MODULE 1

THE SOCIAL CONTEXTS AND EFFECTS OF CURRICULUM

CURRICULUM DEVELOPMENT MODEL

on the next page (Figure 1) shows how these components relate to each other and to the
curriculum development process. It begins when an issue, concern, or problem needs to be
addressed. If education or training a segment of the population will help solve the problem, then
curriculum to support an educational effort becomes a priority with human and financial resources
allocated.

The next step is to form a curriculum development team. The team makes systematic decisions
about the target audience (learner characteristics), intended out-comes (objectives), content,
methods, and evaluation strategies. With input from the curriculum development team, draft
curriculum products are developed, tested, evaluated, and redesigned -if necessary. When the final
product is produced, volunteer training is conducted. The model shows a circular process where
volunteer training provides feedback for new materials or revisions to the existing curriculum.

CONCEPT OF CURRICULUM

The term curriculum refers to the lessons and academic content taught in a school or in a specific
course or program. In dictionaries, curriculum is often defined as the courses offered by a school,
but it is rarely used in such a general sense in schools.
PHASES AND STEPS IN CURRICULUM DEVELOPMENT

(See Figure 2 on the previous page) further illustrates how the 12 essential steps progress from one
to the next. It also shows the interaction and relationships of the four essential phases of the
curriculum development process: ( I) Planning, (II) Content and Methods, (III) Implementation,
and (IV) Evaluation and Reporting. It is important to acknowledge that things do not always work
exactly as depicted in a model!

Each phase has several steps or tasks to complete in logical sequence. These steps are not always
separate and distinct, but may overlap and occur concurrently. For example, the curriculum
development team is involved in all of the steps. Evaluations should occur in most of the steps to
assess progress. The team learns what works and what does not and determines the impact of the
curriculum on learners after it is implemented. Each step logically follows the previous. It would
make no sense to design learning activities before learner outcomes and content are described and
identified. Similarly, content cannot be determined before learner outcomes are described.

In the experience of the author, and confirmed by other curriculum specialists, the following
curriculum development steps are frequently omitted or slighted. These steps are essential to
successful curriculum development and need to be emphasized.

PHASE I: PLANNING

"Nobody plans to fail but failure results from a failure to plan."

The planning phase lays the foundation for all of the curriculum development steps. The steps in
this phase include:

(1) Identify Issue/Problem/Need

↪(2) Form Curriculum Development Team

↪(3) Conduct Needs Assessment and Analysis

(1) Identify Issue/Problem/Need

The need for curriculum development usually emerges from a concern about a major issue or
problem of one or more target audience. This section explores some of the questions that need to be
addressed to define the issue and to develop a statement that will guide the selection of the
members of a curriculum development team. The issue statement also serves to broadly identify,
the scope (what will be included) of the curriculum content.

(2) Form Curriculum Development Team

Once the nature and scope of the issue has been broadly defined, the members of the curriculum
development team can be selected. Topics covered in this section include: (1) the roles and
functions of team members, (2) a process for selecting members of the curriculum development
team, and (3) principles of collaboration and teamwork. The goal is to obtain expertise for the
areas included in the scope of the curriculum content among the team members and develop an
effective team.

(3) Conduct Needs Assessment and Analysis

There are two phases in the needs assessment process. The first is procedures for conducting a
needs assessment. A number of techniques are aimed toward learning what is needed and by
whom relative to the identified issue. Techniques covered in this section include: KAP - Knowledge,
Attitude, and Practice Survey; focus groups; and environmental scanning.

Analysis, the second part of this needs assessment step, describes techniques on how to use the
data and the results of the information gathered. Included are: ways to identify gaps between
knowledge and practice; trends emerging from the data; a process to prioritize needs; and
identification of the characteristics of the target audience.

