ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Early Childhood Education and Elementary Teacher Education Department)

Course: Curriculum Development (8603) Semester: Spring, 2021
Level: B. Ed (One and Half Years) Total Marks: 100
ASSIGNMENT No. 1
Q. 1 Discuss various steps being followed by the planner when planning a curriculum. What are
the factors that may affect the curriculum planning?

Planning a curriculum
Creating a curriculum is not easy. It is a complicated process that needs to be carefully thought
through and involves a lot of strategic decision making. With 10 years of experience supporting more
than 2,000 primary schools, we've identified six critical steps to effective curriculum design. Follow
these steps to design your curriculum, whether you're starting from scratch or revising your existing
curriculum.

Six Steps of Curriculum Design

Step 1: Principles and purpose
Start by establishing the basics of your resume. Your curriculum principles need to reflect your
school's values, context, pedagogical approaches and needs. In essence, your principles should
clarify the vision of your resume.

Step 2: Entitlement and enrichment

After clarifying your principles and objectives, you must define your student rights (also known
as a student offer). Your student entitlement must explain how you intend to extend your
curriculum with educational visits, extracurricular activities, and other curriculum enrichment
experiences.

Step 3: Breadth and balance

Now you need to organize your curriculum content into subject outlines. Start by reviewing the
study programs and make careful choices about what you will teach, when and why. Decide
what concepts and subject aspects your curriculum will cover and how they interconnect with
other subjects. You will need to break them down into smaller parts, which are the knowledge
and skill goals that provide the building blocks for learning. They should be carefully sequenced,
revised and developed in your curriculum. These decisions will ultimately shape your school's
long-term curriculum.
Step 4: Teaching narrative
Once you've created your long-term curriculum plan, you'll need to provide contexts for carrying
it out. At Cornerstones, we do these using projects. For subjects like history, the national
curriculum sets out several contexts that must be covered, such as the ancient Egyptians.
However, for subjects like art and design, you can create your own engaging contexts. The
teaching narrative within each project or unit should define how learning will be delivered. It
must be sequenced and cohesive, clearly showing the starting point and how the project
develops. Crucially, your planning needs to show how the subject knowledge and skills outlined
in your long-range plan will be taught, revisited, and developed. This process is very complex
and takes time to perfect. However, when completed, it will establish your mid-term plan, which
you can develop into short-term plans if necessary.

Step 5: Resources
Your curriculum must not be hampered by low-quality or ad-hoc resources. Inappropriate
resources will not only dilute the power of your resume, they can also cause confusion and even
misinformation. Getting the best quality resources is vital if you want children's learning to be
factually correct and ambitious. To make your resume the best it can be, insist on high-quality
resources and practical equipment. Don't reduce the impact of your resume by accepting less
than that.

Step 6: Review and evaluate

You now have an established resume. The next step is to regularly review its impact on teaching
and learning, making any necessary adaptations or changes to improve it further. At this stage,
you can also identify the Continuing Professional Development (CPD) needs for your team. For
example, the knowledge of subject leaders may need to improve to ensure that each area of the
curriculum is well taught and supported.

Factors that may affect the curriculum planning

Many factors affect curriculum planning, some of these include politics, computer technology,
the economy and religion and culture: Politic
Politics
Changes in government or policy strategies and policies affect the design of appropriate
curriculum. Curriculum at schools and colleges must be approved and meet state standards. In
addition, educational institutes require government funding to have the right supplies and
appropriate learning materials.
Computer technology,
Due to the great impact that technology has on society, it is also a factor that can affect the
school curriculum, as many more classes are being taught in computer programs. Many learning
centers use computer technology to help children interact and learn new skills. This is one of the
main and most changeable factors that can affect the curriculum in educational institutions.

The Economy
The state of the economy will affect the curriculum and schools as a whole, because if there is a
downturn in the economy, the government could make cutbacks with regard to schools. The
recent recession is one of the main reasons that school facilities and parts of the curriculum may
be cut, as there is not enough money to meet all the needs of a particular school.

Religion and Culture

It is very important to consider the range of students who will attend school or college when
planning the curriculum. Due to the diverse cultures and religions that attend educational
institutions, it is important to consider whether the curriculum might offend their views or ways
of life.

