Introduction of curriculum components

1. Introduction of Curriculum
Components
By
Dr. Shazia Zamir
Department of Education
NUML,Islamabad

2. Contents
 Definition of Curriculum
 Stages of Curriculum
 Aims, goals and objectives

3. Todays’ Session’ Objectives
Learners will be able to
 Define curriculum
 Describe stages of curriculum
 Differentiate between aims, goals and
objectives

4. Curriculum
 The word "curriculum" began as a
Latin word which means "a race" or
"the course of a race" (which in turn
derives from the verb currere meaning
"to run/to proceed")
https://en.wikipedia.org/wiki/Curriculum

5. Curriculum
 Curriculum consists of the learning activities and
experiences ,selected to achieve educational goals.
 It involves interaction between teachers and
learners, between learners and learners,
and between learners and
curriculum content.

6. Curriculum
Curriculum is defined as
The term curriculum refers to the lessons and
academic content taught in a school or in a
specific course or program.
http://edglossary.org/curriculum/

7. Concept cont……
Curriculum is a cultural reproduction in a
structured way. It is even more: It should
also value independent thinking in the
context of the widest sense of social
responsibility.(Smith, Stanley &
Shores,2011)

8. Concept cont……
Tanner & Tanner,2007 offers the following
definition, derived from Dewey’s definition of
education
“That reconstruction of knowledge and experience
that enables the learner to grow in exercising
intelligent control of subsequent
knowledge and experience”

9. Curriculum Development
It is defined as the process of selecting,
organizing, executing, and evaluating
learning experiences on the basis of the
needs, abilities and interests of the
learners and the nature of the society or
community.
http://www.ibe.unesco.org

10. Different Stages Of Curriculum
Development
 Situational analysis.
Formulation of aims and objectives.
Selection and organization of curriculum.
Selection and organization of learning experiences.
Evaluation of curriculum.
http://www.ibe.unesco.org

11. Elements of Curriculum

12. Situational Analysis
Preliminary analysis of situation existing at
present and background against which process has
to be under taken. It Involves,
 Needs assessment and determining priorities on
the basis of these needs.
educational system requirements
cultural and social change

13. Elements of Situational Analysis
Analysis factors that constitute the situation:
Teachers
- abilities/skills
- teaching style
- strengths / weaknesses
Pupils
- needs
- abilities
- personal characteristics

14. Elements cont…..
Physical Plant And Facilities
Materials
Equipment
Facilities etc
Psycho-social Climate
Organizational climate
Traditions , beliefs , attitudes
Developmental trends etc

15. Aims
 Wilson(2004) defines AIMS as " general
statements that provide direction or intent to
educational action".
 Orstein and Hunkins concluded that AIMS serve
to:
1 Be general statements that provide shape and
direction to the more specific actions designed
to achieve future product and behavior.
2. Be starting point for ideal/inspirational vision of
the good future

16. All Schools shall aim to
 Develop moral character and personal
discipline.
 Encourage creative and critical thinking.
 Broaden scientific and technological
knowledge.
 Foster love of humanity.
 Teach the rights and duties of citizenship
 Promote respect for human right.
 Strengthen ethical and spiritual values
 --------------------------------

17. Aims of Elementary Education
 Essential to personal development and necessary for
living in and contributing to a developing and changing
society.
 Provide knowledge and develop skills , attitudes, values,
learning experiences which increase the child's
awareness and responsiveness to the changes in the
society.
 Promote and intensify knowledge, identification with
and love for the nation and the people to which he
belongs.
 Promote work experiences which develop orientation to
the world of work and prepare the learner to honest and
gainful work.
 ------------------------

18. Aims of Secondary Education
 Continue to promote the objective of
elementary education.
 Discover and enhance the different
aptitudes and interests of students in order
to equip them with skills for productive
effort and prepare them for tertiary
schooling.
-------------------

