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ALLAMA IQBAL OPEN
UNIVERSITY, Islamabad
INTRODUCING
CURRICULUM
Presented By:
ALI HASNAIN KHALID
Resource Person
M.Phil, M.Ed
Definition of Curriculum:
• The subjects comprising a course of study in a
school or college.
• “Course components of the school 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.
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Curriculum is the outline of concepts to be
taught to students to help them meet the
content standards. Curriculum is what is taught
in a given course or subject. Curriculum refers
to an interactive system of instruction and
learning with specific goals, contents, strategies,
measurement, and resources.
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Types of Curriculum:
• Recommended Curriculum
• Written Curriculum
• Taught Curriculum
• Supported Curriculum
• Assessed Curriculum
• Learned Curriculum
• Hidden Curriculum
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What is Curriculum Planning?
• Curriculum planning is a complex process
where faculty define intended learning
outcomes, assessments, content and
pedagogic requirements necessary for student
success across an entire curriculum.

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Process of Curriculum Development:
• Curriculum development can be defined as
the step-by-step process used to create
positive improvements in the courses offered
by a school, college or university. The world
changes every day and new discoveries have
to be roped into the education curricula.

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Effective Curriculum Planning:

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Elements of Curriculum:

Questions

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attentions !!
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Course Code: 8603 Unit No.2
Muhammad Tahir Hassan

Resource Person aiou
M.Phil, B.Ed
 Curriculum development during
the period of the Holy prophet
(PBUH)
 Development of Curriculum in the
subcontinent
 Curriculum development since
1947
 Curriculum development under
various education policies
 In unit 1 you have studied the nature and scope of
Curriculum
 you have also studied the principle of Curriculum
development in a Muslim society
 all these must be kept in mind while studying the present
unit.
 The history of Curriculum in Pakistan today may be traced
back to the period when the prophet of Islam Muhammad
peace be upon him started teaching the principal of Islam to
the people in order to appreciate the meaningful
development of Curriculum at various stages in Muslim
history
 we have started from the development of Curriculum the
early Muslim period and pressed it for different stages finally
upon the present time in Pakistan
 Reading and writing ( Arabic )
 Quranic education
 Learning the Quran by heart
 The Fiqa
 Mathematical calculations in respect of
distribution of property
 Basic medicine
 Learning foreign language
 Art of swing and arrow shooting
 Horse riding For Daily Updates Regarding Allama Iqbal Open University And
 curriculum which was introduced during 13th century
 curriculum introduced during 17th century
 Akbar the great Mughal introduced a curriculum
 Shah waliullah introduce curriculum
 Legacy of the British rule
 First school leaving certificate
 The Hartog Committee
 The Punjab University enquiry committee
 Kamal yar Jung committee
 Sargent Scheme
 Central advisory board
The subject were divided into two groups compulsory and
elective as detailed below
Group A : compulsory subjects
 English
 Mathematics are in the case of girls Arithmatic and domestic
Arithmetic and household account
 History and geography
Group B elective subjects
 Pakistani languages such as Urdu Punjabi Pashto or a foreign
language French or German
 classical language Arabic Persian habrow latin or Greek
 Physics and Chemistry For Daily Updates Regarding Allama Iqbal Open University And
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 physiology and hygiene or Civic and hygiene for domestic

economy for girls only
 Educational Conference 1947
 Punjab University Commission 1950-52
 Six year National plan of educational
Development
 Board of Secondary Education Lahore 1957
 The commission on national education 1959
 curriculum committee for secondary education

 New education policy 1970
 Education policy 1972-80
 National education policy 1978
 National Education Conference
 Concluding remarks
 The role of education in preservation of Islamic values
 Reorientation of educational programs
 Emphasis on scientific and vocational education
 Role of education as an instrument of social change
and development
 importance of quality in education and crucial role of
teachers
 decentralization of educational administration
 Curriculum For Daily Updates Regarding Allama Iqbal Open University And
 Elementary curriculum After Saving this Contact Reply With "Yes Saved"
 Secondary School curriculum

 The preservation promotion and practice of basic
ideology of Pakistan
 Building of nation by promoting social and cultural
harmony
 Providing comprehensive program of studies
 Designing curriculum relevant to the Nation's changing
 Curricula, syllabi and textbooks will be revised to
eliminate overloading
 Improving the system of elementary education
 The integration of general and Technical Education
 Elective subject for matriculation intermediate and
degree level
Subjects
 Language
 first language
 second language
 Mathematics
 Science
 social studies
 health and physical education
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Subjects
 Languages
1st language
2nd language
English Compulsory
 Mathematics
 Science
 Pak/Social Studies
 Health and Physical education
 Islamiat
 Arts
 Vocational Different Educational Institue, Save This Contact 03127644396.
Compulsory
1- Urdu 2- English 3- Pak studies 4-Islamiat
Electives
1- Mathematics 2- Physics 3- Chemistry
4- Biology
General Group
1- General maths/ Home Economics
2- General Science
 To foster in hearts and mind of students the
loyalty to Islam and Pakistan
 To create the awareness in students towards
the welfare of fellow Muslim
 To produce citizens who display firm faith the
future of country as an Islamic State
 To promote scientific, vocational, technical
education, training and research in the
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Benazir Bhuto Shaheed convened the National
Education Conference in Islamabad in march
1989
The objective of this conference was to
reconsider the aim of education at national
level and make it up to date according to the
changed circumstances

