The document discusses the historical perspectives of curriculum development. It defines curriculum as what is taught in school, a sequence of courses, a set of subjects, performance objectives, and content. Curriculum development has been motivated by religion, politics, utilitarianism, mass education, and excellence. Traditional curriculum viewed it as rigid body of subjects prepared by teachers for students to learn from. It aimed to fit learners into the existing social order. Modern curriculum considers the total experiences of the learner and is learner-centered and flexible based on interests. It uses life experiences to prepare students for social life and values constant revision and experimental techniques.

1. Historical Perspectives of
Curriculum Development

2. WHAT is taught to students.
What is curriculum?
There are many definitions that are correct…………. but for
our purposes we define curriculum as :

3. How Do We Define Curriculum?
Curriculum is
that which is
taught at
school
Curriculum is
a sequence of
courses
Curriculum is
a set of
subjects
Curriculum is
a set of
performance
objectives
Curriculum is
content

4. The development of curriculum in history is basically founded on
five outstanding motives
Religion
Political
Utilitarian
Mass
education
Excellence
in education

5. Curriculum different dimensions
Traditional
Modern

6. In the early years of 20th century, the traditional concepts held
of the “curriculum is that it is a body of subjects or subject
matter prepared by the teachers for the students to learn”.
Synonymous to “course study” and “syllabus”
Most of the traditional ideas view curriculum as written
documents or plan of action in accomplishing goals
It considers the curriculum as something rigid consisting of
discipline subjects
It considers all learners as much as the same and it aims to
fit the learner into the existing social order and thereby
maintain the status quo
Traditional dimension of curriculum

7. Its major motivation is discipline and considers freedom as an
outcome and not a means of education.
Its approach is authoritative and the teacher’s role is to assign
lessons and to recite recitations.
It is book-centered and the methods recommended are
memory work , mastery of facts and skills, and development
of abstract intelligence.
It has no interest in social action and life activities
Its measurement of outcomes are standard tests based on
subject matter mastery.
Traditional dimension of curriculum (cont…)

8. Listing of subjects, syllabi, course of study and list of courses or specific discipline can only be
called curriculum if these written materials are actualized by the learner
Total learning experiences of the individual
All experiences children have under the guidance of teachers. – Caswell & Campbell
Experiences in the classroom which are planned and enacted by the teacher, and also
learned by the students. – Marsh and Willis
It conceives of the curriculum as something flexible based on areas of interest.
It is learner-centered, having in mind that no two persons are alike
Modern dimension of curriculum

9. Its factor of motivation is individual achievement believing that persons are naturally good
Its factor of motivation is individual achievement believing that persons are naturally good
It uses a life experience approach to fit the student for future social life
Constant revision of aims and experimental techniques of teaching and learning are imperatives
in curriculum development in order to create independent thinking, initiative, self-reliance,
individuality, self-expression and activity in the learner
Its measurement of outcomes are now devices taking into consideration subject matter and personality
values
Modern dimension of curriculum (cont…)

10. Which are old
curriculum?
Which are modern
curriculum?
conclusion