Course: curriculum development: (8603)

Assignment # 1

(Units: 1-5)

Level B.ED (1.5 years) Autumn 2020

Submitted by : Amna Rafique

QUESTION # 01

Write a comprehensive definition of curriculum. Critically analyze the primary

level curriculum development process in Pakistan.
Curriculum plays a vital role in attaining the aims and objectives of education tend to it reflects the
curricular and co-curricular trends in our institutions i.e. the courses of study, the objectives of
educations, the methodology of teaching including teaching aids, and evaluation methods.

Curriculum comes from the Latin roots, currere which means “to run”. Which later comes to stand as
the “course of study”? The term curriculum is defined in many ways by educators some use the term in
very limited and specific context while others attach very broad and general meanings. Following are
some important definitions of curriculum:

Albert A , and Albert E (1959) define curriculum as the sum total of student activities which the school
sponsor foe the purpose o achieving its objectives. In the words of H. Robert Beck, and W. Walter Cook,
”curriculum is the sum of educational experiences that children have in school”. Bestor (1956): The
curriculum must consist essentially of disciplined study in five great areas:

1. Command of mother tongue and the systematic study of grammar, literature, and writing.
2. mathematics,
3. sciences,
4. history,
5. Foreign language.

Albert Oliver (1977): Curriculum is “the educational program of the school” and divided into four
basic elements:
 1. Program of studies,
2. program of experiences,
3. program of service,
4. Hidden curriculum.

B. Othanel Smith (1957): A sequence of potential experiences is set up in the school for the

Purpose of disciplining children and youth in group ways of thinking and acting. This set of Experiences
are referred to as the curriculum. Bell (1971): the offering of socially valued knowledge, skills, and
attitudes made available to students through a variety of arrangements during the time they are at
school, college, or university.

Bobbit (1918): Curriculum is that series of things which children and youth must do and experience by
way of developing abilities to do the things well that make up the affairs of adult life; and to be in all
respects what adults should be. Caswell and Campbell (1935): curriculum is composed of all of the
experiences children have under the guidance of the teacher.” Daniel Tanner and Laurel N. Tanner
(1988) “that reconstruction of knowledge and experience systematically developed under the auspices
of the school (or university), to enable the learner to increase his or her control of knowledge and
experience.”

Curriculum refers to the means and materials with which students will interact for the purpose of
achieving identified educational outcomes. Arising in medieval Europe was the trivium, an educational
curriculum based upon the study of grammar, rhetoric, and logic. The later quadrivium (referring to four
subjects rather than three as represented by the trivium) emphasized the study of arithmetic, geometry,
music, and astronomy. These seven liberal arts should sound a lot like what you experienced during your
formal education.

The Purpose of Curriculum

We have suggested that curriculum refers to the means and materials with which the student interacts.
To determine what will constitute those means and materials, we must decide what we want the
curriculum to yield. What will constitute the “educated” individual in our society? In other words, what
purpose does the curriculum serve? The things that teachers teach represent what the larger society
wants children to learn. However, beyond teaching reading and writing, what are the necessary things
that they should be taught? Is it really necessary to teach science? Does teaching mathematics
really lead to logical thinking, or does it just provide students with some basic computational skills that
may or may not come in handy at some future time? You may feel that answering such questions is not
something a teacher has to be able to do, but rest assured that at some point a parent will ask you
questions like these. As a teacher, you will be the representative of “the curriculum” to whom parents
and students turn for answers. The purpose of the curriculum is to prepare the student to thrive within
the society as it is—and that includes the capacity for positive change and growth.

There are essentially four curriculums at work in most educational settings: the explicit, implicit, null,
and extra-, or co curriculum. You are probably familiar with the notions of explicit curriculum and
extracurricular activities. The real intrigue of curriculum debate and design comes into play with the
implicit and null curriculums.

There are four curriculums:

Explicit curriculum: subjects that will be taught, the identified “mission” of the school, and the
knowledge and skills that the school expects successful students to acquire

Implicit curriculum: lessons that arise from the culture of the school and the behaviors, attitudes, and
expectations that characterize that culture

Null curriculum: topics or perspectives that are specifically excluded from the curriculum

Extra curriculum: school-sponsored programs that are intended to supplement the academic aspect of
the school experience

The Explicit Curriculum

Explicit means “obvious” or “apparent,” and that’s just what the explicit curriculum is all about: the
subjects that will be taught, the identified “mission” of the school, and the knowledge and skills that the
school expects successful students to acquire. If you speak with an administrator at your school or
where you do your observations or practicum work, ask about the curriculum; it is this publicly
announced (and publicly sanctioned) explanation of the message of school that will be explained to you.
The explicit curriculum can be discussed in terms of time on task, contact hours, or Carnegie units (high
school credit courses). It can be qualified in terms of specific observable, measurable learning
objectives.

