CURRICULUM DEVELOPMENT (EDU402)

Fall 2021
NAME: SYED LAEEQ HAIDER
ROLL NO: BC210421186
Assignment 1

Question1: Describe the types of curriculum in detail with examples.

Explicit/Overt/Written:

Explicit / written curriculum possesses defined:

 "mission" of the school,

 subjects to be taught,

 lessons to cover

 knowledge & skills

 formal instruction of schooling experiences

This type of curriculum is expected to be acquired by the students. It is

"obvious” & "apparent” It

exhibits:

 measureable & observable ‘learning objectives’

 contact hours,

 time for activities

 lessons plans

 conventional teaching &

 Assessment.

Implicit Curriculum
Implicit curriculum includes “values”& “norms” that are set by society & its culture lessons that

arise from culture of school and behaviours, attitudes, & expectations that characterize that

culture. It has more to do with the "where" of education than the "what“.

It includes:

• Informal & unintentional teaching of behaviours attitudes & perspectives students pick up

while they are at school.

They learn to:

➢ form opinions and ideas about their environment & classmates

➢ act in 'appropriate' ways at school

➢ behave as is expected of them in the class or play ground

It also addresses student ideas about:

➢ gender,

➢ morals,

➢ social class,

➢ stereotypes,

➢ cultural expectations,

➢ politics &

➢ Language.

The attitudes & ideas are not taught formally, but students absorb & internalize them by

observing & participating in activities in- & outside the classroom.

Null Curriculum

Null Curriculum is about the:

➢ options students cannot afford,

➢ perspectives they may never know about or much less be able to use

➢ Concepts & skills that are not a part of their intellectual repertoire.

The decisions regarding exclusion of certain topics from a curriculum places them in ‘NULL’

curriculum. Such decisions affect the curriculum & teaching experience as a whole.

Example:

➢ Evolution

➢ Astronomy

➢ Sex education

Co-curricular curriculum:

Co-curricular curriculum includes:

School based activities/ programs, intended to supplement the academic aspect of

school experience. These activities are typically open to all, though participation

often depends on skill level.

Participation in these activities:

 is purely voluntary
 Does not contribute to promotion from one grade to the next.

Co-curricular activities:

 athletics
 band
 drama
 student government
 student club,
 student societies &
 school social events, for example:
 meena bazaar
 sports day
Question2: Explain the importance of historical and psychological foundations in
curriculum development.

Historical Foundations of Curriculum

William Kilpatrick (1871- 1965) viewed curriculum as a collection of purposeful activities which

are child cantered. The purpose of curriculum is ‘child growth & development’.

Werret Charters (1875-1952) said that curriculum is a science which is based on:

- students’ needs
- teachers’ plan of activities & lessons

According to Franklin Bobbit (1876-1956) the curriculum is a science that emphasizes on

students’ need, i.e., curriculum prepares for adult life.

Hollis Caswell (1901- 1989) said that curriculum is organized around social functions of themes,

organized knowledge and learners’ interests.

Ralph Tyler (1902-1994) believed that curriculum is a science an extension of school’s

philosophy.

Psychological Foundations of Curriculum -

Psychology is concerned with:

How people learn?

- Curricularists ask; How psychology can contribute to the design & delivery of curriculum?

Or

- How can psychological knowledge be incorporated to increase the probability that

students will learn?

Psychology proved a key for understanding the teaching & learning process. Both processes are
essential to curricularists, because it is only when students learn & understand the curriculum &
gain knowledge & power to use it, worth of the curriculum is proved. Theories of Psychology
enable us to learn about emergence of human thoughts & behaviours.