The document discusses definitions and concepts related to curriculum. It provides 10 definitions of curriculum from different education experts that focus on curriculum as the totality of a student's activities and experiences, a means to achieve educational goals, and the sum of what is taught in schools. It then lists 11 characteristics of curriculum, such as it being a totality of activities, a means to an end, reflecting educational trends, and helping achieve goals. The document explores these concepts in more depth.

1. ACTIVITY:
Charades

4. The term curriculum is derived from the Latin word “currere”
which means, “run”. Thus, curriculum is a runway of attaining the
goalof education. Curriculummaybeconsideredasa blueprint of an
educationalprogram.

5.  According to Cunningham, “curriculum” is the tool in the handsof anartist
to mould his material, according to his ideals in his studio”. In this
definition, artist is the teacher, material is the student ideals are objectives
andstudio is the educationalinstitute.
 Alberty define curriculum “as the sum total of student activities which
the school sponsors for the purpose of achieving its objectives”.
 In the words of Robert Beck, and Walter Cook, “Curriculum is this sum
of the educational experiences that children have in school”.
 Blond's Encyclopedia (1969) of Education defines “Curriculum as all the
experiences a pupil has under the guidance of the school”

7. 1. Totality of Activities
2. A Means to an End
3. Total School Environment
4. Totality of Experiences
5. Mirror of Curricular and Co-curricular Trends
6. Mirror of Educational Trends
7. Development of Balanced Personality
8. Process of Living
9. Dynamic
10. Mirror of Philosophy of Life
11. Achievement of Goals

8. Totality of Activities:
By Curriculum it is meant all the school activities, which are used to
promote the development of the pupils. It refers to the totality of subject
matter, activities and experiences, which constitute a pupil's school life.
Pragmatists have also included the entire range of learner's activities in the
curriculum because according to them the child learns by doing.
A Means to an End:
It is known that Curriculum is not an end in itself, but a means to an end.
Therefore, it is created so as to achieve the aims of education.
That is the reason why different educationists have suggested different
kinds of curricula to conform to the aims and objectives ascribed to
education.

9. Total School Environment:
The total environment of the school influences Curriculum. It is made up of
everything that surrounds the learner in all his working hours. It is “the
environment in motion”. It refers to the total educational programme of the
school (school environment) including all experiences, activities and learning,
in which the learner is expected to progress and attain the goals ofeducation.
Totality of Experiences:
Curriculum refers to the totality of experiences that a pupil gets in the school
(i.e. the class-room, library, laboratory; workshop, playground and in the
numerous informal contacts between the teacher and the pupils) as well as
outside the school. These experiences help him in the development of
personality.

10. Mirror of Curricular and Co-curricular Trends:
Curriculum forms the mirror of curricular and co-curricular trends and is able
to reflect the curricular and cocurricular trends in our educational institutions
i.e. the courses of study, the aims and objectives of education, the
methodology of teaching including teaching aids and evaluation techniques.
Mirror of Educational Trends: Curriculum is the mirror of educational trends.
It depicts the total picture about the prevailing educational system. The
objectives behind the educational system highlighted through the series of
experiences, which are provided by the curriculum.
Development of Balanced Personality: Curriculum is quite helpful in the
development of balanced personality. The activities in curriculum concerning
physical, intellectual, emotional, social, economic, aesthetic and cultural
development play their role for developing balanced personality.

11. Process of Living:
Curriculum is a process of living in which interaction between the
individual and his environment takes place. Curriculum is concerned
both with the life of the individual and his environment.
Dynamic:
A good curriculum is dynamic. The needs and interests of the pupils go
on changing with the passage of time. For varying needs different types
of activities are required. This tends to necessitate some changes in the
curriculum.

12. Mirror of Philosophy of Life:
Curriculum is regarded as the mirror, of philosophy of life. It depicts
philosophy of life. Democratic or autocratic way of life is reflected in, the
curriculum. Each way of life is having different philosophy and hence
different goals of education.
Achievement of Goals:
Curriculum is prepared to achieve some set goals and objectives of
education, which are set by society. Curriculum helps in achieving the
aims and objectives of education.

13. Achievement of Educational Aims: Curriculum renders help in achieving
the aims of education. Without suitable curriculum aims of education
cannot be achieved. In the absence of curriculum it is not possible to do
anything systematically.
Fixing Limits: Curriculum is quite helpful in fixing limits of teaching and
learning. It helps in determining the work of the teacher as well that of the
pupil.
Development of Democratic Values: Curriculum is helpful to the
students in developing democratic values such as liberty, equality,
fraternity, justice, respect for dignity of the individual and group living.