There are numerous problems in the
implementation of Curriculum
 Shortage of financial resources
 Shortage of trained manpower
 Rigid attitude of teachers, parents and
community
 Frequent changes in national priority

FOUNDATIONS
OF
CURRICULUM

Foundations of Curriculum
Foundations are the forces that
influence the minds of curriculum
developers.
In this way these affect the content
and structure of the curriculum.
Major Foundations of Curriculum
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•Philosophical Foundation
•Psychological Foundation
•Sociological foundation
•Economical Foundation
•Historical Foundation
Philosophical Foundations
 philosophy is the the pursuit of wisdom and
knowledge
 it is the study of realities and general principles it
concerned with research of eternal truths
 Defined literally philosophy pursuit of rational
thinking and sound judgment.
 Aristippus (435-359 BC) wrote philosophy is the
ability to feel at ease in any society
 Kabir (1902-1969) stated philosophy seeks to
give knowledge of the whole
Philosophical Foundations
Philosophical work can aid curriculum
development in many ways but it is
particularly useful in helping us to
understand
 Nature of educational objectives
 The structure or inter relationship of
the objectives
 Nature of Curriculum activities
Philosophical Foundation
It is concerned with beliefs.

 What is real --- ONTOLOGY
 What is true --- EPISTEMOLOGY
 What is good – AXIOLOGY

Ontology
 Ontology e is concerned with the nature of
reality and by asking the question
 “what is real?”
 A number of queries become clear.
 what is real to our society is very important
and must be taken into account while
constructing curriculum indeed
 some curriculum developers see their role as a
vehicle for change
Epistemology
 The philosophical problem that deal with the nature of
knowledge and of knowing is called Epistemology.
 Waller and Ever (1988) “ epistemology is the study of the
nature and applicability of knowledge”
 We are actually concerned with the nature of knowledge its
basis how we know and what we know
 when studying epistemology we ask
 what is true?
 how do we know the truth?
 how do we know that we know?
 these are obviously vital questions for curriculum developers
to consider particularly in a society
 curriculum developer should be aware of epistemology and be
prepared to pose the fundamental question involved in such a
study

Axiology
 Axiology is that aspect of Philosphy that is concerned with the
nature of value.
 Axiology questions are fundamental feature of our life and that
the resulting decisions have a profound effect upon our behavior
.
 Question such as:
 what is good ?
 what is attributable to humans?
 Axiology questions are usually divided into two main categories
1- Ethics
2- Aesthetics
 Ethics is concerned with concepts of good and bad right and
wrong as they applied to human behaviour
 Aesthetic concern with such values and issues as Beauty And
enjoyment of human experience
Psychological Foundation
Psychology is the scientific
study of human behavior. It
gives insight into:
 Child development
 Educational objectives
 Student characteristics
 Learning process
 Teaching method
 Evaluation procedures
Sociological Foundation
 Curriculum must take into account the
sociological considerations otherwise it will
remain bookish and divorced from life
 curriculum that ignore sociological foundations
does not any purpose
 It results in waste of time energy and
resources
 meaning of sociology ” the science or study of
society”
 definition of Sociology is the systematic study
of the groups and societies human beings build
and the way these alliances effects our
behavior
 sociology is the study of social life and social
causes and consequences of human behavior
Role of Sociology in Curriculum
Development
It includes
 Value of society
 Media explosion
 New forms of cooperation
 Changing value of people
 Demand of modernization
 Regional and national imbalances
 Population Explosion
Value Based Curriculum
 Exemplary behaviour of teachers
 value formation through various types of co
curricular activities i-e student participation in
social management social service program visit to
hospitals
 lecture or discourses
 Creation of an environment of psychological safety
and security for the students in the school
 value oriented content in various subjects studied
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Classification of Values
 Instrumental values
 preparatory values
 introductory values
 practical values
 conventional values
 intrinsic values
 essential values
 personal values
 social values
 institutional values
 Global values
Economical Foundation
It focuses on:
 Job or market oriented
curriculum
 Skill learning
Historical Foundations
It includes
 Role of curriculum in achievements
of nations.
 Guides future plans
 Factors that influence development
of nation e.g. unity
 Eliminates the useless traditions.
Thank You!!! 
Conceptual Framework of
Curriculum Development
Muhammad Tahir Hassan

Resource Person Course Code: 8603

ALLAMA IQBAL OPEN
CONEPTUAL FRAMEWORK
OF CURRICULUM
DEVELOPMENT
Presented By:
HUMA AMIN
M Phil Special Education
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Questions
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•Thanks..

