This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.

2. Presented to:
Dr Aroona Hashmi
Presented by:
Muhammad javed iqbal
Institute of education and research
university of the Punjab

4. Grundy(1987) defines curriculum as a programme of
activities (by teachers and pupil) designed so that
pupil will attain so far as possible certain educational
and other schooling ends or activities

5. Curriculum Development can be defined as the
systematic planning of what is taught and learned in
schools as reflected in courses of study and school
programs.

6. A model is a format for curriculum design developed
to meet unique needs, contexts, and/or purposes. In
order to address these goals, curriculum developers
design, rearrange one or more key curriculum
components.

8.  Hilda Taba followed the grass-roots approach in
developing curriculum.
 She believed in an inductive approach
to curriculum development. For her, it should be
the teachers who should design the curriculum
rather than the higher authorities.

9. a) Creating the units of work to be studied
b) Testing these units with students
c) Adapting units as necessary after the testing
d) Creating a framework to test to ensure that all
material is covered in a clear and complete manner.
e) Putting the units of study into practice, while always
creating new units to to use in the classroom

10. Step 1: Diagnose of needs:
The teacher (curriculum designer) starts the process by identifying the needs of the students for
whom the curriculum is to be designed.
Step 2: Formulation of objectives:
After the teacher has identified needs that require attention, he specifies objectives to be
accomplished.
Step 3: Selection of content:
The objectives selected or created suggest the subject matter or content of the curriculum.
Objectives and content should be match.
Step 4:Organization of content:
A teacher cannot just select the content, but mustorganize in some type of sequence, taking
learner maturity into consideration, learner’s academic achievements and their interests.

11. Step 5: Selection of learning experience:
Content must be presented to students and they must engage
the content. Here, the teacher selects instructional
methods that will involve the students with the content.
Step 6: Organization of learning experience:
As content must be sequenced and organized; the learning
activities, too.
Step 7: Evaluation and means of evaluation:
The curriculum planner must determine just what objectives
have been accomplished. Evaluation procedures need to be
considered by the teacher and students.

12.  The model is currently used today most curriculum
design:
 The steps still used are:
1. Identifying the needs of the students
2. Developing objectives
3. Selection instructional methods
4. Organizing learning experiences
5. Evaluating