2. CURRICULUM
(Nisaab)

4. Activity 1
 Think Pair Share
“What comes to your
mind related to the
word “Curriculum”?

5. LITERAL MEANINGS
 The word originates from the Latin word currere
referring to the oval track upon which Roman chariots
raced

6. Various Interpretations of
Curriculum
 that which is taught in school
 a set of subjects
 content
 a programme of studies
 a set of materials
 sequence of courses

7.  a set of performance objectives
 a course of study
 everything that goes on within a school
 everything that is planned by school personnel
 that which is taught both inside and outside of school
directed by the school
 a series of experiences undergone by learners in school
 that which an individual learner experiences as a result of
schooling

8. According to the Dictionary of
education, 1985)
The planned interaction of students
with instructional content,
instructional resources and
instructional process for the
attainment of educational objectives.

9. Tanner (1980) defined curriculum as “the
planned and guided learning experiences
and intended outcomes, formulated
through the systematic reconstruction of
knowledge and experiences under the
auspices of the school, for the learners’
continuous and wilful growth in
personal social competence”
DEFINITIONS OF CURRICULUM BY
SCHOLARS IN THE FIELD

10. Schubert (1987) defines curriculum
as the contents of a subject,
concepts and tasks to be
acquired, planned activities, the
desired learning outcomes and
experiences, product of culture
and an agenda to reform society.

11.  Pratt (1980) defines curriculum as a written document
that systematically describes goals planned, objectives,
content, learning activities, evaluation procedures and
so forth.

12.  Goodlad and Su (1992) define curriculum as a plan
that consists of learning opportunities for a specific
time frame and place, a tool that aims to bring about
behaviour changes in students as a result of planned
activities and includes all learning experiences
received by students with the guidance of the school.

13. Cronbleth (1992) defines curriculum as answering
three questions:
what knowledge, skills and values are most
worthwhile?
Why are they most worthwhile?
How should the young acquire them?

14. Five Element of Curriculum
 of what students should know (knowledge or content),
 be able to do (skills),
 how it is taught (instruction),
 how it is measured (assessment), and
 and how the educational system is organised
(context).

15. Key features of National
Curriculum 2006
 standards and competencies driven
 learning objectives correspond to students’ learning outcomes
(SLOs)
 progressive approaches for different stages of learning
 life skills are integrated across subjects
 vertical and horizontal connections are ensured
 focus on promoting creative writing and analytical thinking
 detailed guidelines for textbook
 Guidelines have been provided for assessment and evaluation
in addition to the learning outcomes specified in the
Curriculum.
 itacec.org/document/nep09/NCERT%20Pakistan%20paper