The document discusses key aspects of curriculum including: 1. Definitions of curriculum and how it differs from a syllabus. Curriculum encompasses the total learning experience while a syllabus is subject specific. 2. The components that make up a curriculum including objectives, content, methodology, and assessment. Curriculum development involves determining each of these elements. 3. Types of curriculum like the written, taught, supported, assessed, and hidden curriculum. The document provides examples of each type. 4. Characteristics of a good curriculum like developing the individual, meeting societal needs, and ensuring balance and relevance.

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2. CURRICULUM
By
Labeeda Farid
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3. Definition of Curriculum
• Latin word “currere” which means
“to run”.
• The curriculum means a course to
be run for reaching a certain goal.
• Teacher is the guide and curriculum
is the path.
According to J.F Kerr curriculum is:
“All the learning which is planned
and guided by the school, whether
it is carried on in groups or
individually, inside or outside the
school.”
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4. Explanation of Curriculum
• The totality of student experiences that occur in the educational process.
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5. Curriculum includes:
• Teaching methods
• Lessons
• Assignments
• Projects
• Study material
• Tutorials(small group discussion)
• Presentations
• Assessments
• Tests
• Internship
• Educational trips
and so on.
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6. Difference between Curriculum and Syllabus
Syllabus
• Syllabus is the document that
contains all the portion of the
concepts covered in a subject.
• It is for a subject.
• For a fixed term, normally a year.
• Varies from teacher to teacher.
• Set out by exam board.
Curriculum
• Curriculum is the overall
content, taught in an
educational system or a course.
• It is for the whole course.
• Till the course lasts.
• Same for all teachers.
• Set out by Government or
administration of school, college
or institute.
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7. Wings of Curriculum in Pakistan
In 2012: Federal Ministry of Education was renamed Ministry of Federal
Education and Professional Training.
In 2014: Curriculum wing was transferred from CADD (Capital
Administration and Development Division to Ministry of Federal
Education and Professional Training.
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9. Strategy of curriculum making:
1) Developing Objectives:
• National Education Policy
• Research studies at provincial curriculum
centers.
• NBCT prepare draft of objectives, sent to
provincial institutions responsible for
curriculum development, teacher training,
examination.
• Based on their views/comments the
objectives are finalized.
2) Development of Syllabus:
• Consult with Provincial curriculum centers,
subject experts, psychologists, serving
teachers.
• They ensure that syllabus is based on
student’s needs.
3) Textbook Development:
• Provincial textbook board (PTTB) develop textbook
according to approved syllabus.
• List of textbook writers in various subjects.
• Invitation issued to writers to submit draft
material.
• Selected on the basis of quality.
• Selected material transformed into textbook.
• Final version sent to NBCT for approval.
4) Review and Approval
• National Review Committee 5-6 members
• 1 expert from syllabus formulation committee, 2
subject experts. 2 school teachers (1 teaching
relevant material, 1 from the teaching training
institute)
• If book meets objectives of curriculum and not
against Islamic and Pakistan Ideology then
approved.
• Sent back to publishing.
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12. • Federal Ministry of Education
National Bureau of Curriculum and textbooks NBCT (Curriculum wing)
• Provincial Ministry of Education
4 Provincial Curriculum wings + 4 Provincial Textbook Boards
• District level
1. Chief District Officer (CDO) New position
2. Executive District Officer (EDO) reports directly to CDO
3. District Education Officer (DEO) supervise, monitor schools, reports to EDO
4. Assistant DEOs responsible for education of headmasters and teachers.
5. Learning Coordinators (eliminated in some provinces like Gilgit Baltistan)
Training to teachers on classroom management, report teacher absenteeism
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14. • The Vice Chancellors of all public and private sector universities, Directorate of colleges and
industries in relation to the subject under consideration, requested to nominate their
representatives, for appointment as member of National Curriculum Review Committee (NCRC).
• The existing curricula are circulated amongst the members of NCRC to discuss it with their
colleagues and bring collective proposals for review and revision of existing curricula.
• The first meeting of the NCRC is organized at the HEC Headquarter Islamabad or one of its
Regional Centers at Peshawar, Lahore and Karachi. Universities at different places may also be
chosen to serve the purpose. The meeting which normally runs for three consecutive days comes
up with a draft of the revised curricula, after detailed discussion and deliberation on the
proposals prepared by the NCRC members.
• The first draft prepared is circulated amongst the local as well expatriate Pakistani experts,
universities soliciting their views for its further improvement. The view/recommendations
collected on the first draft curriculum were deliberated upon to design and finalize the curriculum
of specific subject of study in a final meeting.
• The second meeting of the NCRC is held ​​to finalize the draft of the revised curriculum in the light
of comments/suggestions/ recommendations received from the college and university teachers
and institutions all over the country. The meeting would again take three days to finalize
curriculum. The draft, so finalized, has expertise of all faculty members of the subject under
consideration.
• The curricula designed is printed and sent to universities/institutions for its
adoption/implementation after the approval.
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15. Types of Curriculum
1) Written Curriculum:
This refers to a lesson plan or syllabus written by teachers.