"As the twig is bent, so grows the tree"

PHASE II: CONTENT AND METHODS

Phase II determines intended outcomes (what learners will be able to do after participation in
curriculum activities), the content (what will be taught), and the methods (how it will be taught).
Steps include:
(4) State Intended Outcomes

↪ (5) Select Content

↪(6) Design Experiential Methods

(4) State Intended Outcomes

Once the issue is defined, the curriculum team is formed, the needs assessed, analyzed and
prioritized, the next step is to refine and restate the issue, if needed, and develop the intended
outcomes or educational objectives. An intended outcome states what the learner will be able to
do as a result of participating in the curriculum activities.

This section includes: (1) a definition of intended outcomes, (2) the components of intended
outcomes (condition, performance, and standards), (3) examples of intended outcomes, and (4) an
overview of learning behaviors. A more complete explanation of the types and levels of learning
behaviours is included in the Addendum as well as intended outcome examples from FAO
population education materials.

(5) Select Content

The next challenge in the curriculum development process is selecting content that will make a
real difference in the lives of the learner and ultimately society as a whole. At this point, the primary
questions are: "If the intended outcome is to be attained, what will the learner need to know? What
knowledge, skills, attitudes, and behaviours will need to be acquired and practiced?"

The scope (breadth of knowledge, skills, attitudes, and behaviours) and the sequence (order) of
the content are also discussed. Intended outcomes of population education with content topics is
provided in the Addendum section as an example and application of how intended outcomes are
linked with content.

(6) Design Experiential Methods

After the content is selected, the next step is to design activities (learning experiences) to help the
learner achieve appropriate intended outcomes. An experiential learning model and it's
components (i.e., experience, share, process, generalize, and apply) are discussed in this
section.

Additional topics include:

1. learning styles and activities appropriate for each style;

2. a list of types of activities (with descriptions);
3. an activity design worksheet for facilitators; and
4. brief discussions on learning environments and delivery modes.
Ten population education sample activity sheets along with tips for facilitators working with youth
and dealing with sensitive topics are included in the Addendum.

PHASE III:IMPLEMENTATION

(7) Produce Curriculum Product

↪(8) Test and Revise Curriculum

↪(9) Recruit and Train Facilitators

↪(10) Implement Curriculum

(7) Produce Curriculum Product

Once the content and experiential methods have been agreed upon, the actual production of
curriculum materials begins. This section includes: 1) suggestions for finding and evaluating
existing materials; 2) evaluation criteria; and 3) suggestions for producing curriculum materials.

(8) Test and Revise Curriculum

This step includes suggestions to select test sites and conduct a formative evaluation of curriculum
materials during the production phase. A sample evaluation form is provided.

(9) Recruit and Train Facilitators

It is a waste of resources to develop curriculum materials if adequate training is not provided for
facilitators to implement it. Suggestions for recruiting appropriate facilitators are provided with a
sample three-day training program.

(10) Implement Curriculum

Effective implementation of newly developed curriculum products is unlikely to occur without

planning. Strategies to promote and use the curriculum are discussed in this step.

PHASE IV: EVALUATION AND REPORTING

(11) Design Evaluation Strategies

↪(12) Reporting and Securing Resources

(11) Design Evaluation Strategies

Evaluation is a phase in the curriculum development model as well as a specific step. Two types of
evaluation, formative and summative, are used during curriculum development. Formative
evaluations are used during the needs assessment, product development, and testing steps.
Summative evaluations are undertaken to measure and report on the outcomes of the curriculum.
This step reviews evaluation strategies and suggests simple procedures to produce valid and
reliable information. A series of questions are posed to guide the summative evaluation process and
a sample evaluation format is suggested.

(12) Reporting and Securing Resources

The final element in an evaluation strategy is "delivering the pay off (i.e., getting the results into the
hands of people who can use them). In this step, suggestions for what and how to report to key
shareholders, especially funding and policy decision makers, are provided and a brief discussion on
how to secure resources for additional programming.

