Curriculum Design and Instruction (EDUC2118) (BS Semester – IV)

1.1. The definition of Curriculum

Concepts:

There is available a multiplicity of concepts of curriculum since educationists give their own
different interpretations of the content and functions of curriculum. Let us discuss three
such concepts by three different thinkers, which represent three major contributions to
the body of knowledge on curriculum.

The first concept, stated by Albert Oliver, refers to curriculum merely as the educational
program consisting of three important elements, such as studies, activities and guidance.

The second concept, described by Philip Phenix, is based on a carefully thought out
scheme of values which constitute the aims and objectives, or purposes of education.

The third concept, given by Hilda Taba, looks at curriculum as the function of the public
school, she list the three functions as preserving and transmitting cultural heritage, serving
as an instrument for transformation of culture, and working as a means for individual
development.

Meanings:

Etymologically, the term curriculum is derived from the Latin word “currere” which means
run or run-way or a running course. Thus curriculum means a course to be run for reaching
a certain goal.

Arthur J. Lewis and Mid Alice (1972) defined curriculum as “a set of intentions about
opportunities for engagement of persons to be educated with other persons and with
things (all bearers of information process, techniques and values) in certain arrangements
of time and space.”

A curriculum means, the total situation (all situations) selected and organized by the
institution and made available to the teacher to operate and to translate the ultimate aim
of education into reality.

Curriculum may be defined as the “social environmental in motion”. It is the sum total of
all the activities and experiences provided by the schools to the learners for achieving the
desired objectives. The courses of studies are merely a suggestion for curriculum activities
and procedures, a guide for teaching to follow.

Curriculum is one of the most important items in the educative process. The curriculum, in
fact, is the fundamental problem which determines the ‘warp’ and ‘woof’ of the process of
education. What to do and how to do is the very essence of curriculum.
1.2. Various forms of Curriculum
The types of curriculum can be broadly presented as:

1.2.1 Subject-Centered Curriculum

This model focuses on the content of the curriculum. The subject-centered design
corresponds mostly of the textbook, written for the specific subject. Henry Morrison and
William Harris are the few curricularists who were firm believers of this design. In this
instance, schools divide the school hours to different subjects such as reading, grammar,
literature, mathematics, science, history and geography. Examples of subject- centered
curriculum are included below:

Subject Design: ‘What subjects are you teaching? What subjects are you taking?’ These
sample questions to which the teacher and the learner can easily give an answer. It is so
because they are familiar with the subject design curriculum. Subject design curriculum is
the oldest and so far the most familiar design for teachers, parents and other laymen.

Discipline Design: This curriculum model is related to the subject design. However, while
subject design centers only on the cluster of content, discipline design focuses on academic
disciplines.

Correlation Design: This comes from core, correlated curriculum design that links
separate subject designs in order to reduce fragmentation. Subjects are related to one
another but each subject maintains its identity. For example, English literature and social
studies correlate well in the elementary level

1.2.2 Learner-Centered Curriculum

Among the progressive educational psychologists, the learner is the center of the
educative process. This emphasis is very strong in the elementary level, however more
concern has been placed on the secondary and even the tertiary levels. Although in high
school, the subject or content has become the focus and in the college level, the discipline
is the center, both levels still recognize the importance of the learner in the curriculum.
Here are some examples of the learner-centered designs.

1.2.3 Problem-Centered Curriculum

Generally, problem- centered design draws on social problems, needs, interest and abilities
of the learners. Various problems are given emphases. There are those that center on life
situations, contemporary life problems, areas of living and many others. In this curriculum,
content cuts across subject boundaries and must be based on the needs, concerns and
abilities of the students. Two examples are given for the problem- centered design
curriculum.
1.2.4 Core Curriculum
The term core assumes many meanings. Traditionally includes all required content areas in
the school programme. More recently, the term “core” refers to type of course such as
general education, united studies, common learning, social living and integral programmes.