Q. 2 What is the importance of the involvement of teacher and community in

curriculum development? Enlist the guiding principles that the members of curriculum
formation committee follow in content selection and its organization.

Importance of the involvement of teacher and community in curriculum

development
Without a doubt, the most important person in the curriculum implementation process is the
teacher. With your knowledge, experience and skills, teachers are critical to any curriculum
development effort. Better Teachers support better learning because they are better informed
about teaching practice and are responsible for introducing the curriculum in the classroom.

If another party has already developed the curriculum, teachers should strive to know and
understand it. Therefore, teachers must be involved in curriculum development. For example, the
teacher's opinions and ideas must be incorporated into the curriculum for development. On the
other hand, the curriculum the development team must consider the teacher as part of the
environment that affects the curriculum.

Therefore, teacher involvement is important for successful and meaningful curriculum

development. Teachers being implementers are part of the last step of the curriculum
development process.
Preparation for Teacher Involvement in Curriculum Development
As teachers must be involved in curriculum development, the teacher must receive appropriate
knowledge and skills that help them to contribute effectively to the operation of curriculum
development.

As a result, teachers need training and workshops, which are geared towards professional
development in order to contribute to curriculum development. On the other hand, there is an
important point to make efficient in teacher involvement in curriculum development, that is,
teachers must be trained in the process of curriculum development. This means that teachers
must have improvement and increase in many points of them, such as experience and autonomy.
Thus, teachers play an integral role in the process of develop the curriculum; then student results.

The Teachers Role in Curriculum Development

The teacher involved in organizing the curriculum has many roles and responsibilities. teachers
want to enjoy teach and watch your students develop interests and skills in your area of interest.
the teacher may need create lesson plans and programs within the framework of the given
curriculum, from the teacher's responsibilities are implementing the curriculum to meet the
needs of students Many studies support the empowerment of teachers through participation in
curriculum development. For example, found that the level of teacher involvement as a center of
curriculum development leads to effective realization of educational reform.

Therefore, the teacher is an important factor in the success of curriculum development, including
the steps of implication and evaluation. also found that there is a need for teacher involvement in
curriculum development. Teachers can contribute by working collaboratively and effectively
with the curriculum. Development teams and experts to organize and compose martial arts,
textbooks and content. teacher involvement in the curriculum development process, it is
important to align curriculum content with the needs of students in the Classroom.

Guiding Principles in the Selection and Organization of Content

Validity
Means to teach the content that we must teach in accordance with the explicit national standards
in the Curriculum-Basic Education; it also means teaching the content in order to achieve the
course goals and objectives as set out in the basic education curriculum.

Meaning
What we teach must meet the needs and interests of students, therefore, meaningful and
meaningful.

Balance
Content includes not only facts, but also concepts and values. The use of the three-level approach
ensures a balance between the cognitive, psychomotor and affective content of the lesson. (For a
more detailed discussion of the three-level approach, see Teaching Principles and Strategies.

Balanced content is something that is not too easy to bore an above-average student, nor too
difficult to turn off the average. It's something that challenges the student. To observe the
principle of balance, no topic should be discussed extensively at the expense of other topics.

Self-sufficiency
the content covers the essentials completely. Learning content is not “kilometers wide and
centimeters deep”. The essentials are sufficiently covered and dealt with in depth. This is a case
of “less is more”.

Interest
The teacher considers the interest of students, their stages of development and cultural and ethnic
background.

Usefulness
Will this content be useful to students? It is not just intended to be memorized for testing and
grading purposes. What is learned has a role even after the exams are over.

Feasibility
The content is viable. in the sense that the essential content can be covered in the time available
for instruction. A guaranteed and viable curriculum is the first of the school-related factors that
have the greatest impact on student performance. It is observed that there is so much content to
cover within the school year, so much so that teachers tend to rush to the end of the school year,
do superficial teaching and contribute to the non-mastery of the contents. This is probably one of
the reasons why the least mastered skills in national exams given to pupils and students are those
that are found at the end of the Philippines Elementary / Secondary Learning Skills.

Q. 3 Identify and discuss new trends emerging in curriculum development of Teacher

Education programs.

