2. Course Code:8624
Unit 4
Course coordinator:
Dr.Tooba Saleem Malik
Prepared by:
Salman Ali
Email : Salmanadil009@gmail.com
Contact no. 0302-3379394
Curriculum Development at Secondary Level In
Pakistan
3. WELCOME TO AIOU’S VIRTUAL
CLASSROOM SYSTEM
Instructions for students:
Please mute your microphone while class.
Don’t engage in chatting with other students
Ask questions if any using public chat feature
Please note that all activities are being
recorded
5. CONCEPT OF CURRICULUM
The word curriculumis derived from the Latin currere which means ‘to run’
Curriculumprovides a templateor design which enables learningto take
place.
7. CURRICULUM THEORY
Curriculum theory is a set of related statement that gives
meaning to a school’s curriculum by pointing up the
relationship among its elements and by directing its
development, its use and its evaluation.
Subject matter of curriculum may be the events associated with
decision about curriculum, the use of curriculum, development
of curriculum, curriculum design, curriculum evaluation and so
forth.
8. Major Characteristics of Curriculum Theory
▪ Curriculum theory explain in various ways the character of and the relationship
among the unique properties and function of the curriculum system.
▪ Curriculum theory has an ontological base. Its major concern is with what and
why of educational process. Concern is knowledge itself not its learning nor
process.
▪ Curriculum theory deals with alternative intellectuals structures for organizing
knowledge. In fact, each alternative structure assumes an answer to the question,
What knowledge is of most worth?
▪ Curriculum theory moves toward universal and abstract.
CURRICULUM THEORY
10. 1. Behavioral Approach
Based on behavioral approach to learning
Goals and objectives are specified
Learning outcomes are evaluated on the bases of goals
Measurement learning outcome indicates progress in
curriculum gains.
CURRICULUM APPROACHES
11. CURRICULUM APPROACHES
2- Managerial Approach
Principal is curriculum and instructional leader also called
manager
Manager set policies and priorities, established the direction of
change and innovation.
Managers are less concerned about contents than organisation
and implementation
Manager less concerned about subject matter than improving
curriculum
13. CURRICULUM APPROACHES
3. System Approach
Uses the system approach
It shows line-staff relationship of personnel and how decisions
are made
Parts of the school are examined how they relate each other.
15. CURRICULUM APPROACHES
4. Humanistic Approach
based on child centered movement
Take into consideration planned or formal and hidden
curriculum
Take into consideration the whole child and his development a
matter of prime importance
Learner is at the center of the curriculum.
17. AIMS AND OBJECTIVES OF CURRICULUM
DEVELOPMENT AT SECONDARY LEVEL
Three domains of objectives
The cognitive Domain
The Affective Domain
The psychomotorDomain
18. AIMS AND OBJECTIVES OF CURRICULUM DEVELOPMENT AT
SECONDARY LEVEL
The cognitive
19. AIMS AND OBJECTIVES OF CURRICULUM DEVELOPMENT AT
SECONDARY LEVEL
The Affective Domain
Deals with the feeling, emotions and degree of acceptance.
20. AIMS AND OBJECTIVES OF CURRICULUM DEVELOPMENT AT
SECONDARY LEVEL
The AffectiveDomain
Deals with the feeling, emotions and degree of acceptance.
21. CRITERIA FOR THE DEVELOPMENT OF CURRICULUM
OBJECTIVES
❑ Objectives should identify a learning outcome
❑ Objectives should be consistent with the curriculum aims
❑ Objectives should be precise
❑ Objectives should be feasible
❑ Objectives should be functional
❑ Objectives should be significant
❑ Objectives should be appropriate
22. CHARACTERISTICS OF CURRICULUM
❑ Should contribute towards democratic living
❑ Dynamic and forward looking, sample adequately both the scientific
content and the abilities of the pupils to the developed,
❑ Tested and improved through research
❑ Aim at bringing about an intelligent and effective adjustment with the
environment itself.
❑ Should take into account the theories of learning relevant to science
teaching.
❑ Should provided sufficient scope for the cultivation of skills, interest,
attitudes and appreciations.