Objectives of Core Curriculum

The following are the Objectives stated as:
 To provide a youth a common body of experience organized around personal and
social problems,
 To give boys and girls successful experience in solving the problem which are real to
them here and now, thus preparing them to solve future problems,
 To give youth experience which will lead them to become better citizens in a
democracy
 To increase the holding power of the secondary school by providing a program that
has meaning for all, these are some of the needs of the core curriculum.

Characteristics of Core Curriculum

 Core Curriculum utilities the problems of personal and social development common
to all youth.
 It develops these problems without reference to the traditional subject matter
fields.
 It encourages the use of the problem- solving technique to attack problems. These
core issues are problems not topics of subject matter.
 It requires a wide variety of techniques and materials for their development
 There is a provision for individual and group guidance

1.2.5 Hidden/ Latent Curriculum

A hidden curriculum can be defined as the lessons that are taught informally, and usually
unintentionally, in a school system. These include behaviors, perspectives, and attitudes
that students pick up while they are at school.

This is contrasted with the formal curriculum, such as the courses and activities students
participate in. A hidden curriculum is a side effect of an education which are learned but
not openly intended" such as the transmission of norms, values, and beliefs conveyed in
the classroom and the social environment.
Areas of hidden curriculum in our schools that mold perspectives of students deal with
issues such as gender, morals, social class, stereotypes, cultural expectations, politics, and
language

1.2.6 Null Curriculum

The ‘Null’, or ‘excluded’ curriculum is a concept that was formulated by Elliot Eisner (1979).
Eisner suggests that all schools are teaching three curricula: the explicit, the implicit, and
the null. The explicit curriculum simply refers to publicly announced programs of study-
what the school advertises that it is prepared to provide. Such a program typically includes
courses in mathematics, science, social studies, English, art, and physical education. The
implicit curriculum, on the other hand, includes values and expectations generally not
included in the formal curriculum, but nevertheless learned by students as part of their
school experience.

Potentials of Null Curriculum

 Visual and Performance of Arts
 Relationship and sexuality
 Contraceptive method
 Conservational second language
 Home economics
 Carpentry and Industry Arts
 Basic life skills
Contribution to Students
 Clear cultural and political statements about what is ‘significant’ in a
society as made by excluding content
 Increased knowledge leads to increased understanding leads to
increased acceptance leads to increased and more collaboration
 More than excluded culture/perspectives, null-curriculum can be
expressed through excluded methods or modes of expressions
 Deeper understanding, more well-rounded students.
Establishment of Null-Curriculum
 Teacher will attempt to avoid conflict by skipping over controversial
topics
 Administrators can made a decisions to serve their own agencies
 Curriculum often serves to please parents’ expectations
and community standards
  It provides for a scheme of organizing around the core the majority of
the teachers of the school in relation to dominant central purpose
that of the school programme around individual interests and purpose
of supplementing the core work

1.2.7 Overt, explicit, or written curriculum

It is simply that which is written as part of formal instruction of schooling experiences. It
may refer to a curriculum document, texts, films, and supportive teaching materials that
are overtly chosen to support the intentional instructional agenda of a school. Thus, the
overt curriculum is usually confined to those written understandings and directions
formally designated and reviewed by administrators, curriculum directors and teachers,
often collectively

1.3. Elements of Curriculum:

Curriculum plays an important role in an educational system. It is somehow a blueprint
which leads the teacher and the learner to reach the desired objectives. As a result,
authorities have to design it in such a way that it could lead the teacher and the learner
meet the desired learning outcomes.
The four components of the curriculum are:
1. Curriculum Aims, Goals and Objectives
2. Curriculum Content or Subject Matter
3. Curriculum Experience
4. Curriculum Evaluation

These four components of the curriculum are essential. These are interrelated to each
other. Each of these has a connection to one another.
1.3.1 Aims, Goals and Objectives

Formulation of Objectives
There are four main factors for formulating the objectives of education. These are 
1. The society
2. The knowledge
3. The learner
4. The learning process
All of these factors are to be considered while selecting and formulating the educational
objectives.
Aims, goals, and objectives can be simplified as “what is to be done”, the subject
matter/content: what subject matter is to be included, the learning experience” what
instructional strategies, resources and activities will be employed, and the evaluation
approaches, while curriculum evaluation is “what methods and instruments will be used to
assess the results of the curriculum.
The curriculum aims, goals and objectives spell out what is to be done. It tries to capture
what goals are to be achieved, the vision, the philosophy, the mission statement and
objectives. Further, it clearly defines the purpose and what the curriculum is to be acted
upon and try what to drive at.