New trends emerging in curriculum development

With the advent of new technologies being infused into school curricula, educators and school
leaders are beginning to rethink all facets of data in the classroom. New and innovative data
collection methods are continually being developed that offer new options for ongoing formative
assessments, culminating in summative and alternative assessments. However, what exactly do
nouveau “research-based instructional strategies” imply? While curriculum design challenges
may arise due to the integration of advanced technology, schools are embracing the future. Here
are five emerging trends for 21st century classrooms.

1) App Innovation and Gamification

As a result of the recent explosion of education-related apps, educators are able to decipher
student interests, academic passions, and "pain points" more readily and in real-time to
differentiate and fine-tune teaching. MIT App Inventor, for example, allows students to create
their own apps from the comfort of their classrooms. The app provides training for students,
forum and additional support for educators, and a “challenge” for students to create their own
apps. At the same time, education-related games that hone skills in English language arts and
other subjects have exploded in popularity, such as “Mathalicious” and “Get the Math”, which
provide practical and realistic experiences. As students become comfortable using online games
to learn, educators can motivate students through new apps to fine-tune specific skill areas such
as math and science.

2) Digital Literacy
The creation of a digital literacy curriculum can be based on students' developmental stages, and
educators must be aware of the risks (such as distractions) and the myriad learning opportunities
that integrating and using technology in the classroom can provide. With increasing numbers of
teachers using technology in the classroom and schools enabling students to engage with content
through digital literacy, some schools are adopting formal digital literacy curriculum and digital
literacy plans. Perhaps as a result, Google has published a multitude of resources on
understanding digital literacy and digital citizenship, including YouTube videos, teacher guides
and lesson plans.

Digital literacy can cover simple student tasks such as creating classroom presentations or more
complex collaborative work such as creating video clips or publishing “mind maps” online using
digital tools. The field of digital literacy will continue to grow in importance in the coming years
as new approaches to learning through new technologies are adopted.

3) Library Media Specialists

Across the United States and, indeed, around the world, libraries are increasingly becoming
centres of local technology. Since libraries offer a myriad of services that require some
knowledge of technology and how to access the internet, the descriptions of librarians' primary
roles and responsibilities have changed dramatically.
Library media experts today remain knowledgeable about new technologies and research
methods, and how students (and the general public) integrate digital formats into their work. In a
separate and newfound administrative role, library media specialists have many new
responsibilities. They must not only establish technology policies and become responsible for
overseeing the budget, but they must also plan the library's physical and virtual space and create
a welcoming, positive, and innovative atmosphere. Considering how new digital formats should
be organized on new workstations and deciding which specific formats to choose can affect
physical layout, budget planning and alignment, and common space issues.

They also assess and produce information through the active use of a wide range of information
tools, resources and technologies, and (particularly in secondary and higher education) they can
also integrate technology into the curriculum, which requires a keen understanding of how new
technologies enhance the learning process of students while following strict state standards.
Library media specialists will continue to grow in importance as technology is integrated into the
21st century school curriculum.

4) Self-Directed Professional Development

In recent years, we've seen an increase in self-directed professional development (PD) for
educators, which includes interactive online webinars or videos and other content that can be
streamed through web browsers. A recently published article offers a tempting feast of online
options for educators to choose from. As states are increasingly requiring certified educators to
update their skills to stay in compliance with ethical and legal guidelines and become familiar
with the latest standards, some school districts are turning to self-directed online modules to
provide students with educators have opportunities to complete interactive learning components
to stay abreast of the latest developments in education.

5) Collaborative Learning
New apps are making it easier for teachers to be innovative and interactive, and this trend is
expected to grow exponentially in the coming years. From Google Docs to interactive
whiteboards and new apps that create quizzes and activities, this is an exciting time for
collaborative learning in education.

Kahoot is a new app worth highlighting. At no cost to educators to download and install,
educators can create fun quizzes and learning activities to increase student engagement.
According to one review, this management system allows educators more flexibility in managing
student learning and documenting progress from any device.
Q. 4 Elaborate psychological principles, which are used as a basis for curriculum
development. Discuss the role of Psychological foundation of curriculum for assessment
and measurement of learning outcomes.

Psychological Principles

The principles are organized into five areas of psychological functioning: cognition and learning;
motivation; social and emotional dimensions; context and learning; and evaluation. Each of the
individual principles listed in the document includes an explanation of the concept, its relevance
to teaching, specific tips for teachers, and a comprehensive list of related references.