The Implicit Curriculum

Sometimes referred to as the hidden curriculum, the implicit curriculum refers to the lessons that arise
from the culture of the school and the behaviors, attitudes, and expectations that characterize that
culture. While good citizenship may be part of the explicit curriculum, a particular ethos that promotes,
for example, multiethnic acceptance and cooperation may also characterize a particular school. This is
not to say that parents, teachers, and administrators sat around a table and said, “Hey, let’s promote
acceptance of diverse ethnic values in the context of the American experience.” That would be nice, of
course, but then it tends to fall into the category of the explicit curriculum. By virtue of a high
multiethnic enrollment, a particular school may have a culture of multiethnic cooperation.
Another school, isolated in that its enrollment is primarily that of one ethnic group, would develop
a different sort of culture. Individual schools within a district, or even classrooms within a school that
share a common explicit curriculum, can differ greatly with regard to the implicit curriculum. This is not
an altogether bad situation, but to a great degree the implicit curriculum is subjected to less scrutiny
than is the explicit curriculum.

Some Raw Statistics:- According to various domestic and international reports,Pakistan has a total of
150,129 primary education facilities. 88 percent facilities are public, while 12 percent are run by private
sector. Segregating data on total enrollment in primary education, we have 55 percent boys and 45
percent girls respectively.

Education and the 18th Amendment:- Primary education in Pakistan was developed as a provincial
subject with introduction of 18th amendment to the conclusion in 2010.strategy formulation for post 18
amendment provincial education plans covers:

 Universal access to primary education

 Syllables planning
 Resource allocation
 School management
 Infrastructure improvement
 Quality assurance of access to primary education
 Quality assurance of access to measures to improve learning outcomes

Sustainable Development Goal 4:- Pakistan has signed the sustainable development
goals(SDGs);and goal 4 of the SDGs relates to quality education and lifelong learning. Pakistan could
not achieve the education for all (EFA) agenda by 2015 despite invocation of right to education
under article 25-A of its constitution. In the region Pakistan ranked at the bottom with Bangladesh in
the performance to achieve the EFA agenda. The global competitiveness index (GCI) shows the
Pakistan lags regional countries in competiveness in provision of primary education services.
Conclusion:- The state of primary education in Pakistan is dismal. We need a radical strategic shift
on multiple fronts-from improving outreach to the quality of learning outcomes. We have to focus
on insuring full enrollment of out-of-school primary children with the retention policy of all enrolled
children. It is important to introduce an overarching national action plan that outlines enhanced
responsibly of provinces to implement pre primary education in the spirit of the national education
policy. Having a sound pre primary education system to track and improve learning trajectories will
improve primary level learning outcomes. This will require broadening and deepening reform to
reach the millions of children who are currently out of school.
 QUESTION # 02

Identify the recommendations regarding curriculum reform contained in all

educational policies and highlight the main differences.
The Education Commission 1959 recommended the following Reforms;

o First the Compulsory subjects must provide adequate information

o Secondly the additional subjects will be included in such a way that it could prepare the students
for a definite career.
o The curriculum should be flexible so that it could be changed according to the social needs and
interest.
o The curriculum should be designed according to the mental abilities and interest of the
students.
o Religious subjects should be made compulsory throughout the primary stage.
o Due emphasis should be placed on teaching of the national language.
o Ministry of Education set up a text book board.

Text Book Board: A small autonomous body comprising of the representatives from the provinces,
working with text book committees operating within the sphere of each education authority.
Responsibilities: To frame the syllabus according to the recommendation made in this report. To
lay down policy for the preparation, printing, and publication of text books

Reforms of the National Education Policy: (1978)

Enough content on Islam and Islamic Ideology will be included to ensure it is protected and maintained
so that to promote national cohesion and integration. At the primary level more importance will be
given to practical and creative activities so that children could gain desired attitudes and skills. The text
book board will be reorganized to improve their efficiency. Effective liaison (link)will be established
between the national book foundation and the text book boards. The process of curriculum
development will be improved by proper emphasis on research. Field testing will be given more
importance. Supplementary reading materials; guides/manuals for children and for teachers will be
prepared for enrichment the experience of students and teachers.