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ALLAMA IQBAL OPEN
AIMS, GOALS AND

OBJETIVES OF
EDUCATION
Presented By:
HUMA AMIN
M Phil Special Education
• Aims are concerned with purpose
whereas objectives are concerned with
achievement.
• Usually an educational objective relates to
gaining an ability, a skill, some knowledge, a
new attitude etc. rather than having merely
completed a given task.
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Unit 7
Evaluation of Curriculum
Curriculum Evaluation
Evaluation is the systematic process of collecting
and analyzing data in order to determine whether
and to what degree objectives have been
achieved” (Boulmetis & Dutwin, 2005, p. 4)

Curriculum Evaluation
Curriculum evaluation is an attempt to toss light on
Two questions:
Do planned courses, programs, activities, and learning
opportunities as developed and organized actually produce desired
results?
How can the curriculum offerings best be improved?
(Hussain, dogar, azeem, & shakoor, 2011)
Purpose of Curriculum Evaluation:

Educational Goals and Curriculum Objectives:

Designing Evaluation Studies

THANK YOU FOR LISTENING

Unit 8
Curriculum and Development

Educational Policies and Developmental
Trends

EDUCATION AND DEVELOPMENT IN
ASIA REGION
• The Asian region is large and diverse and so there are a multitude of educational
issues that are of importance and concern to the millions of individuals,
thousands of communities and dozens of countries in the region. Many countries
indicated that the most pressing areas for action are:
• support for the moral curriculum including international and values education;
• promotion of greater attention to the essential role of teachers as agents for

educational progress and social change;
• enhancement of community participation, including the ownership of schools

and training institutions;
• development of effective education strategies and schemes for poverty

reduction;
• improvement of education quality and learning achievements while at the same

time expansion of access to education;
EDUCATION AND PRODUCTIVE
APPROACH SKILL DEVELOPMENT IN
ASIA REGION

SOLUTIONS OF PROBLEMS

Analysis and Comparative Study of
Current Projects and Plans:
• KOREA/ INDIA
• SRI LANKA
• BANGLADESH
• MORONG
• NEPAL
• INDONESIA
• PHILIPPINE
• SINGAPORE For Daily Updates Regarding Allama Iqbal Open University And
Education for Rural Development

Education for Rural Development:

THANK YOU FOR
LISTENING

Unit 9
Curriculum Development in
Comparative Perspectives

China
• Most popular country of the world is China
• 200 million students attending public schools taught
by over 9 million teachers in the elementary, junior,
and senior high schools
• Largest educational system of the world
• The course syllabi are written by scientists and
professors hired by the National Educational
Commission.
• Education in China is a state-run system of public
education run by the Ministry of Education.
• NINE YEAR COMPULSORY EDUCATION (1986)
• 6 years of Primary Education
• 3 years of Junior Secondary Education

Education in China is divided into four categories:
• basic education
• secondary vocational-technical education
• regular higher education
• adult education
• Education is free and compulsory for 9 years in China, split
between Primary and Junior middle school at the age of 6-15.
many children start their schooling at a nursery school (called
Kindergarten in China) as early as 2 years old.
• 2-6: Kindergarten
• 6-12: Primary school (compulsory)
• 12-15: Junior middle school (compulsory)
• 15-18: Senior high school (middle school) or vocational
school
• 18-22: University or college
• Secondary vocational training provide short-term
vocational programs of finance and economics, physical
education and arts.
• Technical training provide medium-level skilled workers,
farmers, as well as managerial and technical personnel.
• Both have 3 or 4 years programs
PRIMARY EDUCATION
• Age: 6-12 Years
• Duration: 5-6 Years
• Compulsory Subjects:
• Moral Education, Chinese Language,
• Mathematics, Social Studies, Natural Science,
• Physical Education, Music, Arts, and Labor services
SECONDARY EDUCATION
• Junior Secondary Education
• Duration: 3-4 Years
• Compulsory 13 Subjects: Politics, Chinese Language,
Mathematics, Foreign Language, History, Geography,
Physics, Chemistry, Biology, Physical Education, Music,
Art and Household Skills.
China
• 1993: syllabi and twenty four curricula for nine year
compulsory programme
• 1998: adjustment of primary and secondary school
curriculum contents; reducing the overload and subject
difficulty; enabling locally relevant selection of teaching
materials
• 2001: implementation of curriculum standards for basic
education; emphasizing innovation and creative thinking
India
• 1988: National Curriculum Framework for Elementary
and Secondary Education
• 2000: National Curriculum Framework; emphasizing
minimum levels of learning, values, ICT, management
and accountability, continuous comprehensive evaluation
in cognitive, social and value dimensions.
• 2005: shift in examination system from content based
testing to problem solving and competency based
assessment; states encouraged to renew their own
curriculum in light of the national curriculum
framework.
• Curriculum no longer to be bookish but was to be drawn
from the social and physical environment of the child. In
fact, the system offered a larger measure of freedom to
teachers at a time when they were not prepared to shoulder
it.
• Courses of study, therefore, in history, geography, economies,
civics were fused together and were called social studies.
• Similar courses in physics, chemistry and biology were fused
together and called general science. All books were rewritten
and the teacher training institutions began to advocate this
integrated approach
Indonesia
• 1999: development of a national competency based
curriculum allowing both unity and diversity; addressing
overload and overly rigid curricula
• 2006: application of school based curriculum