CURRICULUM SYLLABUS AND UNITS

When it comes to education, the two concepts which pop up in our mind which are commonly
misconstrued are syllabus and curriculum. Syllabus connotes the subjects as well as the topics
covered in the course of study. On the other hand, curriculum implies the chapters and academic
content taught in school or college. It alludes to the knowledge, skills and competencies students
should learn during study. The fundamental difference between syllabus and curriculum is that the
former is focused towards a particular subject. Unlike, the latter, which is related to the all-round
development of a student. Similarly, there are other differences between these two, that are
discussed in the article provided below, take a read.

Key Differences Between Syllabus and Curriculum

The basic differences between syllabus and curriculum are explained in the point given below:

1. The syllabus is described as the summary of the topics covered or units to be taught in the
particular subject. Curriculum refers to the overall content, taught in an educational system
or a course.
2. Syllabus varies from teacher to teacher while the curriculum is same for all teachers.
3. The term syllabus is a Greek origin, whereas the term curriculum is a Latin origin.
4. The curriculum has a wider scope than the syllabus.
5. The syllabus is provided to the students by the teachers so that they can take an interest in
the subject. On the other hand, normally the curriculum is not made available to the
students unless specifically asked for.
6. Syllabus is descriptive in nature, but the curriculum is prescriptive.
7. Syllabus is set for a particular subject. Unlike curriculum, which covers a particular course
of study or a program.
8. Syllabus is prepared by teachers. Conversely, a curriculum is decided by the government or
the school or college administration.
9. The duration of a syllabus is for a year only, but curriculum lasts till the completion of the
course.
OBJECTIVES OF EDUCATION AND THEIR INFLUENCE ON THE CURRICULUM

The relationship between education and curriculum is highly connected and they both serve to
enhance each other. For instance, curriculum is the foundation of education and the curriculum is
what makes the education quality stand out.

Let’s look at higher education/colleges for example -the curriculum in higher education is what
students look to when deciding which schools they will attend. For instance, they’ve heard ‘x’ school
has the best computer science curriculum taught by well known and experts in the field. Therefore,
students choose that education from ‘x’ school to learn the curriculum that will help them post-
college land the job in CS.

So the curriculum helps to boost education and distinguish it from other places as an institution
that will advance student’s goals and career interests.

Similarly, the curriculum has to be robust enough from a teaching standpoint.

With a solid curriculum, the educational institutions get a boost in their reputation for teaching
solid knowledge and can help students with their post-educational pursuits.

Curriculum provides a context within which education can occur. Education is basically developing
and practicing certain habits in different contexts. Along the way, you learn some content which is
basically the curriculum and that’s important to a degree, but nobody can learn or know everything.
So the best curriculum allows for the development and practice of good habits within a discipline
rather than aiming at the memorization of a certain body of knowledge.

INTER SUBJECT AND INTRA SUBJECT

The ISC method, for each region, computes the correlation of each subject’s timecourse with the
mean of all other subjects’ time courses. The result is averaged across subjects. A null-distribution
is computed using phase randomization, to compute a p-value for each region.

The ISFC method computes the correlation between the time series of each region in each subject
with the average of all other subjects’ time courses in all regions. The result is averaged across
subjects. A null-distribution is computed using phase randomization, to compute a p-value for each
region-to-region correlation.
Forces affecting curriculum development

Psychological

The four foundations of curriculum include philosophical, historical, psychological, and social
impacting education in our past and present day educational system. Each of the four major
foundations has played a significant role in curriculum development, instructional practices and
curriculum development.

Educational Psychology as a discipline advances principles of teaching and learning that influence
teacher-student behavior within the context of the curriculum. This is because psychology is the
unifying element in the learning process. For example John Dewey, a renowned educationist
acknowledges that psychology is the understanding of how the individual learner interacts with
objects and persons in the environment. The quality of this interaction determines the amount and
type of learning.

Psychology in general and educational psychology in particular contributes to appropriate decision

making in curriculum regarding selection and organization of appropriate objectives, learning
experiences and methods of evaluation as well as decisions regarding the scope of the curriculum.