Reforms of National Education Policy: (1992)

A new cycle of curriculum development will be initiated and major effort will be directed towards
improving the imparting of the education The curricula shall encourage enquiry, creativity, and
progressive thinking through project oriented education. The linkages among curriculum, textbook
writing, teacher training, and examination will be reinforced. Science curricula will be revised and made
compatible with demands of new knowledge. The weight age of mathematics and science shall be
increased. Specially mathematics will be progressively included as a compulsory subject up to F.Sc level.
 Reforms:…..(1992): Crash programs will be announced with the help of different universities for the
training of science and mathematics teachers. A special mathematics course shall be introduced for the
social science students. The teaching of languages will be improved in order to enhance communication
skills. The teaching of social sciences will be improved in content quality.

Reforms of National Education Policy (1998-2010)

Uniform curricula for all the public and private sectors shall be adopted gradually All curricula (1-12)
shall be revamped , making it a systematic whole and linking it to teacher training and textbook reforms.
Emerging key issues such as computer literacy, population and environmental education, health
education, AIDS, education and value education etc, shall be introduced and integrated in curricula.
Kachi class shall be institutionalized in the primary cycle gradually and progressively. The span of
primary/lower elementary education including kachi class shall be of six years. Reforms (1998-2010)
Curriculum at secondary stage will be based on two principals

I. Compulsory subjects The knowledge that is useful for a developing society

II. Additional subjects To prepare the students for a definite career Revision of intended learning
outcomes e.g. Developing insight (Problem solving ability) Independent thinking Introducing
innovative design in textbooks Integration of technical Education into General Education
Developing the quality of instructions (Teacher Education) Curriculum Reforms 2000-2009 -
Milestones Achieved & Planned 2000 review of Basic Science Subjects under Education Sector
Reforms Action Plan 2001-06 and production of textbooks 2002.review of Social Science
Subjects under ESR and production of textbooks 2005 - comprehensive review of all subjects
2006/7- completion of review National Curriculum 2006/7 and its publication 2007 - National
Textbook and Learning Materials Policy and Plan of Action - 2007- 2010 Implementation of
National

Curriculum 2006/7 2007-9 Development of textbooks in phases. Phase I = Grades l, VI, IX & X 2010-
(April) New Textbooks Planned to be in Schools Curriculum Authorities: X The Federal Government has
nominated two authorities for curriculum development ; (Notification: 1976) 0 Curriculum Wing

 Grades Early Childhood Education to Xll Higher Education Commission Grades Xll - Onwards X In
each province the following institutions are in direct link with the Ministry of Education for
inputs to curriculum reforms: Bureau of Curriculum
 Textbook Boards
 Teacher Training Institutions (in-service and pre-service)
 Boards of Intermediate & Secondary Education (BISE) X &
 National Education Assessment System (IV & Vlll) and provincial education assessment centers
(PEAC)
 Punjab Examination Commission (PEC) (V & Vlll) restricted to the province of Punjab. X The first
five institutions are present province of Pakistan. Punjab is the only province which has
launched its own examination commission for grades V and Vlll. Higher Education Commission
 Higher Education Commission has been appointed as the Competent Authority for Curriculum
Revision Work beyond Class Xll.

General Recommendations for Curriculum development process:

Curriculum should be based on the native research not on the basis of opinions and experts. Some of
the enthusiast working teachers should be involved in curriculum development. The objectives must be
spelt out in specific behavioral terms. While setting the objectives equal weight age must be given to all
the domains such as cognitive, effective and psychomotor. Curriculum should be future oriented to
meet the needs of 21st century which is expected to be scientific and technological. There should be a
vertical and horizontal articulation among different concepts. Curriculum should be activity based.
Curriculum must provide a higher level of understanding, inductive reasoning and application of
knowledge in life situation.

General Recommendations: Instead of product based instruction, there should be emphasis on

processes of learning. Curriculum should be according to the social, cultural and economic conditions of
the country. Teachers should be highly trained to provide quality instructions. Curriculum planners must
suggest a proper criteria for evaluation. X The test items must posses a high content validity. The test
items must help in the achievement of desired goals. The test items should be objective valid and
reliable. curriculum must be career oriented and must be economical. Curriculum should provide
materials for career counseling, so as to enable the students to advance in a particular field of their
interest.

QUESTION # 03

Select any subject from the curriculum of ADE program of AIOU and identify the
different foundations of the curriculum from it. Also, highlight the focused
foundation that is reflected at this level of curriculum with examples.
Answer:

This article explains the four major foundations of curriculum and their importance in education.
Examples are provided to stress the importance of curriculum in the academe. Read on and reflect on
some of the experiences you have had in school to match it with how philosophy, history, psychology
and sociology influence those experiences of yours.