14. Development of Citizenship: Development of citizenship is one of the
major responsibilities of education. Suitable curriculum is helpful in.
achieving this aim of education.
Development of Character: There is no system of education, which
does not aim at developing character in the youth. Character can be
developed through suitable curriculum.
Satisfaction of Needs: Curriculum is able to satisfy educational,
vocational and psychological needs of students. There is a great variety
of interests, skills, abilities, attitudes, aptitudes, and requirements of
students.

15. Criteria of Suitable Teachers: The curriculum mainly shows what type of
teachers is needed in the schools. We should know what type of work they are.
required to do and this is to be in accordance with the requirement of the
curriculum.
Selection of Suitable Methods: Curriculum makes the teacher to select suitable
methods of teaching. 'How to teach' will be determined by what to teach i.e. the
curriculum.
Acquisition of Knowledge: -Curriculum helps the student in the getting
knowledge. By studying various subjects laid down in the curriculum the
student gets knowledge in conformity with his abilities and level of intelligence.

16. Reflects Trends in Education: Curriculum is meant to achieve the end i.e., the
changing aims of education with the changing social requirements. Hence
curriculum reflects the trends in education and changes in philosophy.
Modern education expects following demands on the curriculum:
i. Providing Suitable Knowledge: The curriculum should provide suitable
knowledge, which will be quite helpful in the achievement of aims of
education.
ii. Providing Suitable Activities and Experiences: The curriculum includes
well-selected activities and experiences required for development of pupils
according to social requirements.
iii. Providing Wholesome Influences: The curriculum should provide
wholesome school programme for developing the desirable behavior patterns
in the pupils.

17. The scope of the content concerns question about what to include and what to exclude
as for as the selection of subject matter is concerned. It includes the broad form, which
is the range and extent of each area to be covered. Determining the scope must include
some reference to aims and objectives and range of the learning experiences.
Counseling what is to be included in the content is sometimes referred to as
determining the scope and it can be seen by operating at four levels.
a) First there must be decisions regarding what to include as a whole in the major area
within which the curriculum operates.
b) Should the concerns be with certain subjects that are basic to the understanding of
the human caring, such as those within the behavioral science and humanistic?
c) Should the selection drawn from the life science in that these may help the student
understand physical factors of care?
d) Should the material be developed that addresses the learning?

19. Evaluation Content / Subject Matter
Aims / Objectives
Methods / Strategies

20. 1. Aims, Goals, and Objectives
2. Subject Matter / Content
3. Learning Experiences
4. Evaluation Approaches

21. Component 1:
Aims, Goals and
Objectives

22. • Aims:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the
historical development of the country
5. Teach the rights and duties of citizenship

23. 6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline
8. Encourage critical and creative thinking
9. Broaden scientific and technological knowledge
and vocational efficiency

24. Educational Objectives
Benjamin Bloom and Robert Mager
• Explicit formulations of the ways in which students are
expected to be changed by the educative process, and
• Intent communicated by statement describing a
proposed change .in learners.

25. Educational Objectives
Cognitive Domain: (Bloom et al, 1956) – thought process
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

26. Educational Objectives
Affective Domain: (Krathwohl, 1964) – valuing, attitude and
appreciation
• Receiving – willingness to pay attention to a particular stimuli
• Responding – active participation on part of the students
• Valuing – worth or value attatches to particular phenomena, object
or behaviour
• Organization – bringing together different values and building a
value system
• Characterization by value – developing a lifestyle from a value
system

27. Psychomotor Domain (Simpson, 1972) – psychomotor attributes
• Perception - use of sense organs to guide motor activities
• Set – readiness to take particular type of action
• Guided Response – Imitation and trial and error
• Mechanism – responses have become habitual
• Complex overt responses – skilful performance and with complex
movement patterns
• Adaptation – skill well-developed that the ability to modify with
ease
• Origination –creating new movements patterns; creativity
Educational Objectives

28. Component 2:
Curriculum Content or subject Matter
• Content
- Compendium of facts, concepts generalization,
principles and theories
- Subject-centered view of the curriculum
Gerome Bruner, “ knowledge is a model we construct to
give meaning and structure to regularities in experience”