Educational Significance

The aim of education is growth or development, both intellectual and moral. Ethical and
psychological principles can aid the school in the greatest of all constructions: the building of a free
and powerful character.

Only knowledge of the order and connection of the stages in psychological development can insure
this.

a) Age and abilities of the learners affects their readiness to learn

Educators should match curricula to the level of children’s mental abilities. Learning experiences
should be developmental appropriate and the curriculum materials should be introduced only after
the learner has attained the level of mental ability needed to master them. This means that the
curriculum must be studied and analyzed to determine the level of mental ability that is required to
comprehend them. This is because learning involves assimilation of new experiences with prior
experiences.

In language classrooms, the teachers should assess learner’s readiness to read and write. The
learner’s readiness to read is determined by his/her success in listening and speaking skills. The
learner’s readiness to write is also dependent on his/her ability to read. The development of these
language skills occurs according to the learner’s stage of development.

b) Understand that all humans pass through stages of development. The students are in their various
stages of development and thus teachers should be patient with the

c) Respect individual differences based on developmental stages. Different individuals progress

differently in their stages of development. Students should thus not be compared.

d) Be aware of the strengths and limitations of learners at different stages of development. This way
the teachers can guide the learners on how to deal with the developmental issues detected.

The curriculum should equip students with the knowledge, skills, values and disposition that they
will find useful both inside and outside the school. One way of achieving this is by choosing learning
experiences that are interesting to students because they allow students to be much more involved
in the learning process and to be more enthusiastic about being in school

Sociological

Sociology is the study of social behaviour or society, including its origins, development,
organization, networks, and institutions. Educational sociology is a branch of sociology, which is
confronted with the problems of relationship between society and education. It makes an effort to
achieve the aims of sociology through educational process, which is nothing but an interaction
between the individual and the society. Society has its own expectations about the aims and
objectives that should be considered when designing the curriculum. It also has a perception of
what the product of the school system should look like. It is therefore necessary for curriculum
designers to take into account these societal considerations.

Curriculum development is defined as planned, a purposeful, progressive, and systematic process to

create positive improvements in the educational system. Every time there are changes or
developments happening around the world, the school curricula are affected. There is a need to
update them to address the society’s needs. Curriculum development has a broad scope because it
is not only about the school, the learners, and the teachers. It is also about the development of
society in general. In today’s knowledge economy, curriculum development plays a vital role in
improving the economy of a country. It also provides answers or solutions to the world’s pressing
conditions and problems, such as environment, politics, socio-economics, and other issues of
poverty, climate change, and sustainable development.

The Sociological Aspects of Curriculum Development

 Issues from society including groups and institutions in the culture and their contribution to
education
  Refers to issues from society that have an influence on curriculum.

There are many aspects of the society that need consideration in curriculum making. These include:

 Social change
 Transmission of culture
 Social problems as issues for curriculum
 Economic issues
 Technology
 Home/family
 Technology
 Diversity
 Environment
 Political factors
 Church/ Mosque

Philosophical

In developing a curriculum (whether in a specific subject area, or more broadly as the whole range
of offerings in an educational institution or in a system), a number of difficult decisions needs to be
made. Issues such as the proper ordering or sequencing of topics in the chosen subject, the time to
be allocated to each topic, the lab work or excursions or projects that are appropriate for particular
topics, can all be regarded as technical issues best resolved either by educationists who have a
depth of experience with the target age group or by experts in the psychology of learning and the
like. But there are deeper issues, ones concerning the validity of the justifications that have been
given for including particular subjects or topics in the offerings of formal educational institutions.