The Influence of Philosophy to Curriculum

Educators, curriculum makers and teachers must have espoused a philosophy or philosophies that are
deemed necessary for planning, implementing, and evaluating a school curriculum. The philosophy that
they have embraced will help them define the purpose of the school, the important subjects to be
taught, the kind of learning students must have and how they can acquire them, the instructional
materials, methods and strategies to be used, and how students will be evaluated. Likewise, philosophy
offers solutions to problems by helping the administrators, curriculum planners, and teachers make
sound decisions. A person’s philosophy reflects his/her life experiences, social and economic
background, common beliefs, and education.

When John Dewey proposed that “education is a way of life”, his philosophy is realized when put into
practice. Now, particularly in the Philippines, Dewey’s philosophy served as anchor to the country’s
educational system.

History and Its Influence to Curriculum

The history of one’s country can affect its educational system and the kind of curriculum it has. If we are
going to trace the formal beginning of curriculum, we get back in time to Franklin Bobbit’s book entitled,
“The Curriculum” which was published in 1918. From the time of Bobbit to Tyler, many developments in
the purposes, principles and contents of the curriculum took place. Please read the Six Famous
Curriculum Theorists and their Contributions to Education for more information.

The Influence of Psychology to Curriculum

Curriculum is influenced by psychology. Psychology provides information about the teaching and
learning process. It also seeks answers as to how a curriculum be organized in order to achieve students’
learning at the optimum level, and as to what amount of information they can absorb in learning the
various contents of the curriculum. The following are some psychological theories in learning that
influenced curriculum development:

1. Behaviorism

Education in the 20thcentury was dominated by behaviorism. The mastery of the subject matter is given
more emphasis. So, learning is organized in a step-by-step process. The use of drills and repetition are
common. For this reason, many educational psychologists viewed it mechanical and routine.
Though many are skeptical about this theory, we can’t deny the fact the influences it had in
our educational system.

2. Cognitive-ism

Cognitive theorists focus on how individuals process information, monitor and manage their thinking.
The basic questions that cognitive psychologists zero in on are:

· How do learners process and store information?

· How do they retrieve data and generate conclusions?

· How much information can they absorb?

With their beliefs, they promote the development of problem-solving and thinking skills and popularize
the use of reflective thinking, creative thinking, intuitive thinking, discovery learning, among others.

3. Humanism
Humanism is taken from the theory of Gestalt, Abraham Maslow’s theory and Carl Rogers’ theory. This
group of psychologists is concerned with the development of human potential. In this theory, curriculum
is after the process, not the product; focuses on personal needs, not on the subject matter; and
clarifying psychological meanings and environmental situations. In short, curriculum views founded on
humanism posits that learners are human beings who are affected by their biology, culture, and
environment. They are neither machines nor animals. A more advanced, more comprehensive
curriculum that promotes human potential must be crafted along this line. Teachers don’t only educate
the minds, but the hearts as well.

4. Sociology and Curriculum

There is a mutual and encompassing relationship between society and curriculum because the school
exists within the societal context. Though schools are formal institutions that educate the people, there
are other units of society that educate or influence the way people think, such as families and friends as
well as communities. Since the society is dynamic, there are many developments which are difficult to
cope with and to adjust to. But the schools are made to address and understand the changes not only in
one’s country but in the world as well. Therefore, schools must be relevant by making its curriculum
more innovative and interdisciplinary. A curriculum that can address the diversities of global learners,
the explosion of knowledge through the internet, and the educational reforms and
policies recommended or mandated by the United Nations. However, it is also imperative that a country
must have maintained a curriculum that reflects and preserves its culture and aspirations for national
identity. No matter how far people go, it is the country’s responsibility to ensure that the school serves
its purpose of educating the citizenry.

Now, it is your time to reflect. Can you think of your experiences in which the major foundation of
curriculum can explain it?

Try to ask yourself the following questions:

1. Why should I take history, philosophy, psychology or even PE subjects in college?

2. Why is it that there is K to 12 and the mother tongue-based curriculum being implemented by the
Department of Education?

3. Why is there institutional amalgamation?

4. Why is there “One UP” (One University of the Philippines) now in the Philippines?

5. Why is there a need for a globalized higher education?

These questions imply that change will take place in the near future. So, brace yourself for the many
changes that will take place in education!
 QUESTION # 04

Evaluate the following stages in the process of curriculum development with

examples.
(Part 1) taxonomies of educational objectives

Educational objectives describe the goals toward which the education process is directedthe learning
that is to result from instruction. When drawn up by an education authority or professional
organization, objectives are usually called standards.