Malaysia
• 1983, 1995, 1999: content and outcome based curriculum; use
of activity based and student centered pedagogy approaches;
promoting critical and creative thinking skills
• 2008: trial implementation of new modular and thematic
curriculum and school based assessment
• 2011: implementation of the standard curriculum for primary
school in stage/phase I (grades 1‐3) building on the Integrated
Curriculum for Primary School introduced in the late 1990s.
• The main aim of science at the primary level is to lay the
foundation for building a society that is culturally scientific
and technological, caring, dynamic and progressive.
• Emphasis is given on the mastery of scientific skills needed

to study and understand the world. Scientific skills refer to
process skills and manipulative skills. At the lower primary
level, elements of science are integrated across the
curriculum.
New Zealand
• 1992: Outcomes focused curriculum
• 2007: New Zealand Curriculum (NZC) consisting of a
framework of key competencies integrating essential
skills, knowledge, attitudes and values.
PAKISTAN
Phases
• Evolution of curriculum objectives.
• Development of scheme of studies.
• Development of syllabus of each subject.
• Development of textbook, instructional material.
• Approval of textual material.
• Teacher training.
THE SCHEME OF STUDIES
It is based on three key factors:
• The national education policy
• Market demand
• Global issues
Visit National Curriculum 2006

USA
• Schooling compulsory 5-16
• Curriculum state wise different
• Local autonomy and pluralistic nature
• No official state curriculum
• Stakeholders involved in curriculum development
• English, mathematics, social studies, music, arts, physical

education
• Advancement in new technology-new teaching methods
• High school diploma require attendance and satisfactory school

record
UK
• National curriculum
• Core three subjects: maths, science, languages
• Provision of religious education also included
• Nation wide assessment at terminal stages
Canada
• No national curriculum
• 12 provinces, 12 education systems, stemming
from aspirations of the people of that community
• Discovery method
Russia
• Continuously updating since 1920
• State controlled education system
• Primary Level : games, study, entertainment, all aspects of
physical, moral, academic education
• Secondary Level: vocational and specialized secondary
schools
• Labour education throughout secondary education
• Higher education accessible to everyone
Japan
• Overall development of learner
• Primary Level: activities, basics of arithmetic,
read and write
• Japanese languages, Science , Maths,
Handicrafts, Physical education
• Pre-vocational, English as foreign language
Thank you for your
attentions, cooperation
and support

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ALLAMA IQBAL OPEN

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For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

Course Code: 8603 Unit No.2

Muhammad Tahir Hassan

 physiology and hygiene or Civic and hygiene for domestic

For Daily Updates Regarding Allama Iqbal Open University And

 Education policy 1972-80

 National education policy 1978

 National Education Conference

 Secondary School curriculum

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

It is concerned with beliefs.

For Daily Updates Regarding Allama Iqbal Open University And

Muhammad Tahir Hassan

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

AIMS, GOALS AND

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

• promotion of greater attention to the essential role of teachers as agents for

• enhancement of community participation, including the ownership of schools

• development of effective education strategies and schemes for poverty

• improvement of education quality and learning achievements while at the same

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

For Daily Updates Regarding Allama Iqbal Open University And

• NINE YEAR COMPULSORY EDUCATION (1986)

• 6 years of Primary Education

• 3 years of Junior Secondary Education

• 2006: application of school based curriculum

• Emphasis is given on the mastery of scientific skills needed

Visit National Curriculum 2006

• Curriculum state wise different

• Local autonomy and pluralistic nature

• No official state curriculum

• Stakeholders involved in curriculum development

• English, mathematics, social studies, music, arts, physical

• Advancement in new technology-new teaching methods

• High school diploma require attendance and satisfactory school

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