Curriculum:

Concepts, Planning ,
Processes,
Development, Design
 CURRICULUM
FROM
What is DIFFERENT
curriculum?
POINTS OF
VIEW
 Curriculum

Planned
Framework Learning
Experiences

Meets the
Wholesome Learning
Grooming of Objectives
the Learners of
Institution

3
Curriculum
 CURRICULUM

According to Inlow:
The planned composite effort of any
school to guide pupil learning towards
predetermined learning outcomes
 CURRICULUM

According to David Nunan,

‘Curriculum' is a large and complex concept,
and the term 'curriculum’ is used in a number
of different ways. In some contexts it is used
to refer to a particular program. Nunan uses
'syllabus' to refer to the selecting and grading
the context, and 'curriculum' more widely to
refer to all aspects of planning, implementing,
evaluating and managing an educational
program (Nunan 1988).
 PLANNING A CURRICULUM

Learning Educational Educational Methods/ Yardsticks /

Outcomes Purposes Experiences Strategies Benchmarks

7
FOUR
FOURFUNCTIONS
FUNCTIONSOF
OFCURRICULUM
CURRICULUM

Tanner’s
Tanner’sViewpoint
Viewpoint

Aims, Goals &

Experiences

Selection of Learning
Evaluation
Objectives

Organization
COMPONENTS OF A CURRICULUM
PLANNING

Diagnosis
Formulation of Specific Objectives
Content and its Organization
Teachers and Teaching Methods
The Learners
Evaluation

10
FORCES AFFECTING THE
CURRICULUM
Government

Professional People

Ideology of the Nation

Business and Industry

Social / Moral Values

Resources 11
 PROCESS OF CURRICULUM
DEVELOPMENT

Formulating Objectives
Long and Short Term Objectives
General and Specific Objectives
Behavioural Objectives
 PROCESS OF CURRICULUM
DEVELOPMENT

Criterion for Content Selection

The Criterion for Validity
The Criterion for Significance
The Criterion for Interest
The Criterion for Learnability
 PRINCIPLES OF CONTENTS
SELECTION

 Promoting Islamic Ideology

 Developing Social Understanding

 Promoting Personal Development

 Promoting Continuity of Experiences

 PRINCIPLES OF CONTENTS
SELECTION

 Reflection of Educational Aims

 Marinating Balance Among all Goals

 Involvement of Students

 Using Effective Learning Experiences

 CURRICULUM ORGANIZATION
(PRINCIPLES)

A mechanism
Provide scope for educative
and sequence experiences,
with flexibility interests and
needs

Attainment of
Consonant with
Educational
learning
Objectives
 CURRICULUM ORGANIZATION (Con’t)
(PRINCIPLES)

Creating Learning
Individual Needs Environment
 CURRICULUM ORGANIZATION
(CRITERIA)

Continuit Sequenc Integrati

y e on
 Four Educational Philosophies

Perennialis Essentialis
P
m m
hi
lo
so
pi
ca
l
Progressivis Reconstructi
m o-nism
 Four Educational
Philosophies
a. Perennialism
• To educate the rational person;
Aim of
Education
• To cultivate the intellect
P
hi
lo
Role of
• Teachers help students think with reason
so Education
pi
ca
l • Classical subjects, literary analysis and
Focus in the
Curriculum
curriculum is constant

• Use of great books and return to liberal

Curriculum
Trends
arts
 Four Educational
Philosophies
b. Essentialism
• To promote the intellectual growth of the individual
Aim of and educate a competent person
Education

P
hi
• The teacher is the sole authority in his or her subject
lo
so
Role of area or field of specialization.
Education
pi
ca
• Essential skills of the 3 R’s and essential subjects of
l
Focus in the
English, Science, History, Math and Foreign
Curriculum Language.

• Excellence in education, back to basics and cultural

Curriculum literacy
Trends
 Four Educational
Philosophies
c. Progressivism

• To promote democratic and social living

Aim of
Education

P
hi
• Knowledge leads to growth and development of lifelong
lo
Role of learners who actively learn by doing
so Education
pi
ca
• Subjects are interdisciplinary, integrative and interactive.
l
Curriculum is focused on students’ interests, human
Focus in the
Curriculum problems and affairs

• School reforms, relevant and contextualizes curriculum,

Curriculum humanistic education
Trends
 Four Educational
Philosophies
d.
Reconstructionism
• To improve and reconstruct the society
Aim of
Education
• Education for change
P
hi
• Teachers act as agents of change and reform in
lo
so
Role of
Education
various educational projects including research
pi
ca
l • Focus on present and future trends and issues
Focus in the
Curriculum
of national and international interests.

