Presentation for MED Workshop

1. CURRICULUM
DEVELOPMENT
Process,Principles & Significance of Design,
Selectionof Content and Organizationof
LearningExperiences
M.ED Work Shop
Jamal Shah

2. CURRICULUM:
• A critical component of school education that
frames or prescribes education-in-practice in a
country or school and provides guidance and
support for the teacher
• A comprehensive educational package involving
the conceptualisation, planning, designing, and
detailing of a comprehensive learning program for
the benefit of deploying it in the schools
SYLLABUS:
• A layout out of key topics and related learning in
an individual course in a learning program
• is a sub-set of the curriculum

3. PROCESSOF CURRICULUMDEVELOPMENT
• SIX STEPS OF C.D.
• Identification of the problem or Need
• Need Assessment
• Goals and Objectives
• Content Selection
• Orientation & Method
• Evaluation

4. IDENTIFICATION OF PROBLEM/ NEED
• Encompasses the purpose of the curriculum
• National:
• Development of people as a population and a nation
• Economic and industrial growth
• Changes in line with emerging global trends
• Institutional:
• Compliance to common core curriculum
• Aligned to school’s locational environment and special interest
• Consideration of level of education – middle level

5. SETTING GOALS & OBJECTIVES
• Educational Goals:
• Provide for holistic development of the children; identify aspects of
intellectual, emotional, social/ spiritual, and physical learning and
growth
• Academic Objectives:
− Relate to discipline and subject learning
− Typically broken down to topical level
− Describe emphases of learning and abilities to demonstrate – learning
outcome

6. SETTING GOALS & OBJECTIVES
• UNESCO 4 PILLARS
• Learning to KNOW
• Learning to DO
• Learning to LIVE TOGETHER
• Learning to BE
• PILLARS IN PAKISTAN
• Philosophy
• Psychology
• Society
• Economics

7. CONTENT SELECTION
• Study of Global Trends
• Benchmark of Compatible Countries
• Environmental Forces:
• Geographical
• Social, Cultural and Political
• Economical
• Educational and Technological
• National History and Literature

8. ORIENTATION & METHOD
• Orientation:
• Refer to advocacy of educational philosophy and teaching and
learning principles and practices:
• Perennialism, Essentialism, Progressivism
• One out of these must be predominant
• Others according to subjects
• Religion and Moral Studies – Perennialism
• History and Social Studies – Essentialism
• Science and Mathematics – Progressivism

9. ORIENTATION & METHOD
• METHOD:
• Teacher Centered, Student Centered
(Extent)
• Thematic arrangements and choice of
teaching strategies
• Learning Activities and Experiences
Intended
• How assessment is to be carried out

10. EVALUATION & FEEDBACK
• An ongoing activity for continuous improvement,
• How well is curriculum producing desired results?
This is based on:
 District education officers’ audit results and feedback
 Public examination results analysis
 Schools’ and teachers’ feedback
 Managed by a centralized group or committee

11. PRINCIPLES & SIGNIFICANCE OF
CURRICULUM DESIGN
• Personalization and Choice
• Relevance
• Coherence
• Challenge
• Balance
• Depth
• Progression

12. PERSONALIZATION AND CHOICE
• To improve the development of learner’s skills focusing on
personalization & choice
• Skills learner use in their wider lives
• Making reference to learner’s skills
• Assessing their understanding and providing feedback and
progress
• Listening to learner’s questions and ideas
• Providing support to tailor their different needs

13. COHERENCE
• Subjects Or Theme Based
• Subject-based curricula support disciplines but tend to
undermine coherence across different aspects of learning
• Theme-based curricula support coherence, but tend to
undermine disciplinary development
• Links between skills
• Similarities and Dissimilarities b/w skills

14. RELEVANCE
• What to learn (Curriculum)
• Context relates to learner’s need, experience and interest
• How to learn (Pedagogy)
• Consequences (for individual & Society)
• Skills for learning, life and work
• Maturity

15. CHALLENGE/ RIGOROUS
• Compels learner to think, rethink and think hard
• Disciplinary habits of mind, specific powerful ways of
thinking
• Subject or Discipline???
• Maths: transformation and Invariance
• History: Origin and Context
• Sociology: Structure and Agency

16. BALANCE
• Which subject?
• Developing secure learning of subject-specific skills
• Emphasis to skills that are transferable across curriculum areas
• Better links with skills in literacy, numeracy and health and
wellbeing

17. PROGRESSION
• Universal
• Addition before multiplication
• Natural
• Multiplication before division
• Differentiation before integration
• Arbitrary
• Areas of triangles before areas of parallelograms
• Optional
• The Romans before the Vikings

18. DEPTH/ FOCUS
• Successful Education
• Persuade learners to learn more
• Increase CURIOSITY
• To Learn ABSTRACT Ideas
• From SIMPLE to COMPLEX
• From Concrete to Abstract
• Big ideas about science

19. SELECTION OF CONTENTS
• Validity
• Comprehensiveness
• Variety
• Appropriateness
• Relevance to LIFE
• Importance
• Conservation
• Beneficial