19. Aims of Tertiary Education
 Provide general education programs which will
promote national identity, cultural
consciousness, moral integrity and spiritual vigor.
 Train the nation's manpower in the skills required
for national development.
 Develop the professions that will provide
leadership for nation.
 Advance knowledge through research and apply
new knowledge for improving the quality of
human life and respond effectively to changing
society

20. Goals
 Goals are statement of purpose with some
outcomes in mind.
 According to Wilson(2005), goals are " the
statement of educational intention which are
more specific than aim.
 Oliva(2001) distinguishes between curriculum
goal and instructional goals.
 Curriculum goal: a purpose in general terms
without criteria of achievement.

21. Goals
 Instructional curriculum: a statement of
performance expected of each student
 Goals can be written broadly and specifically.
 Examples
 To develop a skill in reading, writing ,speaking
and listening
 To be able to verbally and visually express a
point of view about some specific topic

22.  Objectives are usually specific statement of
educational intention which define either general or
specific outcomes.
 Benjamin Bloom defined educational objective in
two ways:
1 Explicit formulations of the ways in which
students are expected to be changed by educative
process.
2. Intent communicated by statement describing
proposed change in learner

23. General objective:
Those objectives that describe school- wide
outcomes. E.g. Improving students skills
Specific objective:
Those objectives that describe behavior to be
attained in a particular unit, a subject/course or
particular programmed
E.g. cognitive, affective and psychomotor domain

25. Goals and Objectives

26. Formulation of aims and objectives
Curriculum should aim to:
 Provide knowledge and develop skills, attitudes,
values essential to personal development and
necessary for living in and contributing to a
developing and changing society.
 Provide learning experiences which
increases a child’s awareness and
responsiveness to the changes in
the society.

27. Aims and Goals in Pakistan
 Quranic principles and Islamic practices
 Achievement of universal primary education
 To meet basic learning needs of children
 To expand education qualitatively and
quantitatively
 To ensure school access

28. Continue…..
 To prepare students for professional needs
 To develop technical education and improvement
in it’s quality.
 To popularize information
Technology among students
 To achieve excellence in different
fields of higher education.
--------------------------------

29. Selection and Organization of Content
 Content is defined as “Information to be learned in
school, another term for knowledge (a collection of
facts, concepts, generalization, principles,
theories)”.

30. Principle and criteria of content selection and
organization
• Selection of content according to aims and
objectives
 Validity
 Significance
 Difficulty
 Pupil’s needs and interests
 Universality

31. Validity
• The extent to which a
measuring device measures
what it intends or purports to measure.
Significance
 Content should be beneficial for the learner
and society
 Depth and breath of content according to
demands
 Change according to the new era

32. Difficulty
To keep this in mind that the content
is easy to understand for students /
learners without guidance. i.e. home
assignments
If difficult content is added, to understand
that content, relevant skills should be given at
school.

33. Pupil's Needs and Interests
Pupils interest is an important motivational
factor for learner
 Students interest will enable the content
selectors to select interesting and facilitating
activities.

34. Universality
 The content should be selected according to
recent educational terminologies and
universal standards
 It is very important to teach basics of
educations as equal to the global standards

35. Activities organized while study of content
• Study of text book
 Additional instructional material
 Exercises consisted of recapitulation
 Practical work and experiments
 Educational visits and special education sessions
 Occasional celebrations
 Physical training including games and sports
 Students self-help activities
 Scouting and girl guiding
 -------------------------------

36. Selection and organization of learning
experiences
 Relevant learning experience will enhance
the desired changes in learners
 Allows to add, compare or contrast the
learning experiences to
understand the actual meanings
 Economic and rigidity
constraints effects the methods
a lot

37. Evaluation of the Curriculum
 In relation to curriculum, evaluation is the
process of making value judgments about the
merit or worth of a part or the whole of a
curriculum.
 This stage provides a feedback
to the teacher to improve the
teaching methodology as well.
http://www.ibe.unesco.org/