29. Subject Area and its Learning
Content
• Communication Arts – listening, speaking, reading, writing and
effective use of language
• Mathematics – numeric and computational skills, geometry and
measurement, algebra, logic and reasoning
• Science – all branches of natural sciences, exploration and
discovery dealing with natural phenomena and scientific
investigation
• Social Studies – basic elememts of Geography, History, Sociology,
Anthropology, Economics, Civics, Political Science, and
Psychology

30. • Physical Education - health and physical fitness, individual team
sports, spectatorship and wise use of leisure
• Vocational Education – psychomotor and manipulative skills in
basic crafts and trades, design, work ethic and appreciation of
manual productive work
Subject Area and its Learning
Content

31. Subject Matter
• Self- sufficiency – attaining self- sufficiency in most economical manner;
- less teaching and learner’s effort but more results and effective
learning outcomes
• Significance – content will contribute to basic ideas, concepts and
principles, and generalizations to achieve the aim of the curriculum;
- it will develop the cognitive, affective and psychomotor skills of the learners;
and cultural aspects will be considered

32. • Validity – authenticity of the subject matter
• Interest - a key criterion in learner-centered curriculum; content should
be based on the interest of the learner
• Utility – usefulness of the content to the learner either for the present or
the future
• Learnability – subject matter should be within the range of the
experiences of the learners
• Feasibility – content should be learned within the time allowed,
resources available, expertise of the teacher and nature of the learner.
subject matter

33. Component 3
Curriculum Experiences
• Teaching Strategies and Methods Educational activities
1. Teaching methods are means to achieved at the end.
2. There is no single best teaching method.
3. Teaching methods should stimulate the learners desire
4. Learning styles of the students should be considered.
5. Every method should lead to the development of learning outcomes
in three domains.
6. Flexibility.

34. • Curriculum Evaluation
- Formal determination of the quality, effectiveness, or value of
the program, processes, product of the curriculum
- Meeting the goals and matching them with the intended
outcomes (Tuckman)
Component 4
Curriculum Evaluation

39. PHASE-I
Curricula under consideration
Step – I
Constitution of National Curriculum
Revision Committee (NCRC) in the
subject
Step –II
Assessment/Analysis of the existing
Curriculum
Step – III
NCRC meeting:
Draft preparation
PHASE – II
Circulation of the Draft Curriculum
Step – IV
Appraisal of the first draft
Step – V
NCRC meeting-II:
Finalization of draft
Step VI
Approval of the revised curricula by
the Vice-Chancellors’ Committee:
The final draft curriculum is
submitted to the Vice-Chancellors’
Committee for approval.

40. The curricula designed is printed and sent to universities/institutions
for its adoption/implementation after the approval of the Competent
Authority.

41. There are several obstacles affecting the quality and effectiveness of curriculum
development process in Pakistan.
Lack of subject area expert.
Textbook often do not reflect the curriculum
Lack of follow-up of actual curriculum implementation in classroom practice.
Curriculum often different from the official curriculum documentation
oThe details about these factors are given below:
Expertise
Textbook quality
Implementation and follow-up

42. Federal Ministry of Education is responsible for the national cohesion,
integration and preservation of the ideological foundation of the states.
Responsibilities
Federal Ministry of Education is responsible in making of:
1) Curriculum
2) Syllabus
3) Planning
4) Policy
5) Education standards

43. National Bureau of Curriculum and Textbooks (NBTC)
Also known as curriculum wing, supervises curriculum and textbooks.
Approves and maintain curriculum standards from the primary to the
higher secondary levels
Provincial curriculum Centre
 Every province has a provincial curriculum centre to ensure provincial
collaboration
 Involve in all activities falling within the purview of the federation.
 Each Province has its own Provincial Textbook Board (PTTB)

44. Curriculum Design and Development Department
Curriculum Design and Development
Evolution of curriculum objectives
Development of scheme of studies
Development of syllabus of each subject
Development of textbook, instructional material
Approval of textual material
Teacher training

45. Developing Objectives
Objectives are derived from
Recommendation of the National Education Policy
National Level Seminars
Forums of research studies
Inter Board Committee of Chairmen

46. Development of syllabi
It is based on objectives and scheme of study. Subject specific syllabi
are prepared in consultation with:
Curriculum Development at Higher Education Level
In 1973’s constitution, Government placed education on the concurrent
list. Federal Government took the responsibility to determine the
curriculum text boards, policy, planning and standards of education

47. PTTBs are responsible for:
Preparing
Publishing
Stocking
Distributing
Marketing school textbooks