❑ Mostly based upon the first hand experiences of the pupils from all the
significant areas of human living. These experiences are characterized by
newness, novelty, challenge, stimulation and creativity.
23. DIFFERENCES BETWEEN CURRICULUM AND SYLLABUS
Curriculum
❑ Overall content taught in an educational
system,
❑ Same for all teachers
❑ Wider in scope
❑ Not made available to students
❑ Prescriptive in nature
❑ Covers a program of study
❑ Prescribed by government
❑ Continue till course completion
Syllabus
❑ Summary of the topics covered
❑ Vary from teacher to teacher
❑ Fall under curriculum
❑ Provided to students by teacher
❑ Descriptive in nature
❑ Cover a particular subject
❑ Prepared by teachers
❑ Duration is one year
24. PRINCIPLES OF CURRICULUM CONSTRUCTION
➢ Principle of Child Centeredness
➢ Principle of Community Centeredness
➢ Principle of Activity Centeredness
➢ Principle ofVariety
➢ Principle of Co-ordination and Integration
➢ Principles of Conservation
➢ Principle of Creativity
➢ Principle of Forward Looking
➢ Principle of Flexibility
➢ Principle of Balance
➢ Principle of Utility
25. EVALUATION OF CURRICULUM
The fundamental concerns of curriculum evaluation relate to:
❖ Effectiveness and efficiency of translating government education policy into
educational practice.
❖ Status of curriculum contents and practices in the contexts of global, national and
local concerns.
❖ The achievement of the goals and aims of educational programs.
26. DETERMINATION OF CURRICULUM
In Pakistan Curriculum development encompass the following aspects:
1. Curriculum objectives.
2. Development of scheme of studies.
3. Development of syllabus of each subject.
4. Development of textbook, instructional material.
5. Teacher training.
6. Implementation
27. DETERMINATION OF CURRICULUM
1. Curriculum objectives.
Objectives are derived from
National Level Seminars
Recommendation of the National Education Policy
Research studies
Inter Board Committee of Chairmen
28. DETERMINATION OF CURRICULUM
2. Development of scheme of studies
The studies scheme is based on three key factors:
The national education policy
Market demand
Global issues
29. DETERMINATION OF CURRICULUM
3. Development of syllabus of each subject
It is based on objectives and scheme of study.
Subject specific syllabi is prepared in consultation with: > Subject expert >
Psychologist >Serving teacher
Syllabi must satisfy the following conditions:
Based on the needs of learner.
Content should be focused on attaining the objectives
30. DETERMINATION OF CURRICULUM
4. Development of textbook, instructionalmaterial
Provincial Text Book Boards (PTBB) are responsible for the development of the
text-books according to the approved syllabi.
How textbook is developed?
Establish a list of text book writers.
Invitations are sent to the writers to submit the material within the syllabus parameter.
Selection is made on the basis of relevance of material.
The selected material is transformed into a textbook
31. DETERMINATION OF CURRICULUM
5. Teacher training:
Teacher training for curriculum implementation is the responsibility of the provincial
government.
It is now stressed that each textbook must have a teacher's guide.
In some cases assistance in the training of the masters trainers is provided to
provincial government.
Federal Government took the responsibility to determine the curriculum text
boards, policy, planning and standards of education.
32. DETERMINATION OF CURRICULUM
6. Implementation
The curricula designed is printed and sent to universities/ institutions for its
adoption/implementation after the approval of the Authority.
33. CRITERIA FOR SELECTION OF BOOKS
Significance to an organized field of knowledge
Does the subject matter stand the test of survival?
Utility of the subject content
Interest and ability
Growth and development of a democratic society
34. TEXTBOOKS REVIEW PARAMETERS
National review committee comprises on five or six members:
At least one expert form the syllabus Formulation Committee.
Two subject experts.
Two school teachers
Textbooks review parameters
The books truly reflect the curriculum.
It meets the objectives stated in the curriculum.
Book does not contain any material against Islamic and Pakistani ideology.
In case of approval, textbook is sent for publishing and distribution.
In case of objection, complaints are relayed with revision recommendations.
