Definition of Curriculum and all types and models of cuuriculum

1. Types of Curriculum
Design
Presented by : Amna, Iqra, khola, Suraya, sherish,samina,Arfana
Presented to :Miss Parveen Ikhtar

2. What is Curriculum & Curriculum Design?
 Curriculum:
 The curriculum comes from
latin word "currere" which
means 'to run'.It is a runway or
course on which one runs to
reach the goal. Curriculum is a
course of learning activities set
out for learner to perform in
order to achieve certain goal.
 Curriculum Design:
 Curriculum design is an image
of curricula parts and how they
fit together. Most commonly
refers to "arrangement of the
components or elements of a
curriculum".

3. Curriculum Design Chart
 c
Curriculum Design
Selection &
organization of
content(or Subject
Matter)
Selection &
Organization of
learning experience

4. Criteria for Selecting the Curriculum
design:
 Purpose and goals of education to be achieved
 Sources of objective to be utilized
 Characteristics of learners to be identified
 Nature of the learning process to be used
 Types of society for which design is meant
 Nature of Knowledge to be provided
 Types of society for which design is meant
 Nature of Knowledge to be provided

5. Characteristics of good Curriculum
design
 Holistic & coherent
 Inclusive /accessible /student centered
 One that foster a deep approach to learning
 Encouraging independence in learning
 Based upon/has link to research /scholarship
 Based on feedback , evaluation & review

6. Board –field Curriculum
 Definition:
 A broad field curriculum is a structure for achieving
educational outcomes that combines related subjects
into one broad field of study.
 The purpose of a broad field curriculum is to highlight
relationships between subjects and to integrate the
learning experience.
 This design is made to prevent the compartmentalization
of subject and integrate the contents that are related to
each other .Board field sometimes called “Hollistic”
curriculum’ draws around themes and integration.

7. Use of Board Field Curriculum
 Use of board field design cut down on the amount of
factual detail often found in the subject-centered design
 But still allow little integration between the board field
themselves.
 The school library will be used more extensively than in
the subject-centered design
 Help reinforce the interrelation ship among the subject
areas within a board field of study.

8. Features of Board Field Curriculum
 Classification and Organization of all content into subject
or subject like grouping.
 Subject are already defined and distinguished.
 A hierarchy of subject is commonly found according to
their perceived value.
 Methodology implied, and practiced is largely teacher
centered and expository in nature.

9. Core Curriculum
Definition
 A Core curriculum collectively
define district-wide system that
include
 Foundational standard
 Sequence of equivalent &
equitable Learning experience
 Common instruction materials
& strategies
 Common assessment

10. Characteristics of Core Curriculum
 1. This design focuses on the set of learning experiences
that are felt to be essential for all students.
 2. In school, a general education is the goal of the core
curriculum.
 3. Problem solving through reflective thinking is
encouraged.
 4. All courses will introduce students to a broad discipline
or field of study.
 5 . It delivers quality standards and expectation of what
need to be learned and in what order to ensure academic
success .

11. Core Curriculum Affects Following
Elements of Education
 Curriculum: The curriculum is built on a mandated core,
which is defined and designed outside the classroom.
 Instruction: Instruction is based on defined core content.
Rather than focusing on discovery, teaching revolves
around imparting a predetermined body of knowledge.
 Assessment: The core content literally shapes the
assessment process. The core curriculum method easily
lends itself to traditional testing based on information as
well as the use of conventional letter grades.

12. Integrated Curriculum
 According to Roberts & kellough, (2000).
 “ The term integrated curriculum refers to a way of teaching,
planning, & organizing so the discrete disciplines of subject matter
are integrated and match the developmental needs of the learner,
help to meaningfully connect the student’ learning to their current
and past experiences”
 What is Integration?
 Problem, concerns real to the student and real in the community.
 Student and teacher work together to select the specific topic of
interest to them and together they plan how, when, where and why
they pursue it.
 Develop essential skills intrinsic to their learning.

13. Why is curriculum Integration is
important:-
 It is important to see student relationship among ideas and concepts
as they plan and experience.
 Communication process become authentic as student engaged in
thematically based learning activities.
 Students are encourages to share their ideas. As they listen to one
another, their personal bases of ideas are expanded.
 Student become more responsible and engaged in their own learning.
 Teacher assume the role of facilitator rather than information
dispenser.

14. Characteristics of an Integrated
curriculum:-
 Researched based.
 Usage of multiple resources.
 Social skills improved.
 Collaboration.
 Problem-answer.
 Find an authentic literature on a topic.