1.3.2 Curriculum Content or Subject Matter

In the same manner, curriculum has a content. In here, it contains information to be
learned in school. It is an element or a medium through which the objectives are
accomplished.
A primordial concern of formal education is primarily to transmit organized knowledge in
distilled form to a new generation of young learners.
The traditional sources of what is taught and learned in school is precisely the foundation
of knowledge, therefore, the sciences and humanities provide the basis of selecting the
content of school learning.
In organizing the learning contents, balance, articulation, sequence, integration, and
continuity form a sound content.

Selection of Content
One of the important elements is the selection of content for a subject. At the time of
subject matter selection, the following factors are to be kept in mind:

 Available sources and resource

 Demand of the society
 International needs
 Level and age of the learner or student
 Methods of content organization
 Number of courses offered
 Quantity and qualification of teaching staff
 Scope of subject matter
 System of examination
 Type of society and culture
1.3.3 Curriculum Experience/ Curriculum implementation
For the third component, the curriculum experience, instructional strategies and methods
are the core of the curriculum. These instructional strategies and methods will put into
action the goals and use of the content in order to produce an outcome.
These would convert the written curriculum to instruction. Moreover, mastery is the
function of the teacher direction and student activity with the teacher supervision.
1.3.4 Curriculum Evaluation
For the fourth component, the curriculum evaluation is an element of an effective
curriculum. It identifies the quality, effectiveness of the program, process and product of
the curriculum.
In summary, the components of a curriculum are distinct but interrelated to each other.
These four components should be always present in a curriculum. I could say that these are
essential ingredients to have an effective curriculum.
For example, in a curriculum, evaluation is also important so one could assess whether the
objectives and aims have been meet or if not, he could employ another strategy which will
really work out.
Curriculum experience could not be effective if the content is not clearly defined. The aims,
goals and directions serve as the anchor of the learning journey, the content or subject
matter serve as the meat of the educational journey, curriculum experience serves as the
hands –on exposure to the real spectrum of learning and finally the curriculum evaluation
serves as the barometer as to how far had the learners understood on the educational
journey.

1.4 Needs assessment for Curriculum

What is curriculum assessment?
Curriculum assessment is a process of gathering and analyzing information from multiple
sources in order to improve
student learning in sustainable ways.
Why bother assessing curriculum?
Curriculum assessment can serve several major purposes:
• To identify aspects of a curriculum that are working and those that need to change
• To assess the effectiveness of changes that have already been made
• To demonstrate the effectiveness of the current programme
• To meet regular programme review requirements
• To satisfy professional accreditations
How can the information gathered be used?
The information gathered as part of a curriculum assessment can be used to inform
curriculum changes in several
areas, including:
• Curriculum/Course Design
• Curriculum/Course Delivery
• Assessment
• Learning Environment
• Other
When is curriculum assessment effective?
Curriculum assessment efforts are generally effective when:
• Viewed as a comprehensive, integral, systematic, and continuous activity
• Viewed as means for self-improvement
• Measures are meaningful
• Multiple measures sources are used
• Results are valued, and are genuinely used to improve programs and processes
• Involves the participation and input of faculty, staff, and students
• Focuses on the programme, not on individual performance of educators
Who can act as information sources when assessing curriculum?
• Students (applicants, undergrads, grads, alumni)
• Faculty
• TAs
• Staff
• Employers
• Professional Associations (certification/accrediting bodies)
• Colleagues from similar programs elsewhere
What feedback methods can be used to assess curriculum?
Opinion Gathering
• Surveys
• Focus groups
• Interviews
• Department meetings
Testing
• Written
• Demonstration
• Pre and post
• Control group
Content Analysis
• Student and faculty journals
• Concept mapping
• Completed assignments/exams
Expert Advice
• Tours
• External reviewers
• Expert speakers
Archival Data
• Course outlines
• Course evaluations
• Student grades
• Past curricular reports

