Course Contents

Unit 1: Introduction to curriculum • What is curriculum?: Traditional and progressive conceptions • Various forms of curriculum • Essential elements in curriculum: Objectives, content selection, and milieu • Curriculum implementation • Curriculum aims, goals, and objectives • Taxonomy of educational objectives (Bloom’s three domains) Unit 2: Curriculum design • The need for and importance of teacher involvement in curriculum design • The concept of curriculum design • Using the curriculum design process • Analysing a unit plan in light of curriculum design concepts Unit 3: Curriculum change and curriculum development in Pakistan • The concept of curriculum change and its sources • The process and strategies of curriculum change • Issues of curriculum change in Pakistan • The process of curriculum development in Pakistan • Curriculum development at the primary and secondary levels • Critique and discuss the unit plan chosen for analysis in Unit 2 Unit 4: Curriculum monitoring, evaluation, and assessment • Traditional and progressive notions of curriculum monitoring and evaluation • Forms of curriculum evaluation (formative and summative) • The role of evaluation in curriculum improvement • Traditional and progressive notions of assessment • Types of assessment (norm-referenced and criterion-referenced assessment, portfolio assessment, and performance-based assessment) • Practical application of an assessment plan for the unit they have chosen to analyse (developed in another course in the program) through critique and development Unit 5: Futuristic perspectives on curriculum • Future trends • Presentation of unit critique and analysis REFERENCES 1. Rao V., K. (2005). Principles of Curriculum. New Delhi: APH Publishing Co. 2. Mridula P. (2007). Principles of curriculum reforms. India: 3. Veer U. (2004). Modern Teacher Training. New Delhi: 4. Mansoor N. (2000). Guidelines to teaching. Pakistan: 5. Ediger M. & Digmar B. (2006). Issues In school Curriculum. New Delhi: 6. Beane I., A, Toefer C., F., & Alessi S., J. (1986). Curriculum Planning and Development . Boston and Bacon 7. Farooq R., A. (1993). Education System in Pakistan .Islamabad: Asia Society for the promotion of innovation and reforms in Education 8. Kelley A. (1999). The curriculum: Theory and Practice. London: Paul Chapman 9. McNeil J., D. (1990). Curriculum: A comprehensive Introduction.Los angles: Harper Collins 10. Murray P. (1993) Curriculum Development and Design, (5th ed.) 11. Sharma R., C (2002). Modern methods of Curriculum organization. Jaipur, India: Book Enclave. 12. Wiles, Jon, and Joseph Bondi. 2015. Curriculum development. Websites 1. Leslie Owen Wilson’s ‘Curriculum index’ offers an overview of curriculum development and planning. 2. http://www4.uwsp.edu/education/lwilson/curric/curtyp.htm 3. This is a self-directed module on curriculum theory, design, and assessment. www.col.org/stamp/module13.pdf 4. https://east.education/process-of-curriculum-development-in-pakistan-problems-and-issues/

Course Synopsis

Curriculum development is intended to orient Student Teachers to the principles, processes, and procedures of curriculum design and development. Student Teachers will be informed about the objectives, selection of content, its scope and outcomes, teaching strategies, and design of instructional materials. This course will also include various factors that affect the process of curriculum development and implementation. Student Teachers will learn about traditional and progressive notions of curriculum monitoring, assessment, and evaluation as well as how these notions influence curriculum improvement efforts.

Course Learning Outcomes

At the end of this course, Student Teachers will be able to do the following: • understand the concept of curriculum • differentiate between different types of curricula • gain awareness of curriculum design and development • analyse the components of the curriculum development process • state the critical issues, problems, and trends in curriculum thinking • recognise the role of the teacher as a curriculum planner and developer to meet the challenges and demands of the 21st century • apply the skills and knowledge to translate intended curriculum into practice.