1. Growth mindset
Research shows that students who maintain the constructive mindset that intelligence is
malleable and success is related to level of effort are more likely to stay focused on goals and
persist despite setbacks. A great way to start the year in a psychology class is with a discussion
of growth versus fixed mindsets, because it helps students understand how their beliefs about
intelligence can influence their own academic success. For more information about fixed and
growth mindsets and how they affect student achievement, see psychologist Carol Dweck's TED
Talk. A TED Talk by Angela Lee Duckworth discusses how student learning can be examined in
the context of motivation and illustrates how the personality trait of courage, which is related to
success, can be developed through teaching a constructive mindset. In addition to the numerous
specific ideas in the Top 20 document on how instructors can encourage students to develop a
growth mindset, there is also an online APA module on praise that provides excellent examples
of how instructors can better structure communication with students to promote a growing
mindset.

2. Prior knowledge
Research shows that prior knowledge influences both conceptual growth and conceptual change
in students. With conceptual growth, students add to their existing knowledge, and with
conceptual change, students correct misunderstandings or errors in existing knowledge.
Facilitating conceptual growth or change requires first obtaining a basic level of student
knowledge prior to beginning each unit through formative assessment. One way to assess prior
knowledge involves starting the unit with a short list of five to ten true/false statements and
having a class discussion of the results. The results of this discussion can guide the selection of
assignments and activities that will be appropriate to facilitate conceptual growth or conceptual
change. Prior knowledge can be used to help students incorporate prior knowledge and make
connections between units during the course.

3. Limits of stage theories

Research indicates that cognitive development and learning are not limited by general stages of
development. It is important for instructors teaching Piaget's cognitive stage theory to also
reference the limitations of this approach. Psychology curricula should highlight the importance
of Lev Vygotsky's proximal development zone theory and the critical role that interactions with
those who are more capable can play in learning and growth. Instructors can use this research to
facilitate learning by designing instructions that use mixed skill structure, differentiation, and
clustering. It is also critical that more advanced students have the opportunity to work with
others who challenge them, including other students or the instructor.

4. Facilitating context
Student growth and deeper learning are developed when instructors help students transfer
learning from one context to another. Students will also be better able to generalize learning to
new contexts if instructors invest time in focusing on deeper learning. One method of developing
this skill is to have students use their understanding of a specific unit to generate potential
solutions to real-world problems. APA Psychology Teachers in Secondary Schools (TOPSS)
provides an excellent example of this type of task with.

Psychological Foundations of Curriculum Development

The initial intent established in the project submission was to use a Network group meeting to
obtain information relevant to curriculum development in Psychology programs from candidates
from Schools and Departments of Psychology. However, it was decided that a more satisfactory
approach would be to conduct a series of semi-structured interviews with the school's nominees
in their own home institution.

A copy of the semi-structured interview schedule can be found in Appendix B.research consists
of three parts. In the first section, respondents were invited to comment on curriculum design
issues. The Likert scale items provided quantitative data for comparison between institutions, but
respondents were encouraged to expand their responses where appropriate. In the second section,
respondents were invited to provide information on teaching and learning strategies and
assessment methods in your resume. In many cases, providing this information required the
nominee to consult with other team members (eg, honor coordinators).

Finally, the third section of the schedule contains open questions that the interviewers employed
to expand or contrast the responses made during the first part of the interview. It was often the
case that responses to the quantitative section of the schedule opened the discussion on the issues
contained in the open questions. Whenever possible, the duration of the interview was limited to
two hours, and this generally left little time for further expansion in this section of the
questionnaire.

However, these items were mainly intended to promote discussion by giving a an indication of
the issues that are likely to be the focus of the Network group meetings.
Assessment Methods
Respondents also provided information on the nature of the assessment procedures to which
students would be exposed throughout the four years of the program. In considering these data, it
is important to remember that, in many cases, the AOUs have much less control over assessment
than other aspects of the curriculum. It is therefore entirely

It is possible that the use of exams is more frequent where schools are located. In the Faculties of
Science or Health Sciences, where some level of "objective" assessment may be mandatory, than
if they are located in a Faculty of Arts, where such policy is less likely (see Table 1.1). Colleges
and institutions can also influence the assessment. methods in less direct ways, for example
through explicit or implicit cultural methods policies regarding the distribution of notes or
regulations regarding the contribution of different types of assessment in the final grade (for
example, limits on the contribution of final exams or multiple choice components).