1.5 How Curriculum defers from:

1.5.1. Syllabus Vs Curriculum

Syllabus Curriculum
Syllabus describes the summary of topics Curriculum is the overall content, taught
covered or units like Chapters in any subject. in an educational system or a course.

Syllabus can contain outlines, Curriculum actually contains

Objectives and time required. All the learning materials: worksheets, slides and
exams.
Syllabus is a Greek term. Curriculum is a Latin term.
Syllabus is a subject. Curriculum is a Course.
Descriptive Prescriptive
Exam board Government or the administration of school,
college or institute.
 Varies from teacher to teacher. Same for all teachers.
The basic differences between syllabus and curriculum are explained in the
point given below:

 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.
 Syllabus varies from teacher to teacher while the curriculum is same for all teachers.
 The term syllabus is a Greek origin, whereas the term curriculum is a Latin origin.
 The curriculum has a wider scope than the syllabus. 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.
 Syllabus is descriptive in nature, but the curriculum is prescriptive.
 Syllabus is set for a particular subject. Unlike curriculum, which covers a
particular course of study or a program.
 Syllabus is prepared by teachers. Conversely, a curriculum is decided by the
government or the school or college administration.
 The duration of a syllabus is for a year only, but curriculum lasts till the completion
of the course.
1.5.2. Course of Study Vs Curriculum

Course Curriculum
Course is a path, sequence, development or Curriculum is the overall content,
evolution. taught in an educational system or a
course.
A set of classes or a plan of Curriculum actually contains
study on a particular subject, usually all the learning materials: worksheets, slides and
leading to an exam or qualification. exams.
Curriculum is a Latin term.
Curriculum is a Course.
Prescriptive
A course is a set of lectures that can consist of Government or the administration of school,
any type of content (e.g. video, documents, college or institute.
presentations etc).
Same for all teachers.
1.5.3. Educational Programme Vs Curriculum
Difference between Curriculum and Program
• Different degree or diploma courses available in various streams of study are labeled as
programs, whereas as the content that is used to make up these study programs and the
way it is administered is called curriculum.

• While there were limited number of programs available for students a few decades ago
such as engineering, law, medicine, and MBA etc., today the situation has undergone a sea
of change, and there are lots of study programs that are a result of demand from the
industry.

• It is not just the number of programs but also their curriculum that keeps on changing
with changing times and the rule of demand and supply.

1.5.4. Teaching VS Curriculum

Teaching Curriculum
Instruction is the "how" and the "way" that the Curriculum is the overall content,
curriculum is taught. A teacher can deliver taught in an educational system or a
instruction in ways that make it approachable course.
by all students, including those with
Disabilities, by making it accessible, called
differentiated instruction.

Teaching is the personal skills and Curriculum actually contains

professional all the learning materials: worksheets, slides and
preparation demonstrated by the "who" in exams.
the equation, the teacher
A teacher has to make the best use of his
instructional abilities to take the curriculum
to the students.
The teacher uses the curriculum to design the Curriculum is a Latin term.
instruction that, hopefully, causes students to Curriculum is a Course.
learn. Sometimes it is the other way around. Prescriptive
Government or the administration of school,
college or institute.

Same for all teachers.

