The document discusses different types of curriculum, including: - Subject-based curriculum, which focuses on individual subjects taught separately. - Teacher-centered curriculum, where the teacher plays a central role in curriculum development. - Learner-centered curriculum, which prioritizes students' interests and needs. - Activity-based curriculum, where learning takes place through purposeful hands-on activities. - Integrated curriculum, which makes connections across different subject areas and to real life. - Hidden curriculum, which refers to unintended lessons learned from the school environment.

1. Curriculum and its Types
Sumbul Fatima
B.Ed(Hons)
University of Education

2. Curriculum in simple words is that……
•That which is taught in schools
•A set of subjects.
•Content
•A program of studies.
•A set of materials
•A sequence of courses.
•A set of performance objectives
•A course of study
•Is everything that goes on within the school, including extra-class activities
•, guidance, and interpersonal relationships.
•Everything that is planned by school personnel.
•A series of experiences undergone by learners in a school.
•That which an individual learner experiences as a result of schooling

3. Obviously the answer to this question is subject to interpretation.
Since curriculum reflects the models of instructional delivery
chosen and used, some might indicate that curriculum could be
categorized according to the common psychological classifications
of the four families of learning theories “Social, Information
Processing, Personalist, and Behavioral.” Longstreet and Shane
have dubbed divisions in curricular orientations as: child-centered,
society-centered, knowledge-centered, or eclectic. Common
philosophical orientations of curriculum parallel those beliefs
espoused by different philosophical orientations – Idealism,
Realism, Perennialism, Essentialism, Experimentalism,
Existentialism, Constructivism, Reconstructivism and the like.

4. According to Wilson, 1990
 Anything and everything that teaches a lesson, planned or otherwise.
Humans are born learning, thus the learned curriculum actually
encompasses a combination of all of the following — the hidden,
null, written, political and societal etc.. Since students learn all the
time through exposure and modeled behaviors, this means that they
learn important social and emotional lessons from everyone who
inhabits a school — from the janitorial staff, the secretary, the
cafeteria workers, their peers, as well as from the deportment,
conduct and attitudes expressed and modeled by their teachers.
Many educators are unaware of the strong lessons imparted to youth
by these everyday contacts.

5. Types of Curriculum

6. There are many types of curriculum design, but here we will
discuss only the few. Types or patterns are being followed in
educational institutions.
 Subject Base curriculum
 Teacher Centered curriculum
 Learner centered curriculum
 Activity/Experience curriculum
 Integrated curriculum
 Core curriculum
 Board field curriculum
 Hidden curriculum

7. Subject based curriculum
 Subject matter is the most used and accepted curriculum
Design, it is also the oldest curriculum Design. We see the
earliest example in the medieval era in the Middle Ages the
monastery and Cathedrals and the organizations of the
seven liberal arts in the schools of ancient Greece and Rome.
The seven liberal arts were consisted of two divisions:
 1. Trivium
 2. Quadrivium

8. These subjects were broad. In the modern period the Trivium was
further divided to include literature and history and the
quadrivium to include algebra, trigonometry, geography, botany,
zoology, physics and chemistry. In this manner subjects added one
after the other so much so that in 1930 there were over 300
different subjects. a
After centuries the curriculum design of the seven liberal arts are
still the nucleus of the subject curriculum. In a subject base
curriculum every subject is separate unit. In this kind of curriculum
four or five subject are placed in curriculum and each subject has a
separate teacher. Every teacher try to teach his own subject, no
one intervene in the subject of other teacher

9. Teacher centered curriculum
In teacher centered curriculum design, the teacher is the center of
interest. This types of curriculum emphases the involvement of the
teacher in the curriculum development. Teacher plays an important role
in the development of the student. He participates in a number of
activities at a classroom level. For instance, they select teaching
materials, teaching strategies, use of audio-visual aids and so on So,
teacher should take interest in any combination of curriculum
development decision making role at the school level. Following are the
roles of teacher in curriculum development
 Implementers of developed curriculum
 Adapters
 Developers
 Researches

10. 1. Implementers
As an “Implementer” or “receiver”, the teacher role is to apply the developed
curriculum else where. In this role the teacher has the minimum of
responsibility and involvement in the curriculum development phase of the
curriculum process, though he has a significant role in the application phase
of this process.
2. Adapters
As an adopters, the role of the teacher is just the same as an implementer, this
is some what conceptual term which indicates that the teacher become ready to
accept the curriculum in order to implement it.

11. 3. Developers
As a developer, the teacher role is to take part in the curriculum
development process. In Pakistan, some respective teachers are being
invited to attend various meetings held by the higher authorities in
order to make contributions in curriculum development or curriculum
evaluation process.
4. Researchers
Curriculum is a dynamic process, keeping in view the characteristics,
there is a need to conduct research in order to bring about desirable
changes in the curriculum. Teachers in the most of the countries are
taking part in various types of researchers in curriculum development
process.