Taxonomies are classification systems based on an organizational scheme. In this instance, a set of
carefully defined terms, organized from simple to complex and from concrete to abstract, provide a
framework of categories into which one may classify educational goals. Such schemes can:

 Provide a common language about educational goals that can bridge subject matter and grade
levels Serve as a touchstone for specifying the meaning of broad educational goals for the
classroom Help to determine the congruence of goals, classroom activities and assessments
 Provide a panorama of the range of possible educational goals against which the limited breadth
and depth of any particular educational curriculum may be contrasted

The First Taxonomy of Educational Objectives:

Cognitive Domain The idea of creating a taxonomy of educational objectives was conceived by Benjamin
Bloom in the 1950s, the assistant director of the University of Chicago's Board of Examinations. Bloom
sought to reduce the extensive labor of test development by exchanging test items among universities.
He believed this could be facilitated by developing a carefully defined framework into which items
measuring the same objective could be classified. Examiners and testing specialists from across the
country were assembled into a working group that met periodically over a number of years. The result
was a framework with six major categories and many subcategories for the most common objectives of
classroom instruction-those dealing with the cognitive domain. To facilitate test development, the
framework provided extensive examples of test items (largely multiple choice) for each major category.

The taxonomy has been used for the analysis of a course's objectives, an entire curriculum, or a test in
order to determine the relative emphasis on each major category. The unceasing growth of knowledge
exerts constant pressure on educators to pack more and more into each course. Thus, these analyses
repeatedly show a marked overemphasis on Knowledge objectives. Because memory for most
knowledge is short, in contrast to learning in the other categories, such findings raise important
questions about learning priorities.

Along these same lines is the taxonomy's use to assure that objectives, instructional activities, and
assessment are congruent (aligned) with one another. Even when instruction emphasizes objectives in
the more complex categories, the difficulty of constructing test items to measure such achievement
often results in tests that emphasize knowledge measurement instead. Alignment analyses highlight this
inconsistency.

The taxonomy has also commonly been used in developing a test's blueprint, providing the detail for
guiding item development to assure adequate, and appropriate curriculum coverage. Some
standardized tests show how their test items are distributed across taxonomy categories. The Affective
Domain In addition to devising the cognitive taxonomy, the Bloom group later grappled with a taxonomy
of the affective domain-objectives concerned with interests, attitudes, adjustment, appreciation, and
values. This taxonomy consisted of five categories arranged in order of increased internalization. Like
the cognitive taxonomy, it assumed that learning at the lower category was prerequisite to the
attainment of the next higher one. Here is an overview of the categories.

The two dimensions - knowledge and cognitive - of the revised Taxonomy combine to create a taxonomy
table with which written objectives can be analyzed. This can help instructors understand what kind of
knowledge and skills are being covered by the course to ensure that adequate breadth in types of
learning is addressed by the course. For examples of learning objectives that match combinations of
knowledge and cognitive dimensions see Iowa State University s Center for Excellence in Learning and
Teaching interactive Flash Model by Rex Heer. http://www.celt.iastate.edu/te aching/effective-
teachingpractices/revised-bloomstaxonomy

Structure of Observed Learning Outcomes (SOLO) taxonomy

Like Bloom s taxonomy, the Structure of Observed Learning Outcomes (SOLO) taxonomy developed by
Biggs and Collis in 1992 distinguishes between increasingly complex levels of understanding that can be
used to describe and assess student learning. While Bloom s taxonomy describes what students do with
information they acquire, the SOLO taxonomy describes the relationship students articulate between
multiple pieces of information. Atherton (2005) provides an overview of the five levels that make up the
SOLO taxonomy:

Pre-structural: here students are simply acquiring bits of unconnected information, which have no
organization and make no sense. Unistructural: simple and obvious connections are made, but their
significance is not grasped. Multistructural: a number of connections may be made, but the meta-
connections between them are missed, as is their significance for the whole. Relational level: the
student is now able to appreciate the significance of the parts in relation to the whole. At the extended
abstract level, the student is making connections not only within the given subject area, but also beyond
it, able to generalize and transfer the principles and ideas underlying the specific instance.

(Part 2) selection of content and curriculum foundation

The term curriculum is viewed in two different ways: the micro and the macro. The micro curriculum
refers to subjects, while the macro curriculum refers to curricular programs. For example, the subject
biology is a micro curriculum, while BS in Civil Engineering is a macro curriculum.
What do the micro and the macro curriculum contain? The following section discusses the criteria for
the selection of subject matter or content of these two levels of the curriculum.