1.5.5. Instruction VS Curriculum

 Instruction is the method or way of teaching to students. This is one part of

education that is in control of the teachers or the instructors.
 Teachers decide the how part of education as they are responsible for imparting
all the knowledge that has been decided based upon the curriculum.
 Instruction is always dependent upon the teaching skills and the professional
attitude of the teachers.
 He is the best judge as to how to deliver instructions in the best possible manner
keeping in mind the abilities of different students of his class.
 Curriculum is the design, the framework of education and refers to all the
subjects that make up for a course of study according to a grade in school or
college
  Instruction is how teachers deliver the curriculum to the students
 Designing curriculum in isolation without taking into account instruction part of
education can lead to disastrous results

1.5.6. Level of Curriculum

Curriculum components are:

 the cumulative tradition of organized knowledge

 modes of thought

 a planned learning environment

 cognitive/affective content and process

 an instructional plan

 instructional ends or outcomes

 a technological system of production etc.

Educators sometimes refer to the different levels of curriculum interchangeably,

provoking a situation that can lead to confusion about the meaning of curriculum. As
used here, the term levels of curriculum refers to the degree of remoteness from the
students for whom the curricula were planned. These levels include societal,
institutional, instructional, and experiential curricula.

 The societal level of curriculum is designed by the public, including

politicians, representatives of special interest groups, administrators at different
levels, and professional specialists. Using sociopolitical processes, these groups
often decide the goals, the topics to be studied, the time to be spent, and the
materials to be used.

 Institutional curricula serve schools and are derived largely from societal
curricula with modifications by local educators. This curriculum is commonly
organized according to subjects and includes the topics and themes to be
studied. Institutional curricula include the district or school’s written documents
containing standards, philosophies, lesson plans, and guides. Sometimes this
curriculum, also called the explicit curriculum, is the target of reform efforts.

 The instructional curriculum refers to the one that teachers plan and deliver in
schools. Teachers base instructional curricula on what has been determined as
necessary or desirable for their school by school authorities. As expected,
however, this curriculum takes on the individual teacher’s priorities, views of
education, and style and is also subject to reform and criticism. An instructional
curriculum that is actually used in a classroom often varies from the planned
curriculum, however, because of student responses or other unforeseen
circumstances.
  The experiential curriculum is the one perceived and experienced by
students. What is experienced differs from one student to the next because
students have different backgrounds, motivations, and levels of aspirations, to
name just a few differences. For example, some students form similar purposes
for learning experiences to those held by their teachers, but other students hold
very different purposes or no purpose at all. Therefore, the experiential
curriculum is the one internalized and made personal by learners.

1.6. Foundations of Curriculum

Foundations are the forces that influence the minds of curriculum developers. In this way
they affect the content and structure of the curriculum. The curriculum reflects the society
and culture of a country and this is the desire of a society that their children should learn
the habits, ideas, attitudes and skills of the adult society and culture and educational
institutional are the proper way to impart these skill. The duty of teacher and school is to
discipline the young of the society and provide them the set of experiences in the form of
curriculum. The needs, knowledge and information of the society provide foundation in the
formation of curriculum.

1.    Philosophical foundation of Curriculum

2. Psychological foundations of Curriculum
3.    Socio Cultural Foundation of Curriculum
4. Economical Foundations of Curriculum
1.6.1 Philosophical/ ideological foundation
It is concerned with beliefs.
What is real --- ONTOLOGY
What is true --- EPISTEMOLOGY
What is good – AXIOLOGY                                                                                
Philosophy means the love of wisdom, it search for truth, not simple truth, It search for
eternal truth, reality and general principles of life. Curriculum help in the practical use of
knowledge in real life situations and understanding realities and ideas of life and this world
that why curriculum is called the dynamic side of
philosophy.                                                                                                         

Curriculum is used for the modification of the behavior of the students and philosophy
help in the process of finding new ways and basis for teachers and curriculum planner to
modify their behavior. Philosophy also helps in the exploring new methods of teaching and
how to apply in the classroom situation for better achievement of the teaching learning
process. It also provides new ways and methods for the evaluation of student’s
achievement and evaluation of curriculum.

