Curriculum is one of the four basic components of education i.e., teacher, student, curriculum and school. Curriculum is the pathway through which the objectives of education are attained whereas instruction is how this curriculum (content) is communicated to the students. It is essential for a teacher as well as a teacher educator to have an in-depth knowledge and understanding of the curriculum theory, design of the curriculum and procedures of developing and changing curriculum in both national and international perspectives. This course is aimed at dealing with all these things mentioned above. It also covers the interrelationship and interdependence of curriculum and instruction as well as their contribution in the improvement of each other. After studying this course, the students will be able to:

• Understand basic concepts of curriculum and instruction
• Comprehend the process of curriculum development and change in general and in Pakistan.
• Understand and basic principles, models and approaches to the curriculum organization and design
• Describe the process of curriculum evaluation.

INTENDED LEARNING OUTCOMES

• Review and understand the critical issues, problems and trends in curriculum development and instruction
• Evaluate the process of curriculum development in Pakistan
• Analyse different models of curriculum development.
• Review and understand the critical issues, problems and trends in curriculum development and instruction
• Describe the process of curriculum evaluation
• Evaluate the quality and worth of our local text books, curricula and syllabi
• Define curriculum  and explain perspectives of curriculum change

COURSE CONTENTS

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1. Introduction: Elements of curriculum: Objectives, content, teaching methods and evaluation, Basic components of  curriculum and instruction, and their inter-relationship, Role of school leaders and teachers in curriculum development
2. Foundations of Curriculum: Philosophical foundations, Historical foundations, Psychological foundations, Socio-cultural foundations, Economic foundations
3. Curriculum Goals, Aims and Objective: Taxonomies of educational objectives, Cognitive domain, Affective domain, Psychomotor domain 
4. Curriculum Theory and Practice: Various models: Objective Model, Contents model, Process model, Integration vs. differentiated curriculum, Teacher vs. student centered curriculum, Top down vs. bottom up curriculum
5. Curriculum Development Process: Curriculum development: Basic concepts, Steps in Curriculum development process, Procedures of curriculum development: Judgmental, experimental, analytical and consensual, Curriculum change and innovation, Curriculum development process in Pakistan
6. Curriculum Reforms in Pakistan: Curriculum reforms in the light of national educational policies, Issues of curriculum change
7. Curriculum Evaluation:  Definition, components, and kinds of evaluation, (Summative, formative, diagnostic etc.), Traditional and progressive notions of curriculum monitoring and evaluation, Role of evaluation in curriculum improvement, Process and practices of curriculum evaluation, Curriculum evaluation in Pakistan and its implications, Contemporary issues of curriculum evaluation

                                                             COURSE SCHEDULE

  ASSESSMENT CRITERIA

Midterm Examination:  Term Paper 30%

Sessional 20%

Final Term Examination 50%

READINGS

Recommended Book

Rashid, M. (2000). Allied material of curriculum development and instruction. Islamabad: AIOU.

Suggested Books

Zais, R.S. (1976). Curriculum: Principles and Foundations. NewYork: Crowell

Suggested Books