APPROACHES TO CURRICULUM

Subject

A model where the curriculum is divided into subject areas, and there is little flexibility for cross-
curricular activity. Subjects are siloed. Emphasis is placed on acquisition, memorization, and
knowledge of each specific content area. Within this curriculum structure, strong emphasis is
placed on instruction, teacher-to-student explanation, and direct strategies. Direct strategies
include lectures, questions, and answers, as well as teacher-student discussions. These curricula
often encourage memorization and repetitive practice of facts and ideas. Traditionally, students had
little choice about what they studied under these curricula. Now students are given some degree of
freedom in choosing elective subjects. They are also given more independence to choose from
among key topics for personal project work.

Curricula organized around a given subject area (for example, World War II) will look at the facts,
ideas, and skills of that subject area. Learning activities are then planned around acquisition and
memorization of these facts, ideas, and skills. Teaching methods usually include oral discussions
and explanations, lectures, and questions.

Activity
Activity curriculum is a modern approach in curriculum development. It is a reaction against the
traditional curriculum which was subject- centered or teacher dominated. Child centered education
and activity movement led to the concept of activity-centered curriculum.

Child-centered education requires active involvement of the child in the educative process. Modern
educationists like Rousseau, Dewey, Gandhi, and Pestalozzi realized that education which does not
influence child’s conduct is useless. Some such views are described as under.

Highlights of Activity Curriculum

1. Activity curriculum is reaction against traditional curriculum

2. The subject matter is presented through activities. Knowledge is the result of purposeful
activities.
3. Continuous stream of child’s activities-Dewey

Importance of Activity Curriculum

1. Sublimation of instincts
2. Balanced development
3. Development of social virtues
4. Motivation
5. Pupils develop initiative
6. Preparation for life Co-operation

Community

The Community-Centred Curriculum is meant to reach out beyond the classroom and into the
community where the world can be changed by students and teachers. The curriculum is based
on societal issues, and the goal of the curriculum is to explore and solve those issues.

Historical development in curriculum

The development of curricula can be thought of as the process by which specific information is
transferred to a student or group of students. Curriculum development in the United States has an
interesting history that follows the trends and patterns in population, industrial development and
economic globalization.

COMPARISON OF THE NATURE OF CURRICULUM IN INDIA AND ABROAD

Indian Education System (10+2+3 pattern)

A decade ago it was considered that one cannot get the world class education in India. However, the
current trend has shown tremendous development in quality of education. Various research done
in the past decade has highlighted the loopholes in curriculum. However, governing bodies had
acted upon such drawbacks and brought some necessary changes. Syllabuses have been amended,
new courses are being added and teaching methodologies have been changed. Updated
infrastructure and qualified teachers are proffering premier quality of content. E-learning is
gradually becoming trend in the schools. Education is the responsibility of central and state
government. CBSE, CISCE, STATE and The National Open School are the main boards of Indian
education.
The academic divisions in India are broadly divided into following categories:

 Pre-primary
 Primary
 Secondary
 Higher secondary
 Graduation
 Post-Graduation

Upto 8th standard elementary education is provided. Secondary and higher secondary takes 2 years
each. Graduation could take 3 to 5 years depending upon the nature of the course, then after the
option of post-graduation (2 years) and research will be available.

American Education System

US has the most advanced education system from the rest of the world. State and the local
government play key role in designing the curriculum. Hence, we can see little standardization in
syllabuses. Individual state takes great control over education. For instance, content of the chapters,
what truly is taught. These states are also responsible for the school funding to meet requirement.
So, one can see the difference subjects, courses and other activities.
Though there is huge variation still, there are some common points like division of academic years.
US follow three level pattern.