Philosophy and ideology of education provide rules and principles which lead the in
decision-making regarding educational practices and polices planning. It Guides the
curriculum planner on the basses of the philosophical and ideological belief of the society
in the constructing of subject matter keeping in view the future demands and needs of the
schools and help in the promoting of human life through social change in the behavior of
the students. In Pakistan the ideological beliefs of the society is based on
Islam…                                                                                                                          

Therefore they are looking for curriculum planner to introduce such curriculum in
education system, which inculcate true knowledge of Islam and preserve the culture of
Muslim society in new generation that why they believe that Islamic curricula should be
based on the ideology of Islamic laws and principles.

 Various customs values, traditions and knowledge need to be preserved by transfer them
to the next generation.

The students also needed the knowledge of past and present in which they live, it help
them in the process of adaptation and adjusting their self to new changes and new
situation in life.

1.6.2 Psychological foundations

Psychological foundation is based on the individual differences, every student has its own
unique personality and they have differences in their leering and skills. They are different in
nature so they can’t be treated alike in teaching learning process, some may be fast learner
while other slow. Therefore the curriculum should be based on the above facts, and it should
be design to support the capacity and potentialities of all the students.

Psychology play a vital role in the teaching learning process it is the foundation for all type
of educational related programmed. The methods of teaching, the selection of content of
subjects, the methods and theories of learning, the overall development of the students and
to inculcate the norms of the society in the students. Psychology helps in all the processes
above in the development process of the curriculum.

In the past curriculum for child development and learning was developed in traditional ways
without keeping in view the psychological implication in the development of curriculum.

Today psychology is the core and foundation element of all the learning processes;
curriculum development, Child mental development, teaching methods, learning theories,
administration of education system and planning, character building of the students,  attitude
of students and teacher, the society, the use of different technologies.
 In the process of using psychology in curriculum development process some positive
concepts or ideas about teaching learning process emerged, it is reflected in the work
produced by different authors.

•       The traditional readiness concept for a difficult subject which require children maturity has
been rejected by the modern researchers, now the researchers formed a new principle that
the child can teach any subject on the condition that it provided keeping in view the
principle of from simple to complex and that the students have the previous experience.
1.6.3 Socio Cultural Foundation
According to Murray print (1993). The society and culture exercise massive powers on the
formation curriculum and the reason behind that it was society who created schooling to
safeguard the survival of their cultural heritage, and survival of their species.

The purpose of curriculum planner and developers to translate traditional norms,

philosophies, ethics, knowledge and attitudes in the objectives of curriculum, the content,
learning processes and the evaluation of  elements of the curriculum..

The social and cultural inspirations that affect curriculum designers consciously and
unconsciously are apparent from the curriculum and their influence is deep. For example in
Pakistan the curriculum is more reflective of the society and curriculum is design in a way
that leads society to change.

Some Social values, changes and conditions are included into some extent in some of the
curriculum projects in the context of current social issues and problems, such as rapid
growth of population, democratic values, urbanization, and management problems could be
found in proposed program. Some vital problems and topics are considered in relation to
concepts and key ideas drawn from the disciplines.

Guideline given by Rud Yard (1969) related to curriculum planning decision-making, it

derived from societal needs and goals.

 The goals of education emerge from the needs  and wishes of the society

 When a society urge a need or a goal it becomes an educational objective and the
school accepted that demand and they attempt to attain that goal by putting it into school
objectives.
 If there is a conflict between the objectives and aims of majority and minority groups, the
aims of larger group is accepted.

Educational aims are based on the study of sociological and political condition of the society
and the main purpose of the curriculum is preservation and advancement of the that society
1.6.4 Economical Foundations
It focuses on:

•        Job or market oriented curriculum

•        Skill learning

The economical foundation of curriculum gives importance to the vocational aspect of the
curriculum. The economic  condition of a nation or a society guide the curriculum of the
country, because the stakeholder of the education wants to employ such a curriculum which
help them to build their economy and the people have better jobs when they finish their
schooling. In this kind of situations the curriculum become job or market oriented. In this
curriculum the curriculum developer gives importance to skills acquisition which is the
demands of the time. Undeveloped nations try to prepare skill work force and send it to
other countries for jobs