2) Taught Curriculum:
This is about the implementation of the written curriculum. Whatever is being taught or an activity being done in the classroom is a taught
curriculum. E.g. Lectures delivered by teachers.
3) Supported Curriculum:
Any resource a teacher uses to help him teach his students is an instructional material. Instructional materials, such as textbooks, audio visual
materials, internet are examples of support curriculum. It helps teachers implement a written curriculum.
4) Assessed Curriculum:
When students take a quiz or the mid-term and final exams, these series of evaluations are assessed curriculum.
5) Learned Curriculum:
This type of curriculum indicates what the students have actually learned. It can be determined by the results of the tests.
6) Hidden Curriculum:
This refers to the unplanned or unintended curriculum but plays an important role in learning. Examples of the hidden curriculum include the
lessons students take from practices, such as standing in line, raising hands to be called on and following a rigid class schedule. It is what
children learn from the attitudes of teachers and administrators.
7) Null curriculum:
Is any subject matter that is not taught in school, which can give students the impression that these materials are less important. For example,
in American schools, the culture and history of many non-Western people is often covered only slightly or sometimes not at all.
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16. Aims, Goals, Objectives
• Aims: General statement that identify a target.
e.g. To become a teacher.
• Goals: Something which you try to achieve. Long term.
e.g. To pass M.A Education for becoming a teacher.
• Objectives: Specific result that a person aims to achieve in a specific
time frame. E.g. M.A Edu is divided into 4 semesters.
Each has different subjects.
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17. Aims, goals, objectives of Curriculum
• Aims, goals, and objectives can be simplified as “what is to be done”.
• Different aims at different levels.
• Make Quranic principles and Islamic practices an important part of
curriculum.
• Meet the basic learning needs. (Primary level)
• Morals, characters.
• Basic knowledge of science, Maths, Urdu, English etc. (secondary level)
• Educate the youth to become active and productive members of society.
(Tertiary level)
• Seeks to meet and match industry demand with a globally competitive
workforce.
• Reach global education standards, our universities aim to increase the
quality of human capital and productivity vis-à-vis national and economic
progress. 17

18. • Meets the needs of children at their level.
• Meets the needs and expectation of parents and teachers.
• Corresponds with national goals and aspiration of society.
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19. Content
• Content can be simplified as to what subject matter is to be included.
• Information to be learned in school is content.
• What activities the learners are to do and what skills, knowledge, values
are to be transmitted to them.
• Content is offered to achieve the aims and objectives of curriculum.
• Keeping in view the aims and objectives, a course outline is developed
which is called Syllabus. Following the course outline textbook is developed
by the authors.
• Content comes in any form like
Audio
Text
Video
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20. Methodology
• It answers the question about how the selected content is to be
delivered to the students to achieve objectives of the curriculum.
• A teaching method comprises the principles and methods used for
instruction to be implemented by teachers to achieve the desired
learning or memorization by students.
• Curriculum evaluation is “what methods and instruments will be
used to assess the results of the curriculum.”
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21. Methods of Teaching
1. Teacher-Centered Methods:
• Lecturing
• Students become passive learners
• No contribution in class
• No discussion
• There are ways to make lectures
more active and student-
centered. For example, ask an
open-end question and have
students discuss the answer in
small groups and then call on a few
groups to report back.
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22. 2. Student-centered Group
Methods:
• Students choose what they will
learn, how they will learn, and
how they will assess their own
learning.
• Group projects
• Workshops
• Seminars
• Field trips
3. Individual Student-Centered
Methods:
• Assignment
• Distance teaching and learning
• Computer assisted learning
• Practical
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23. Difference between Assessment and Evaluation
Assessment
• Focuses on learning, teaching and outcomes.
• Not graded.
• How learning is going.
• It provides information for improving
learning and teaching.
• Assessment is an interactive process between
students and faculty that informs faculty how
well their students are learning what they are
teaching. The information is used by faculty
to make changes in the learning environment,
and is shared with students to assist them in
improving their learning and study habits.
• Determine the progress of student’s learning.
• Provide each student feedback about his
progress.
• Obtain feedback about effectiveness of
teaching strategies and curriculum material.
Evaluation
• Focuses on grades.
• What’s been learned.
• May reflect classroom
components other than course
content these include
discussion, cooperation,
attendance, and verbal ability.
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24. What to Assess?
• Content: Knowledge, understanding, concepts.
• Skills: Competencies of students in various skills. E.g.
Teamwork, leadership, communication, problem solving.
• Behaviors: Attitude, Interests, values.
How to Assess?
• Observation
• Written tests
• Practical tests
• Oral Questions/tests
1. Objective type questions (true/false, multiple choice, short answer
question etc.)
2. Long Questions
• Examine student’s notebooks
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25. Curriculum Development Model
• The components of a curriculum
are different but interrelated to
each other.
• These four components should
be always present in a
curriculum.
• These are essential ingredients
to have an effective curriculum.
• Curriculum methodology could
not be effective if the content is
not clearly defined.
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26. Characteristics of Good Curriculum
1. Development of individual.
2. Fulfillment of the needs of the society.
3. Fulfilment of educational needs.
4. Balanced curriculum.
5. Relevance of curriculum
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