Table of Contents Seven Criteria for the Selection of Subject Matter or Content of the Curriculum

1. Self-sufficienc
2. Significance
3. Validity
4. Interest
5. Utility
6. Learnability
7. Feasibility Conclusion

SEVEN CRITERIA FOR THE SELECTION OF SUBJECT MATTER OR CONTENT OF THE CURRICULUM

The micro curriculum employs the seven criteria for the selection of subject matter below. For the
macro curriculum, the subjects needed for the curricular program or course comprise the content.

1. SELF-SUFFICIENCY To help learners attain maximum self-sufficiency most economically is the central
guiding principle of subject matter or content selection as cited by Bilbao et al. (2008). Although the
economy of learning implies less teaching effort and less use of educational resources, students gain
more results. They can cope up with the learning outcomes effectively.

This criterion means that students should be given a chance to experiment, observe, and do field study.
This system allows them to learn independently. With this principle in mind, I suggest that there should
be a one-day independent learning activity each week for a high school curriculum or preparatory year.
However, this should be carefully planned by the teacher. When the students return, they should
present outputs from the activity.

2. SIGNIFICANCE The subject matter or content is significant if it is selected and organized to develop
learning activities, skills, processes, and attitudes. It also develops the three domains of learning, namely
the cognitive, affective, and psychomotor skills, and considers the learners cultural aspects. Particularly,
if your students come from different cultural backgrounds and races, the subject matter must be
culture-sensitive. In short, select content or subject matter that can achieve the overall aim of the
curriculum.

3. VALIDITY: Validity refers to the authenticity of the subject matter or content you selected. Make sure
that the topics are not obsolete. For example, do not include typewriting as a skill to be learned by
college students. It should be about the computer or Information Technology (IT).

Thus, there is a need to regularly check the curriculum s subject matter or contents and replace it if
necessary. Do not wait for another five years to change it. Modern curriculum experts are after current
trends, relevance, and authenticity of the curriculum; otherwise, the school or the country becomes
obsolete.
4. INTEREST criteria for selection of subject matter Some teachers are bookish. This criterion is valid to
the learner-centered curriculum. Students learn best if the subject matter is interesting, thus makes it
meaningful to them. However, if the curriculum is subject-centered, teachers have no choice but to
finish the pacing schedule religiously and only teach what is in the book. This approach explains why
many students fail in the subject.

5. UTILITY Another criterion is the usefulness of the content or subject matter. Students think that a
subject matter or some subjects are not necessary to them. They view it as useless. As a result, they do
not study. Here are the questions that students often ask: Will I need the subject in my job? Will it give
meaning to my life? Will it develop my potentials? Will it solve my problem? Will it be part of the test?
Will I have a passing mark if I learn it? Students only value the subject matter or content if it is useful to
them.

6. LEARNABILITY The subject matter or content must be within the schema of the learners. It should be
within their experiences. Teachers should apply theories in the psychology of learning to know how
subjects are presented, sequenced, and organized to maximize students learning capacity.

7. FEASIBILITY: Feasibility means the full implementation of the subject matter. It should consider the
school s real situation, the government, and society in general. Students must learn within the allowable
time and the use of resources available. Do not give them a topic that is impossible to finish.

For example, you have only one week left to finish the unit, but the activities may take a month for the
students to complete. Thus, this requirement is not feasible. Do not offer a computer subject if there is
no electricity in the area, or there are no computers. Further, feasibility means that there should be
teachers who are experts in that area. For example, do not offer English for Business Communication if
there is no teacher to handle it. Also, there is a need to consider the nature of the learners. The
organization and design of the subject matter or content must be appropriate to the nature of students.

So, it would be better if students in a subject-centered curriculum (with a pacing schedule that must be
religiously implemented every week) shall be grouped homogeneously; otherwise, many will flunk in
that subject.

CONCLUSION In conclusion, teachers in elementary and high school are not directly involved in selecting
subject matter because there are already lesson plans made by the Department of Education. All they
have to do is to follow it. However, they can also customize the lessons if their department heads or
principals allow them. As regards macro curriculum, the Commission on Higher Education sets
guidelines and policies on what subjects to offer as minimum requirements for the course. Then, the
Curriculum Development Committee will take charge of selecting, organizing, and implementing the
curriculum with the Academic Council s approval

(Part 3) selection of methods and level of education

Teaching method continues a significant part of the instructional process. Not all students learn equally
by the same method, by the same type of activity, or by using the same media. While students are
simulated to the thought o books, other need groups discussion to accomplish the same purpose.
Different students also need different types learning activities for their self-development. A shy person
needs experience in group participation. A person given to over generalization need experience in
analyzing data and drawing accurate inferences from them. Following are some modes of learning that
can be used in structured class situations.