Here are some economical factor which influence the curriculum development process
Economic Factors
Allocation of funds
 The financial condition of a country reflects its curriculum because without proper funding
one can’t achieve the outcome of a good
curriculum.                                                                                                                                  
 

Because activity base and learner center curriculum need more space and money then
subject matter, for that reason in Pakistan we adopted subject base curriculum because we
have shortage of schools, classrooms in schools, trained teachers. In economical sound
countries they have implemented all kind of curriculums in their schools according to the
need of the school and that society. Without proper funding once can’t implement a good
curriculum in the country and achieve the benefits of that curriculum.
Lack of resources due to finical constrains effect the developing and planning of the
curriculum. What type of a curriculum should have to support it through proper funding?
There are different factor in curriculum development, planning and implementation process
which need financial support e.g.

Schools lack physical facilities including buildings, classrooms, furniture, Hostel, Play
grounds, mats and even very basic necessities like blackboard, chalk, and charts.
Lack of other resources water, Fan, Electricity
  Lack of skilled manpower
The lack of skilled manpower due to financial restrains, without proper financial support it
is hard to train the people to support the teaching learning process. Only through proper
funding and the establishment of training institutions for teachers and support staff.
Teachers are the core of education system and without proper training one can’t implement
a curriculum and to support the curriculum one need to train the entire teacher on that style
of curriculum. So the skills of the teachers also guide the direction of the curriculum, and to
develop these skills in the teachers need funds.
Lack of labs due to financial problems

The lack of labs and libraries also affect the curriculum development process because
without proper computer labs in cities and villages one can’t implement computer education
curriculum all over the country. In the same way without proper libraries in all school one
can’t implement a curriculum which needs supporting or reference books.

In short we can say that economic play a vital role in the curriculum development and
implementation process in the country and it is the foundation of the successful curriculum,
without a good economic background a country can’t afford a curriculum which needs huge
financial support. 
1.7 Concept and process of Instruction
 3. Models of Curriculum
THE TYLER MODEL
The Tyler Model, developed by Ralph Tyler in the 1940’s, is the quintessential ‫معتبر‬
prototype of curriculum development in the scientific approach.
Tyler did not intend ‫ کا ارادہ‬for his contribution to curriculum to be a lockstep model for
development. Originally, he wrote down his ideas in a book Basic Principles of
Curriculum and Instruction for his students to give them an idea about principles for to
making curriculum

Model is consisting of four steps.

1. Determine the school’s purposes (aka objectives)
2. Identify educational experiences related to purpose
3. Organize the experiences
4. Evaluate the purposes

step one
Determining the objectives of the school or class. In other words, what do the students need
to do in order to be successful? Each subject has natural objectives that are indicators of
mastery. All objectives need to be consistent with the philosophy of the school and this is
often neglected in curriculum development. For example, a school that is developing an
English curriculum may create an objective that students will write essays. This would be
one of many objectives within the curriculum.

Step two
Developing learning experiences that help the students to achieve step one. For
example, if students need to meet the objective of writing an essay. The learning
experience might be a demonstration by the teacher of writing an essay. The students
then might practice writing essays. The experience (essay demonstration and writing) is
consistent with the objective (Student will write an essay).

Step three
Organizing the experiences. Should the teacher demonstrate first or should the students
learn by writing immediately? Either way could work and preference is determined by the
 philosophy of the teacher and the needs of the students. The point is that the teacher needs
to determine a logical order of experiences for the students.

Lastly, step four

Evaluation of the objectives. Now the teacher assesses the student’s ability to write an
essay. There are many ways to do this. For example, the teacher could have the students
write an essay without assistance. If they can do this, it is evidence that the students have
achieve the objective of the lesson.
There are variations on this model. However, the Tyler model is still considered by many to
be the strongest model for curriculum development.
Strengthen of this model
Following are the strong aspects of this model.

1. It is logical model.
2. It provides useful base for planning curricula.
3. It provide recipe type approach.
4. It is simple model.
5. It is efficient approach.
6. It is practical approach to devising curricula is the essence of this model.