Assessment of Student Learning Outcomes

Teaching requires assessment, that is, the assessment of the student's understanding in light of
the objectives of a class or course. This is a broad definition and, in fact, there are many forms of
assessment, all of which involve student work. This work can be classified or not. It may take a
few minutes (like a one-minute paper) or weeks (like a group project). You can ask students to
demonstrate understanding or acquiring skills through writing, creating a product or presentation,
or the ability to successfully complete a task. You could ask students to demonstrate their
understanding as individuals or as members of a group.

Student learning outcomes articulate what the student should know or can do after completing a
course or program. Assessment of student learning outcomes provides information that places
student learning at the forefront of academic planning processes. At the University of Maryland,
the Provost Learning Outcomes Assessment Committee provides the leadership and
organizational procedures for our involvement in such assessment.

Q. 5 What is the process of curriculum development in Pakistan? Discuss. Write a brief

history of curriculum development in the subcontinent

Process of Curriculum Development in Pakistan:

Curriculum review/development is ideally ongoing assessment, planning and design, teacher training
materials, implementation monitoring, feedback and evaluation, curriculum renewal is based on the
following major areas of concern.
Incorporating issues of global significance include environmental change, degradation, population
control, gender issues, and international understanding and cooperation. Promote respect for and
prevention of indigenous cultural tradition, values and ways of life. Promote is moral values through
Islamic principle and ethics among students. Promoting democratic value, respecting and valuing the
cultural diversity that characterizes Pakistani society and global society in general. To introduce
competency-based curricula by defining mini-involved in competency learning at primary and
secondary levels.

Following are the steps involved in curriculum development in Pakistan.

1. Quantity:

Adapt the number of items the student expects to learn or the number of activities the
student will undertake prior to the mastery assessment. For example, it reduced the number of
social studies terms a student must learn at any one time. Add more practice activities or
worksheets.

2. Time:

Adapt the time allotted and allowed for learning, task completion or testing, eg individuals a
schedule to complete the task, pace learning difficulty for some student.

3. Level of support:

Increase the amount of personal assistance to keep the student on task or to reinforce or
encourage the use of specific skills, improve the adult student relationship, use physical space
and environmental structure. For example, assign classmates, teaching assistant, peer tutors or
tutors of various ages, specify how to interact with the student or how to structure the
environment.

4. Input:

Adapt how instruction is delivered to the student. For example, use different visuals, expand the
text, plan more concrete examples, provide hands-on activities, place students in cooperative
groups, teach key concepts or terms before class.

5. Difficulty:

Adapt the skill level, type of problem or the work the student may be addressing. For example,
allow the use of a calculator to figure out math problems, simplify task direction, and change
rules to accommodate student needs.
6. Exit:

Adapt who the student can respond to instruction. For example, instead of answering questions in
writing, allow a verbal response, use a communication book for some students, allow students to
show knowledge with practical materials.

7. Participation:

Adapt the extent to which the student is actively involved in the task. For example, in
geography, ask students to hold the globe while another indicates the location, ask students to
lead a group. Ask the student to turn the pages while sitting in their lap.

8. Alternative goals:

Adapt the goals or expected outcome when using some materials, when used routinely, this is
only for students with moderate to severe disabilities. For example, in a social studies class, one
student is expected to be able to locate the colors of states on a map, while other students learn to
locate each state and name the capital.

9. Substitute curriculum:

Provides different instructions and materials to meet individual student goals. When used
routinely, it is only for students with moderate disabilities to serve. For example, during a
language class, a student is learning toilet skills with an assistant.

Brief history of curriculum development in the subcontinent

The history of education began with the teaching of traditional elements such as Indian religions,
Indian mathematics, Indian logic in early Hindu and Buddhist learning centers such as ancient
Takshashila (in present-day Pakistan) and Nalanda (in India). Before the advent of Christianity and
Christian missionaries.

Islamic education took root with the establishment of Islamic empires on the Indian subcontinent in
the Middle Ages, while the coming of Europeans later brought Western education to colonial India.

Modern universities were established during British rule in the 19th century. A series of measures
continued throughout the first half of the 20th century ultimately laid the foundations for the
educational system of the Republic of India, Pakistan and much of the Indian subcontinent.

END
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