1) Lecture and Verbal Presentation Method:

These are the traditional modes to transmit knowledge. Talk, address, or other type of verbal
presentation to students by a teacher is major characteristics. Student’s activities are restricted
to listening, note taking and answering a test. They make students highly passive. They are used
to present new information or explain events or things to students. These modes are used to
implement all types of curriculum designs. But they are heavily used in the discipline/subject
organizations.
2) Discussion-Questioning Method
Discussions intermingled with the lecture method are widely used in schools. The major
characteristics of these modes are questions or answer over assigned material or related topics
and discourse among members of the class and the teacher, largely on the topics under study.
Sometimes they also include consideration of other matters introduced by the teacher or
student. Teacher-student interactions structured expect for occasional diversions to other
matters. Teachers very much dominate the classroom situations; he talks most of the time.
These modes are used:
1. To help students in organizing knowledge, developing concepts and generalization
2. To clarify understanding and improve student’s ability to speak on a subject.
3. To organize thoughts and to communicate effectively
3) Practice and Drill Method
4) Viewing, Listening, Answering Method

(Part 4) curriculum planning

Curriculum planning is a complex process where faculty defines intended learning outcomes,
assessments, content and pedagogic requirements necessary for student success across an entire
curriculum. The Teaching and Learning Centre s educational consultants provide curriculum support to
Faculties and departments to facilitate high quality learning experiences for students. The process
concerned with making decisions about what to learn, why, and how to organize the teaching and
learning process taking into account existing curriculum requirements and the resources available. At
the general level, it often results in the definition of a broad curriculum framework, as well as a syllabus
for each subject to be used as reference by individual schools. At the school level, it involves developing
course and assessment plans for different subjects. At the classroom level, it involves developing more
detailed plans for learning units, individual lessons and lesson sequences. Curriculum planning refers to
the creation of a curriculum.

There is no clear definition of what a curriculum is. Some definitions are rather centered around student
activities, e.g. curriculum is the planned engagement of learners. Some are more subject centered, e.g.
"curriculum is the subject matter taught to students or an arrangement of instructional materials.
Furthermore, curriculum can refer to what a school or educational system prescribes for a specific group
of learners or at what the teacher does in class. But generally speaking curriculum refers to a macro
level as opposed to meso level (e.g. a course) or a micro level (e.g. a lesson).

"The curriculum of a school is the formal and informal content and process by which learners gain
knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under he
auspices of that school

QUESTION # 05

Write a critical note on humanistic modal and process model o the curriculum
development. What are the limitations of these models?
Humanistic Model:- The humanistic model focused on liberating and actualizing human potentials. It is
characterized by becoming, happiness and search for meaning. This approach has taken several forms.
Synthesis. The old and new models vary greatly in emphasis, with the former stressing the intellect and
the latter being mainly feeling-oriented. In fact, no single approach adequate lines itself. The principal
models discussed above display weaknesses as strengths. Each, with its own limited conceptual
framework, lacks comprehensive and balance. Consequently, each has failed to hilly realize the actual
difficulties teachers and students.

Detailed pre-specifications of learners behaviour and limiting the entire teaching to foreseen ends with
no scope for flexibility and humanistic values is a view of education. On the other hand, ailnless activity
fed simply on discipline content with no clear direction stands equally challenged. Reality lies
somewhere in between these approaches. Some sort of workable synthesis is the needs of modern
times and there are indications or such a synthetic approach.

Behaviorism and humanism are getting closer to each other; and a new synthesis is on the verge of
appearing (Ricks, Wandersman and Poppen, 1976,spp. 383, 391). We are now a day’s constantly
reminded of the significance of comprehensive approaches, such as the Plife history framework', the
'ecological approach' and transcendence! Following slavishly in the footsteps of any one approach
without critical examination of its worth and suitability is simply suicidal. We must adopt a bold realistic
attitude towards curriculum models. (Robe]t S Zais, 1976, p 316). There is nothing sacred about them.
Zais displays this spirit beautifully when he says "As curriculum both behavioral and non-behavioral
objectives deserve rejection" (1976, P. 316).