 Elementary school
 Middle School
 High school
 Post-secondary (college)

Parents sending children to kindergartens/pre-primary/nursery school have to finance the

institute. Schools in US give more emphasis on practical understanding and extra-curricular
activities.
Some similarities of Indian and American education

 Well-structured syllabuses and curriculum

 Both countries spend heavily on education
 Qualified teachers
 Both Countries have private and public schools system
 Free education in Public schools
 Sophisticated laboratories
 Good Infrastructure facilities

CHANGING CONCEPT OF CURRICULUM AND SOCIAL CONTEXT

The education system does not function in isolation from the society of which it is a part.
Hierarchies of caste, economic status and gender relations, cultural diversity as well as the uneven
economic development that characterise Indian society also deeply influence access to education
and participation of children in school. This is reflected in the sharp disparities between different
social and economic groups, which are seen in school enrolment and completion rates. Thus, girls
belonging to SC and ST communities among the rural and urban poor and the disadvantaged
sections of religious and other ethnic minorities are educationally most vulnerable. In urban
locations and many villages, the school system itself is stratified and provides children with
strikingly different educational experiences. Unequal gender relations not only perpetuate
domination but also createanxieties and stunt the freedom of both boys and girls to develop their
human capacities to their fullest. It is in the interest of all to liberate human beings from the existing
inequalities of gender. Schools range from the high- cost ‘public’ (private) schools, to which the
urban elite send their children, to the ostensibly ‘free’, poorly functioning local- body – run primary
schools where children from hitherto educationally deprived communities predominate. A striking
recent feature is the growth of multigrade schools in rural areas, based on the mechanical
application of ‘teacher – pupil ratios’ to the need to provide a school within 1 km. of each habitation,
yet unsupported by the necessary curricular concepts or clarity on materials or pedagogy. Such
developments unintentionally reinforce privilege and exclusion in education and undermine the
constitutional values of equality of opportunity and social justice. If ‘free’ education is understood
as the ‘removal of constraints’ to education, then we must realise the importance of other sectors of
the state’s social policy for supporting
and facilitating the achievement of UEE. Globalization and the spread of market relations to every
sphere of society have important implications for education. On the one hand, we are witnessing
the increasing commercialization of education, and, on the other hand, inadequate public funding
for education and the official thrust towards ‘alternative’ schools. These factors indicate a shifting of
responsibility for education from the state to the family and the community. We need to be vigilant
about the pressures to commodity schools and the application of market-related concepts to
schools and school quality. The increasingly competitive environment into which schools are being
drawn and the aspirations of parents place a tremendous burden of stress and anxiety on all
children, including the very young, to the detriment of their personal growth and development, and
thus hampering the inculcation of the joy of learning.
The 73rd and 74th Constitutional amendments, and the institutionalized statutory space they
provide for local communities to participate in decision making in education for their children, are
important developments. However, parental aspirations for education are belied by endemic
poverty and unequal social relations, and by lack of adequate provision of schooling of equitable
quality. The concerns of the burgeoning population of the urban poor are still not reflected in
planning. The expectations and aspirations
of the poor for education cannot be set aside as being outside the frame of curricular concerns.
The social context of education in India thus presents a number of challenges, which must be
addressed by the curriculum framework, both in its design as well as its implementation. The
discussion on guiding principles has drawn attention to these challenges as well as some of the
ways in which they can be addressed. Opening the concept of knowledge toinclude new areas of
knowledge and experience, inclusivity in selecting learning tasks, pedagogic practices that are alert
to promoting participation, building self-confidence and critical awareness, and an openness to
engaging with the community to explain and share curricular decisions are among the new ideas.

Suggestions

 Curriculum must connect knowledge to life outside the school.

 There is a need to enrich curriculum so that it goes beyond textbooks.
 Curriculum must ensure that learning shifts away from rote methods
 Making examinations more flexible and integrating them with classroom life
 Nurturing an over riding identity formed by caring concerns within the democratic policy of
the country
 Curriculum must ensure the needs of the society.
 MODULE 2

CURRICULUM THEORY AND DESIGN

TRENDS IN CURRICULUM DEVELOPMENT

1) Digital Diversity

Present age is an age of ICT technology has touched to al the wakes of human life. Technology
has made various tasks easy, convenient and of quality. To survive in the concern filed it is
necessary for everyone to have a knowledge and skill of technology. Education makes man
enable to contribute, it strengthens the capabilities. For the effective transaction of curriculum
ICT is must.