15. Activity Based Curriculum
 What is activity?
 “A thing that a
person or a group does or has done lively
action or movement”
 Activity based curriculum:
 This approach is based on determine the
genuine need and interest of learner
which is turn from the basic of
curriculum.
 An importance of claim of this approach
is that “people only learn what they
experience.” according to A.K Gandhi
education is a development of all aspect
i-e body, mind ,and sprit. So mind
without activities cannot develop the
personality perfectly.

16. Advantages
 The most importance
feature of activity of
learning based curriculum
“learning by doing”
 The method also promotes
better understanding of a
lesson by participating the
task themselves
 It inspire the students to
apply their creative ideas
, knowledge and mind in
solving problems.
Nature
 It is one of the teacher
centered method of
teaching.
 Here the experience
student is getting here.
 Participation of the student
is there.

17. Objectives of activity based
curriculum
 By the end of the season the participant will be able to:
 1. Understand what is activity based learning (ABL).
 2. Explain communicative approach.
 3. Step by step learning with the help of a model lesson
plan.
 4. Identifying hurdles in implementation of interactive
learning.

18. Teacher centered curriculum
 In teacher centered education,
student pull all their focus on
the teacher . The teacher talks,
while the student exclusively
listen.
 It is primary role of teacher to
pass knowledge & information
onto their students . In this
approach , teaching &
assessment are viewed as two
separate entities . Student
learning is measured through
objectively scored test &
assessment

19. Underlying concept:
 The underlying concept of the teacher centered approach is based on
traditional pedagogy where in knowledge is passed from teacher to
children . T of sharing knowledge and learning contents from teacher
to children subject standards and methods are determined by the
teacher.
 The role of Teacher:- It is suggested that teachers may
participate in any combination of curriculum decision making roles at
the school level:
 Implementers
 Adaptors
 Developers
 Researchers

20. Advantages & Disadvantage
 As the curriculum is designed by
the teacher , it become easy to
achieve the desired goals.
 Subject matter become
psychologically sound due to its
relevance with interests needs and
level of the children
 Content/subject matter is logically
arranged .
 Irrelevant material/subject matter
is avoided.
 Teachers feel comfortable and
confident in the class room
activities .
 Democracy is encouraged .
 Cooperation is developed
 A change in the attitude on the part
of learners ,teachers and community
is difficult to develop.
 Lack of sources and resources .
 Hindrance due to rigid administration
planning and management .
 It will become difficult to maintain a
common standard in various
institutions .
 The existing curriculum for the
teaching training is not suitable for
teacher centered approach.
 A drastic change in the examination
system/evaluation will be required .
 When students work alone, they
don’t learn to collaborate with other
students, and communication skills
may suffer.
 Teacher-centered instruction can get
boring for student.

21. Leaner Centered Curriculum
 Introduction:
 The supporters of leaner centered
curriculum give importance to
individual development and they
wants to organize the curriculum
according to needs and interest of
learner , there are fundamental
differences in this approach and
subject centered design .
 Definition:
 Learner centered curriculum design
emphasize individual development
and their approach the curriculum
emerges from needs , intrust and
purpose of students .

22. Principles
 Freedom to develop
naturally.
 Interest is the motive of
all work.
 Teacher is a guide not a
task – master.
 Scientific study of pupil
development.
 The progressive school a
leader in educational
movement
Characteristics
 The curriculum plan is flexible ,
to accept new modification to
confirm to the needs and
interests of particular learners in
fact ,
 In this curriculum design the
learner may develop his or her on
curriculum plan with the
guidance of the teacher .
 The learner is consulted and
tutored individually at difficult
points in the curriculum and
instructional process .
 The curriculum plan is based on
knowledge of learner needs and
interests.

23. Teacher Centered V/S Learner-
Centered Curriculum
Teacher- centered
 Focus is on instructor.
 Instructor talks : Student listen.
 Student work Alone.
 Instructor monitors and corrects
every student utterance.
 Instructor answer student’s
question about language.
 Classroom is quite.
 Instructor evaluates student
learning.
Learner-Centered
 Focus is on both student and
instructor.
 Instructor and student interact
with each other.
 Student work in pair ,groups or
alone depending upon the
purpose of activity.
 Student have some choice of
topics.
 Student answer each other
question ,using instructor as an
information resource.

24. Teacher & Student-Centered Approach