M.A Edu (reg) 

B.Ed Gen (1.5) 2020-2021

Curriculum Development

Code : EDU- 601 Credit Hours: 03

Introduction: 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.

Objectives:     After studying this course, the students will be able to:

 Understand basic concepts of curriculum and instruction

 Comprehend and evaluate the process of curriculum development and change in general and in Pakistani context in particular

 Review and evaluate the curriculum reforms that have taken place in Pakistan so far  Understand and evaluate the basic principles, models and approaches to the curriculum organization and design

 Review and understand the critical issues, problems and trends in curriculum development and instruction

 Describe the process of curriculum evaluation both in national and international context

 Evaluate the quality and worth of our local text books, curricula and syllabi Course

Outline

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 Recommended Books: Kelly, A.V. (1999).

The Curriculum: Theory and practice. London: Paul Chapman Oliva, P.F. (1997). Developing the curriculum. (4th ed.). New Yark: Longman. Rashid, M. (2000). Allied material of curriculum development and instruction. Islamabad: AIOU. Sharma, R. C. (2002). Modern methods of curriculum organization. New Delhi: Commonwealth.

Recommended books

Taba, Hilda (1962). Curriculum development; theory and practice.

Harcourt, Brace & World Thijs, Annette and Akker, Jan van den (2009). Curriculum in development Netherlands Institute for Curriculum Development (SLO),

Enschede, the Netherlands Limon E. Kattington, (2010). Handbook of Curriculum Development. http://www.pdfbook.co.ke

Time Table