TYPES OF CURRICULUM

Subject curriculum
• Certain bodies of subjects matter are arranged
in a logical order to facilitate exposition and
are called subjects.
• These subjects are determined in advance for
pupils’ learning experience
• Generally agreed upon field, like Physics,
Urdu,History, mathematics etc
 Core Curriculum
• Leads to speciality
• Fundamental material to be studied
• Main facts are arranged by teacher but actual
facts should be studied by both teacher and
students.
• Which is taught independently
• Broad and preplanned in terms of
psychological ,and social needs and problems
 Activity Curriculum
• Widely used for the first level of education
• This type of curriculum has no subject matter for
study
• Things to be done ,not things to be known.e.g
students does not study the principles of
communication but installs a telephone
connection between two rooms and uses it
• Essential characteristic: Children are encouraged
to use problem solving method
• Subject matter is used according to the
requirement of the task
 Learner Centered Curriculum
Modern concept of curriculum
• Learner is the center of attention
• Focuses on all round development of the
personality of students
• Emphases is on making curriculum to the needs
of students.
• It encourages group work and cooperative
learning
• Physical ,mental and social growth of according
individuals
• Flexible, practical and motivational students.
Teacher centered curriculum

• Associated chiefly with the transmission of

knowledge
• Places control for learning in the hands of the
teacher
• Content and methods are handed down to
teachers in teacher centered approach
Hidden Curriculum
 The hidden curriculum (a term coined by Jackson, 1968) is
the unintended curriculum-what students learn from the
school's culture.
 The concept that the hidden curriculum expresses is the idea
that schools do more than simply transmit knowledge, as laid
down in the official curricula
 It is not documented
 It runs along the traditional curriculum
 Agenda is not specific
 Term used to describe the unwritten social rules and
expectation of behavior
 It includes such elements as the use of time, allocation of
space, programs and activities, and disciplinary policies and
practices. For example, if an elementary school allocates 450
minutes each week to reading and 45 minutes to art, the
unintended message to students is that "art doesn't matter.“
Integrated curriculum
 To eliminate the weaknesses of subject centered
curriculum
 Subjects of the same genre are integrated in one
subject
 Related subjects make learning easy `
Example
 Subject of social studies at secondary level that includes
history, geography ,civics and political science
 Economics and Statistics
 Islamiyat & Arabic
 Architecture /Physics and Math
Goals of curriculum
Goals
➢ Goals describe general outcomes of your
curriculum

➢ They provide a global impression of what the

learner will accomplish by the end of the
curriculum.
Curriculum as a subjects or matter

 Curriculum is combination of subjects ,that includes

different types of subject matter
 The curriculum is prepared after careful examination of
students’ needs and delivered to the learners
 Content is designed while having certain
goals and objectives
 Curriculum enables to achieve certain
goals ,needs and expectations
Curriculum as experiences
 Content is selected from human knowledge areas which :
 Firstly depends upon the mental capabilities of learners
 Secondly ,what type of educational experiences one wants to
provide in the curriculum
 Curriculum must create curiosity so that they can do
experiment to search the truth
 Its representative of some nations’ or societies’
culture
 Its function is to impart knowledge and values
of a society to next generations
Curriculum as instructional Plan
 Expert present curriculum as a plan for instruction
 All the material might be interrelated so that students should
have a systematic and continuous instruction through a
proper plan
Curriculum as Evaluation
 Curriculum is a way to evaluate whether objectives are
achieved or not?
 What are the deficiencies and strengths?
1. Impact on Administrators

 A curriculum allows administrators to provide a dynamic

educational program for current and prospective students.
Schools, colleges and universities attract students with a
variety of quality, competitive and flexible program
curricula.
2. Impact on Teachers

 A curriculum offers teachers the ideas and strategies for

assessing student progress. A student must meet certain
academic requirements in order to go to the next level.
Without the guidance of a curriculum, teachers cannot be
certain that they have supplied the necessary knowledge or
the opportunity for student success at the next level, whether
that level involves a high school ,college or career.
Impact on Students

 A curriculum gives students an understanding of what must

be accomplished in order to obtain a degree. Without such
knowledge, students would be lost in a maze of academic
courses that seemingly leads nowhere. They would have no
assurance that they are taking the proper subjects toward a
diploma or a degree. A curriculum promotes a sense of order
and structure in the pursuit of academic success.
Planning / Elements of Education

1. Objectives

2. Content

3. Methods

4. Evaluation
 Formulating Objectives
• Intended outcomes
• What do we want to achieve
• Determine the structure for building the
curriculum
• If objectives are clear ,the selection and
organization of learning activities and content
becomes easy
Sources of formulating objectives
Objectives are selected according to

Needs
Values
Culture
Philosophy
Psychology
of learner
Innovation
 Nature of objectives
Objectives should be

S- specific

M- measureable

A- attainable

R- relevant

T- timely
Selection and organization of content
Ultimate basis of content selection should rest with
determination of objectives
• How is the content to be selected?
• What kind of experiences should be provided?
• Is the subject matter useful?
• Is the subject matter interesting to the
learner?
• Is the subject matter contribute to the
development of society?
General criteria for content selection

Significance
Validity

Social relevance
Utility

Learner ability
Interest
Teachers and teaching methods
Teachers are the
operative agents in ▪ According to the content
education
Responsible for
▪ According to the level of
translating curriculum students
into action
Teacher should know
about variety of
teaching methods
Evaluation

Obtaining useful
information for judging Importance
and decision making
▪ Feedback to pupils
Such judgments are ▪ Desirable for teachers
made in the light of
criteria