Web 2.0 applications must be used for the effective teaching learning process. Curriculum
makers should give clear guidelines regarding this. E.g. teacher tube is very useful source for the
educational resources. Khan academy.org also provides good videos, lectures and many more
which makes learning meaningful, easy and effective. Curricki merlot, K2-12 Hippocamus all
these provides educational resources which students can use, edit reconstruct and so on. All these
things should be interlined with every curriculum.

2) Need based Curriculums

Researches in all the fields resulted in to specialization. Need based curriculum is the foremost
need of the present education system. Many universities are developing need based short term
programs for this purpose.

E.g. Mumbai University has introduced courses like – certificate course in Power Point,
certificate course in tally, certificate course in marketing, YCMOU- introduced –English
communication skills program for Mumbai Dabawala.

3) Modular Curriculum with credit base system

Modular curriculum gives real freedom of learning .especially in the open learning system his
approach has been adopted at first but now majority of traditional universities also accepting his
system; this is a real emerging trend in the modern curriculum.

4) Online coerces

Need based and choice based curriculums are available online also. E.g. course era .com has
introduced many useful need based courses for free of cost. Government also takes initiative for
this e.g. Right to Information certificate curse has been introduced by Government of India to
the Indian people. This course is free and online.

5) 21st century skills

All the curriculums of various courses should focus on 21st century skills. Skills
like collaboration, critical thinking, effective communication, multitasking stress
management, empathy are must for all the personals.

6) International Understanding

Globalization has made converted the world in to global village. We should consider world as a
one family and for this international understanding must be inculcate through curriculum.

7) Constructivism

Constructivist approach believes that learner should be given freedom to construct his/her
knowledge. Spoon feeding must be avoided. If a learner is fully active in construction of
knowledge then learning process will be highly effective. In all the curriculums constructivist
strategies must be given important place.

SUBJECT ,LEARNER AND PROBLEM CENTERD CURRICULUM

There are three basic types of curriculum design—subject-centered, learner-centered, and

problem-centered design.
Subject-centered curriculum design revolves around a particular subject matter or
discipline, such as mathematics, literature or biology. This type of curriculum design
tends to focus on the subject, rather than the student. It is the most common type of
standardized curriculum that can be found in K-12 public schools.

Teachers compile lists of subjects, and specific examples of how they should be studied.
In higher education, this methodology is typically found in large university or college
classes where teachers focus on a particular subject or discipline.

Subject-centered curriculum design is not student-centered, and the model is less

concerned with individual learning styles compared to other forms of curriculum design.
This can lead to problems with student engagement and motivation and may cause
students who are not responsive to this model to fall behind.

Learner-centered curriculum design, by contrast, revolves around student needs,

interests and goals. It acknowledges that students are not uniform but individuals, and
therefore should not, in all cases, be subject to a standardized curriculum. This approach
aims to empower learners to shape their education through choices.

Differentiated instructional plans provide an opportunity to select assignments, teaching

and learning experiences, or activities. This form of curriculum design has been shown to
engage and motivate students. The drawback to this form of curriculum design is that it
can create pressure on the educator to source materials specific to each student’s learning
needs. This can be challenging due to teaching time constraints. Balancing individual
student interests with the institution’s required outcomes could prove to be a daunting
task.
 Problem-centered curriculum design teaches students how to look at a problem and
formulate a solution. Considered an authentic form of learning because students are
exposed to real-life issues, this model helps students develop skills that are transferable to
the real world. Problem-centered curriculum design has been shown to increase the
relevance of the curriculum and encourages creativity, innovation and collaboration in the
classroom. The drawback to this format is that it does not always consider individual
learning styles.

By considering all three types of curriculum design before they begin planning,
instructors can choose the types that are best suited to both their students and their course.

THE PRODUCT AND PROCESS MODELS OF CURRICULUM DEVELOPMENT