University of Education Lahore

Department of English

Course Title: Curriculum Design and Instruction

Programme: BS.English

Course Code: EDUC 2118

Instructor Name: Samina Safdar

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 Elements of Curriculum
Content

Objectives
Method

Evaluation

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 Objectives/Purpose

•It is based on social aspirations of society,

• It outlines the goals and aims of the program,
• It is expressed as goals and objectives.

Three categories of objectives by Blooms:

• Cognitive, referring to intellectual tasks,
• Psychomotor, referring to muscular skills,
• Affective, referring to feeling and emotions.

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Conti…
Objective is defined as a statement of what the learner will do as an outcome of
instruction and a statement of change in the behavior of the learner as a result
of the instruction or training. Objectives generally are written in terms of the
learner’s performance or behavior.
Learning objectives must be ‘SMART’:
 Specific
Measurable
Achievable
Realistic or result oriented
Time framed
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 Content/Content Selection

The content of curriculum :

 is divided into bodies of knowledge,
 for example: mathematics, English and science

Outlines the desired attitudes and values

 Includes cherished skills
 Is determined by prevailing theories of knowledge; and
 Caters to ideologies, vocational and technical considerations.

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 Principles of Content Selection
• Self Sufficiency: less teaching effort and educational resources, less
learner’s effort but more results and effective learning outcomes –
most economical manner (Scheffler, 1970).

• Significance: contribute to basic ideas to achieve overall aim of

curriculum, develop learning skills.

• Validity: meaningful to the learner based on maturity, prior

experience, educational and social value.
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Conti…

• Utility: usefulness of the content either for the present or the future.

• Learnability: Within the range of the experiences of learners.

• Feasibility: it can be learned within the time allowed, resources.

available, expertise of the teacher, nature of learner.

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Principles for organizing the learning contents
(Palma,1992)
• Balance: Content curriculum should be fairly distributed in depth and
breadth of the particular learning or discipline. This will ensure that
the level or area will not be overcrowded or less crowded.

• Articulation: Each level of subject matter should be smoothly

connected to the next, glaring gaps or wasteful overlaps in the subject
matter will be avoided.

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Conti…
• Sequence : This is the logical arrangement of the subject matter. It
refers to the deepening and broadening of content as it is taken up in
the higher level.

• Continuity: Learning requires a continuing application of the new

knowledge, skills, attitudes or values so that theses will be used in
daily living.

• Integration: The horizontal connections are needed in subject areas

that are similar so that learning will be related to one another.
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 Method
 Deals with teaching and learning experiences, and

 involves organizational strategies.

 Flexible teaching methods to facilitate learning.

• Teaching methods should stimulate the learner’s desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual.

• In the choice of teaching methods, learning styles of the students should be

considered.

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 Evaluation

Evaluation will address following questions:

 Whether content was based on the aims and objectives of the
curriculum
 Whether appropriate methods were selected to address the content
and purpose
 What is the effectiveness of methods and learning experiences used.
 How was the suitability and the appropriateness of the curriculum in
answering social needs.

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 Purpose of Evaluation
 Give feedback to the planners, learners, teachers, industry and society
 Provide a rationale for making changes.
In conducting evaluations, judgments must be made regarding:
• Inputs
• Means
• Contents
• Outputs, and
• Outcomes of the whole learning process

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