  To describe elements of curriculum.
 To linkelementsof curriculum.
 To introduce newtaxonomyof objectives.
2.1. Introductiontoelementsof curriculum.
2.2. Elementsof curriculum:(Objective,content,
teachinglearningstrategies,evaluation)
2.3. Interrelationamongelementsof curriculum.
2.4. New taxonomyof objectives(inbrief)
Unit Three: Curriculum Design(6)
 To describe formsof curriculumdesign.
 To explaindimensionsof curriculum
design.
3.1. Introduction
3.2. Formsof curriculumdesign(Subjectcentered:
subject,discipline and broad field design, Learner
centered:child centered,experiencecentered and
humanisticdesign, Problemcentered: life
situation and core curriculum)
3.3. Dimensionsandprinciplesof curriculum
design(Scope;Sequence: simpleto complex,
prerequisitelearning,whole to part,chronological
learning;Continuity,Integration,Articulationand
Balance)
Unit four: Curriculum Development(12)
 To introduce curriculumdesign.
 To discussdeterminantsof curriculum.
 To illustrate foundationof curriculum.
 To explainmodelsof curriculum
development.
 Illustrate conceptandpractice of local
curriculuminschool education.
4.1. Introduction
4.2. Determinantsof curriculum(Basicneed,
Societal aspects,Cultural factors,individual
talents,Ideals:intellectual,moral,aesthetic,
religious,etcandTradition)
4.3. Foundationof curriculum(Philosophical,
historical,psychological andsocial foundationof
curriculum)
4.4. Modelsof curriculumdevelopment(R.W.
Tyler'sand HildaTaba's model)
4.5. School level curriculum(subjectandweightage
only)
4.6. Local curriculum(conceptandpractice in
school education)
Unit five: Curriculum implementation and
Evaluation(5)
 To discussapproachesof CI
 To elucidate strategiesof CI
 To listfactor affectingCI
 To explainmodelsof curriculum
evaluation
5.1. Curriculumimplementation
5.1.1. Approachesof curriculum
1 implementation
5.1.2. Strategiesof implementationcurriculum
5.1.3. Factors affectingcurriculum
1 implementation
5.2. CurriculumEvaluation
5.2.1. Modelsof curriculumevaluation:
Stufflebeam(CIPPModel) and Provus(Disrepancy
model)
Unit Six: Curriculum Evaluation(8)

3.  To prepare a projectreporton school
curriculumevaluationandpresentreport
inthe classroom.
6.1. Projectworkoncurriculumevaluation(ina
group)
References
 Ja Ba Ra, S.P.et al.(2067) kf7os|d tyf d'NofÍg sf7df08f}:lkgfsn klAns]zg tyf
cGo g]kfnL k|sfzgx?
 Fullan,M./Pomfret,A.:ResearchonCurriculumandInstructionImplementation.In:Reviewof
Educational Research47(1977)1, 335 – 397.
 Kallen,D.(1996). Curriculumreforminsecondaryeducation:Planning, development,and
implementation.EuropeanJournalof Education,31(1),43-56.
 TannerD. & Tanner,L.(1955). Curriculumdevelopment:Theoryintopractice (3rd
ed.).Columbus,
OH: Prentice Hall Publishers.
 Scott,F.B.(1944). Integratingcurriculumimplementationandstaff development.ERIC
ClearinghouseonEducational Management,67(3),157-161.
 Guide forteachers to implementnewcurricula (2008). Serbia:Vocational educationand
trainingreformprogramme.
 Altrichter,Hand – Kepler,J.Curriculumimplementation–limitingandfacilitatingfactors.
Contextbased learning of science Nentwig,PandWaddington,D(eds.)(2005):New rolesfor
teachers.Educational leadership.2,19 – 21.
 Bilbao,Purita,. et.al,(2008) CurriculumDevelopment,.LORIMARPublishingCompany
 Monson,M.P. & Monson R.J.(1993). Whocreatesthe curriculum?:New rolesforteachers.
Educational Leadership,2,19 – 21.
 Tanner,D. & Tanner,L.(1995). Curriculumdevelopment:Theoryintopractice (3rd
ed.).
Columbus,OH:Prentice Hall Publishers.
 (http://www.uiowa.edu/~jrel)as:"PRINCIPLESOFEFFECTIVECHANGE:CurriculumRevisionThat
Works" – JudyA. Johnson,Fall 2001.
Additional resources
 Rao V.,K. (2005). Principles of curriculum. New Delhi:APHPublishingCo.
 MridulaP. (2007). Principles of curriculumreforms.: Delhi.
 EdigerM. & DigmarB. (2006). Issuesin schoolcurriculum. New Delhi:
 BeaneI.,A,ToeferC.,F.,& Alessi S.,J.(1986). CurriculumPlanning and Development. Bostonand
Bacon.
 KelleyA.(1999). The curriculum: Theory and Practice. London:Paul Chapman.
 McNeilJ.,D.(1990). Curriculum:A comprehensiveIntroduction.LosAngeles:HarperCollins.
 Murray P.(1993) CurriculumDevelopmentandDesign,(5th
ed.).
 Sharma R.,C(2002).Modern methodsof Curriculumorganization. Jaipur,India:BookEnclave.
 http://www4.uwsp.edu/education/wilson/curric/curtyp.htm givesanoverview of Curriculum
DevelopmentandPlanning.Lecture format.
 www.col.org/stamp/module13.pdf providesaself - directlearningmodulefocusingon
curriculumtheory,designandassessment.
 Scott,F.B.(1994). Integratingcurriculumimplementationandstaff development.ERIC
ClearinghouseonEducational Management,67(3).157 – 161.