• Equality of educational opportunities in

Curriculum
Trends
education; access to global education
Philosophical Historical

Major
Foundations
of
Curriculum

Psychological Social
 Psychological Foundations of
Curriculum

P
s Psychology provides a basis for the teaching and
y learning process. It unifies the elements of the
c learning process and some of the questions which
h can be addressed by psychological foundations of
ol
education.
o
gi
c Three major groups of learning theories:
al 1. Behaviorist Psychology
2. Cognitive Psychology
3. Humanistic Psychology
 1. Behaviorist Psychology

• Edward Thorndike (which influenced Tyler

Connectionism and Taba, the well known curricularists)
P considerthat
- - consider thatlearning
learningshouldshouldbe beorganized
organized
s Classical
y inin orderthat
order thatstudents
•students canexperience
Ivan Pavlovcan experience
Conditioning
c success in the process of mastering
success in the process of mastering the the
h subjectmatter.
matter.
ol
Operant subject
• B.F. Skinner
o The methodisisintroduced
Conditioning
The method introducedininaastep stepby
bystep
step
gi mannerwith
manner withproper
proper sequencingofoftask
sequencing task
c Modeling and • Albert Bandura
al
whichisistheory
Observation
which viewedby
viewed byother
othereducational
educational
psychologist as simplistic and
psychologist as simplistic and mechanical. mechanical.
Hierarchical • Robert Gagne
Learning
 2. Cognitive Psychology
- - To the cognitive theorists, learning
To the cognitive theorists, learning
Cognitive
constitutes • Jeanmethod
Piaget
constitutes a logical methodfor
Development a
Stageslogical fororganizing
organizing
P and
andinterpreting
interpretinglearning.
learning.
s Social
- - Learning isisrooted ininthe
• Lev Vygotsky tradition of
y Learning
Constructivism rooted the tradition of
c subject matter and is similar
subject matter and is similar to the to the
h cognitive
ol cognitivedevelopment
Multiple •development
theory.
Howard Gardner theory.
- - Teachers
Teachersuse useaalot lotof
ofproblem
problemand andthinking
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o thinking
gi skills
skillsininteaching
teaching and
and learning.
learning. These
These are
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c Learning Styles by practices
al
exemplified
exemplified by practiceslike
•
likereflective
Felder and Silverman
reflective
thinking, creative thinking,
thinking, creative thinking, intuitive intuitive
Emotional
thinking, discovery
• Daniel learning and many
thinking, discovery Goleman
learning and many
Intelligences
more.
more.
 3. Humanistic Psychology

• Where learning can be explained in terms of

P Gestalt wholeness of the problem and where
s Theory environment is changing and the learning is
continuously recognizing his/her perception
y
c
Humanist
Humanistpsychologist
psychologistare areconcerned
concernedwith with
h how
howlearners
learnerscancandevelop
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ol Abraham
potential;
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• Theory
the not
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needs
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products;
o
gi Maslow
personal actualizing
needs not person
the subject
personal needs not the subject matter; matter;
c psychological
psychologicalmeaning
meaningand andenvironmental
environmental
al
situations.
situations.
Carl • Non-directive lives
Roger
 InSummary,
In Summary,psychology
psychologyhashasgreat
great
influencein
influence inthe
thecurriculum.
curriculum.Learners
Learners
P arenot
are notmachines
machinesandandthe
themind
mindisisnot
not
aacomputer.
computer.Humans
Humansarearebiological
biological
s
y
c
beingsaffected
beings affectedbybytheir
theirbiology
biologyand
and
h cultures.
cultures.
ol Thepsychological
The psychologicalfoundations
foundationswillwill
o
gi helpcurriculum
help curriculummakers
makersin innurturing
nurturing
aamore
moreadvanced,
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more
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al
comprehensiveand
comprehensive andcomplete
completehuman
human
learning.
learning.
Philosophical Historical

Major
Foundations
of
Curriculum

Psychological Social
 Social Foundations of
Education

Schools exist within the social context . Societal culture

S affects and shapes schools and their curricula.
o
ci In considering the social foundations of curriculum, we
must recognize that schools are only one of the many
a
institutions that educates society. The home, the family,
l community, likewise , educate the people in the society.
But schools are formal institutions that address more
complex and interrelated societies and the world.
 Social Foundations of
Education
Society as ever dynamic is a source of a very fast
changes which are difficult to cope with and to adjust to.
Thus, schools are made to help to understand these
S changes. In order for schools to be relevant, schools
o curricula should address diversity, explosion of
ci knowledge, school reforms and education for all.
a
l The relationship of curriculum and society is mutual and
encompassing. Hence, to be relevant, the curricula
should reflect and preserve the culture of society and its
aspirations. At the same time, society should also
imbibe the changes brought about by the formal
institutions called schools.