12. Learned Based Curriculum
 The supporters of learner-centered Curriculum give importance to individual development
and they wants to organize the curriculum according to the needs and interest of learners,
there are fundamental differences in this approach and the subject-centered design.
 This movement from the traditional curriculum towards a Programme that stresses the
interests and needs of students, This approach was used by Rousseau in the education of
Emile, then Dewy in his laboratory School in 1896-1904. it is believed that all of these
twentieth-century efforts reflect, the influence of Dewey.
 it is a fundamental principle of education that the beginning of each instruction it shall be
connected with the previous experience of learners. The purpose is that the experience and
the capacities that have been developed in early lessons, it should provide a starting point
for further learning. The current importance given to student-centered programmes may
not always acknowledge the Dewey’s philosophy and influence on the movement to
incorporate more student-serving learning opportunities into the curriculum.

13. The association for the Advancement of Progressive Education formed in
1919, had its aim “The development of the individual, based upon the
scientific study of his mental, physical, spiritual, and social characteristics
and needs”. The views of this association, later called the Progressive
Education Association (PEA), were compatible with the ideas of Dewey’s
as indicated by their principles:
1. Freedom to develop naturally.
2. Interest is the motive of all work.
3. The teacher is a guide, not a task-master.
4. Scientific study of pupil development.
5. Greater attention to all that affects the child’s physical development.
6. Co-operation between school and home to meet the needs of child-
life.
7. The progressive school a leader in educational movement.

14. Activity Based Curriculum
 The Activity Based Curriculum is also called project curriculum or an
experience curriculum but the name activity is a fundamental conception.
Activity Curriculum has a long history. The title “Activity Curriculum”,
however, did not come into general use before 1920, although Dewey used
the expression “Activity Programme” as early as 1897 in a talk to the parents
and teachers at his laboratory school in Chicago (U.S.A). Activity is the
natural urge of the child. He wants to do things by himself. When curricular
material is translated in terms of activity, it is known as activity curriculum.
Learning of the prescribed material takes place through activities. Activity is
used as a media or means for imparting knowledge and skills.
 Activity is the greatest motivation for child. he enjoys a freedom of
expressing his potentialities during activities.

15. These activities should not merely be considered as physical activity
but also intellectual activity. The educator (teacher) should engage
pupils in activities in such a way that while manual skills are gained
there should be mental satisfaction found in the work. The students
should not be passive listener they should be active participants in
the process of learning.
True learning is experiencing, while activity is the process then
experience becomes the product of activity. Activity results in
experience, in fact activity and experience cannot be separated from
each other. A purposeful activity must end in gainful experience.
The school must, therefore, plan its activities in such a way that
students gain mastery on various experiences. Such type of projects
should be completed under a problematic situation in a natural
setting.

16. INTEGRATED CURRICULUM
 What exactly is integrated curriculum? In its simplest
conception, it is about making connections. What kind of
connections? Across disciplines? To real life? Are the
connections skill-based or knowledge-based?
 Correlation may be as slight as casual attention to related
materials in other subject areas . . . a bit more intense when
teachers plan it to make the materials of one subject interpret
the problems or topics of another
 Integration: the unification of all subjects and experiences

17. Core Curriculum
The Core Curriculum is the set of common courses
required of all undergraduates and considered the
necessary general education for students, irrespective
of their choice in major.

18. Board Field Curriculum
The Broad Fields Curriculum Design. The broad fields
design combines two or more related subjects into a single
broad field of study, for example, Language Arts combines
the separate but related subjects of Reading, Spelling,
Writing, Speaking, Listening, and Composition

19. Hidden Curriculum
The Hidden Curriculum/ Convert Curriculum
 Longstreet and Shane (1993) offer a commonly accepted definition for this
term – the “hidden curriculum,” which refers to the kinds of learnings
children derive from the very nature and organizational design of the
public school, as well as from the behaviors and attitudes of teachers and
administrator”
 Examples of the hidden curriculum might include the messages and lessons
derived from the mere organization of schools — the emphasis on:
sequential room arrangements; the cellular, timed segments of formal
instruction; an annual schedule that is still arranged to accommodate an
agrarian age; disciplined messages

20. where concentration equates to student behaviors were they are sitting
up straight and are continually quiet; getting in and standing in line
silently students quietly raising their hands to be called on; the endless
competition for grades, and so on. The hidden curriculum may include
both positive or negative messages, depending on the models provided
and the perspectives of the learner or the observer.
In what I term floating quotes, popularized quotes that have no direct,
cited sources, David P. Gardner is reported to have said: We learn simply
by the exposure of living. Much that passes for education is not education
at all but ritual. The fact is that we are being educated when we know it
least.

21. Other Types of Curriculum
 The Null Curriculum
 The Phantom Curriculum
 The Rhetorical Curriculum
 Curriculum in Use
 Received Curriculum
 THE Internal Curriculum
 The Electronic Curriculum
 The Concomitant Curriculum
 Overt Explicit or Written Curriculum
 Societal Curriculum

22. Thanks