This document discusses the concept of curriculum, defining it as the lessons and content taught in educational settings. It introduces the window-shopping curriculum, which allows learners to select from a range of activities and courses, promoting flexibility and adaptability in education. The importance of this approach lies in building students' self-esteem and providing a measurable framework for quality education that meets diverse learning needs.

2. Outlines
• Introduction : Curriculum
• Types of curriculum
• Window-shopping curriculum
• Importance of window-shopping curriculum
• Conclusion

3. Introduction : Curriculum
• The term curriculum refers to the lessons and academic content
taught in a school or in a specific course or program.
• Curriculum typically refers to the knowledge and skills students are
expected to learn, which includes the learning standards or learning
objectives they are expected to meet; the units and lessons that
teachers teach; the assignments and projects given to students; the
books, materials, videos, presentations, and readings used in a
course; and the tests, assessments, and other methods used to
evaluate student learning.
• An individual teacher’s curriculum, for example, would be the
specific learning standards, lessons, assignments, and materials
used to organize and teach a particular course.

4. Types of Curriculum
• Teacher-centered
• Subject-centered
• Child-centered
• Peripheral
• Enrichment
• Special integrated
• Correlated
• Fused
• Interdisciplinary
• Window-shopping
• Frontline
• Crash
• Spinal

5. Introduction : Window-shopping curriculum
• The learners are offered learning opportunities including set
courses, activities, methods of transaction, ideas, for making
their own courses, instructions as to how to set up a learning
co-operative, self-instructional packages and available
learning resources and opportunities.
• There are several operating examples of the window-
shopping curriculum approach in existence .
• The City as Schools initiative in USA presents its students
with a catalogue of hundreds of learning-at-work
placements and associated college-based course options.
From these, students devise personal study program in
consultation with a tutor.

6. • Of course, the window-shopping approach is common in Further
and Higher Education.
• Nursery schools in UK also use this approach sometimes because
the young learners choose from a range of activities. The teachers
write it down in their team meetings for planning purposes.
• The case for the window-shopping curriculum to replace any
version of the imposed set curriculum, is based on the most recent
research into learning.
• Howard Gardner identifies at least seven types of intelligence.
Charles Handy suggests that there are more than this. We have
known for many years that there are more than thirty learning styles
in humans.

7. • The flexibility a full-blown window-shopping curriculum approach
implies is now widely recognized as the way forward in order:
 to enable individuals to cope with a rapidly changing world,
creatively and imaginatively, rather than with fear, obstructionism
and fatalism
 to provide for the wide variety of individual learning styles, forms
of intelligence and learner aspirations
 to meet the needs of the modern economy for flexible capable and
adaptable people
 to create a modern, living democracy in which people participate by
exercising responsible, informed choice, and by acting with all the
tolerance needed to make an open and diverse society work.

8. Importance of Window-shopping
Curriculum Approach :
• The basic concept of window-shopping curriculum is to build the
self-esteem of students. There are six pillars of self-esteem as
mentioned by Branden,
 living consciously
 self-acceptance
 self-responsibility
 self-assertiveness
 living purposefully
 personal integrity

9. Conclusion :
• Window-shopping curriculum builds the self-esteem of
students.
• Window-shopping curriculum provides teachers,
students, administrators and community stakeholders
with a measurable plan and structure for delivering a
quality education.
• It identifies the learning outcomes, standards and core
competencies that students must demonstrate before
advancing to the next level.