The world is moving towards unity, synthesis and integration at all levels, personal, national and
international. Even the physical phenomena are no exception to this. The recent discovery by the Nobel
Prize Winner Dr. Abdus Salalnisre, we should develop a conceptual framework that unifies the various. Is
them into an integrated whole. It must be comprehensive and unify transcendence (Phenic, 1974, 118-
132) appears to be the future hope of the curriculum education and humanity. The best p version of
transcendence Islam which is highly comprehensive balanced and integrated in character, encompassing
all aspects of human of human life with full scope for future developments. Actually, Islam is
predominantly future-oriented but with full realization f the present and the past. It starts with the 'real'
and moves towards the 'ideal', It embraces matter and spirit, the outer and the inner, intellect and
emotion, knowledge and situation, change and performance, the self and then on-self; the present and
the future its bread sweep with full scope for emerging problems" and crises.

The Holy Quran is the best manifesto for the general guidance of humanity, education and curriculum.

Process Model:- Process model focuses on how things happen in the learning and is more open-ended.
Curriculum focusing on the process model emphasizes how students are learning, what their thinking is,
and how it will impact future learning. Process-based approaches to curriculum theory tend to be
focused less on summative activity - the final grades, the end-point assessments, and the grading and
achievements associated with them - than with the pathway which learners take though a course. For
process-oriented thinkers, the journey is the chief concern, rather than the destination.

You may have come across phrases like "distance travelled" (a measure of the improvement over time a
learner has shown) or "value added" (often used in referring to the boosts given to the qualitative
aspects of an educational experience) in teaching before. Such terms are process-centric in that they are
related to learners' subjective experience of learning, and of qualitative measures of that educational
experience. As such, there is, in general terms, a qualitative impetus to process models of curricula
which might be contrasted with the more quantitative focus of product oriented models. That is not to
say that process models of curriculum are not concerned with the end results of learning, but that this is
a set of concerns which is placed as being of secondary relevance to that of the actual learning activities
themselves. This makes a kind of sense: if you undergo a year-long course, then what is the more
important: the final assessment, or the year spent studying to get to that final point? Both are of
importance and neither should be dismissed, but there is a logic to the position that the course long
experience is of significance, and should be a priority of focus.

Process models originate with Laurence Stenhouse - in his 1975 book An Introduction to Curriculum
Research and Development, he argued that there were three aspects to curricula: the curriculum
should contain planning aspects: content, sequence, and strategies relevant to teaching that content in
that sequence the curriculum should embody methods for the research and evaluation of learner and
teacher experiences, and the contexts of delivery the curriculum should be open to external scrutiny, so
that the curriculum may be justified Stenhouse's focus was on curriculum development as learner-
centric, with an additional focus on the autonomy of the individual teacher in effecting learner
development; curricula should therefore be not overly prescriptive, and have latitude built in so that
diverse methodologies and assessments may be used at the educator's discretion.

Perhaps naturally, process oriented conceptualizations are popular within education as they privilege
the practice of teaching, and place a value on the professional judgment of the educator, while
supporting the development of learner. The very form of knowledge suggests. How the content should
be treated and arts possess intrinsic content and suggest their own method of inquiry. Thus ulation,
inquiry, intuition, depth of understanding and open-mindedness are greatly spec emphasized in this
model. It is a quality-oriented, critical model which is not directed adds the accurate assessment of
anticipated end-products. To What would this process model look like i practice? The Humanities
Curriculum B.oject in England and the Social Science Curriculum Course – Man may be eited as examples
of its implementation. No specific objectives formulated in advance. The most valued changes in
behaviour were not anticipated in detail. Rather ambiguities were favoured and the subjects were
taught by the discovery approach. However, these projects entailed a number of difficulties because this
model is not weaknesses: Stenhouse himself recognizes that it is highly exacting and only scholarly
teachers can handle it properly. And it is more suited to the needs of gifted than average students. It is a
teacher development model with a sharp emphasis on knowledge and depth of understanding. Thus the
learner tends to be relegated to the background.

The process model, as we know, is based on the idea of the structure of disciplines. And it is interesting
to note that the chief exponents of disciplinary content already begun to realize their mistakes. Bruner
has revisited his Process of Education and is no longer so enthusiastic about pure academic content.
Phoenix and Schwab have also revised their' stance in favour of a multidisciplinary approach curriculum
building .Thus the very foundation of the process model has been undermined.

Now Bruner talks of more students problems than of structural components. The prophecy of good lad
has come true. Besides, does the process model satisfy humanistic concerns? It is purely a logical model
and consequently fails to take care of the affective side of life. Its main emphasis is on inquiry,
knowledge and depth of understanding and these have nothing to uith sensitivities and humaneness.