ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of Secondary Teacher )

Course Title : Curriculum Development

Course code : 8603

Assignment No : 2

Semester : Spring, 2023

Level: B.E : (2.5 year)

Name : Mir Afzal

Roll no : 0000333152
 Assignment No. 2
Q.1 What is curriculum organization? Explain the criteria for an effective
curriculum organization.

Answer: Curriculum organization refers to the systematic arrangement and

sequencing of educational content and experiences within a specific learning
program or institution. It involves designing and structuring the curriculum in a
way that facilitates effective teaching and learning processes. An organized
curriculum provides a roadmap for educators, ensuring a coherent and
purposeful educational journey for students.

The criteria for effective curriculum organization include:

1. Alignment with Educational Goals and Standards: A well-organized
curriculum aligns with the overall educational goals and standards of the
institution or educational system.
2. Differentiation and Individualization: The curriculum should be designed to
meet the diverse needs of students, taking into account their strengths, interests,
and learning styles.
3. Coherence and Progression: The curriculum should be logically structured,
with a clear progression of content and skills from one level to the next.
4. Flexibility and Adaptability: The curriculum should be flexible enough to
adapt to changing circumstances, such as new technologies or emerging trends
in education.
5. Assessment and Feedback: The curriculum should include regular
assessments to measure student progress and provide feedback to guide
instruction⁴.
6. Integration of 21st Century Skills: The curriculum should incorporate 21st-
century skills such as critical thinking, collaboration, communication, and
creativity.
Summary, effective curriculum organization involves a comprehensive
approach to structuring educational content and experiences, taking into account
factors such as alignment with educational goals, differentiation, coherence,
flexibility, assessment, and integration of 21st-century skills. By meeting these
criteria, an organized curriculum can facilitate effective teaching and learning
processes, ensuring a coherent and purposeful educational journey for students.

Q.2 Discuss the importance of educational objectives of Bloom's Krathwal's

and Harrow'a taxonomies in the curriculum development process.

Answer: Bloom's, Krathwohl's, and Harrow's taxonomies are three widely

recognized frameworks used to articulate educational objectives in the
curriculum development process. These taxonomies provide a comprehensive
framework for articulating learning outcomes, ensuring a balanced and
progressive education for students.

Bloom's Taxonomy, developed by Benjamin Bloom in the 1950s, provides a

hierarchical framework for categorizing educational objectives. It consists of six
levels: remembering, understanding, applying, analyzing, evaluating, and
creating. This taxonomy promotes progressive cognitive development by
emphasizing higher-order thinking skills. It encourages students to move
beyond simple recall and comprehension to more complex mental processes
such as analysis, evaluation, and synthesis. By incorporating these levels into
the curriculum, educators foster critical thinking and problem-solving abilities
in students.
Krathwohl's Taxonomy builds upon Bloom's Taxonomy and was introduced by
David Krathwohl and his colleagues in 2002. This taxonomy comprises six
categories: remembering, understanding, applying, analyzing, evaluating, and
creating, which are further classified under two dimensions: cognitive process
and knowledge dimension.

Harrow's Taxonomy focuses on the psychomotor domain of learning and is

often used in conjunction with Bloom's and Krathwohl's taxonomies to provide
a more comprehensive approach to curriculum development.

Summary, the educational objectives outlined in Bloom's, Krathwohl's, and

Harrow's taxonomies hold immense significance in the curriculum development
process. These taxonomies provide a comprehensive framework for articulating
learning outcomes, ensuring a balanced and progressive education for students.

Q.3 Discuss some common problems of the subject curriculum. How these
can be overcome? Explain.

Answer: Subject curriculum plays a crucial role in shaping the education

system and determining the knowledge and skills that students acquire.
However, like any system, subject curricula are not without their challenges.
Some common problems associated with subject curricula include:

1. Lack of Relevance: One of the primary issues with subject curricula is

their lack of relevance to real-world applications and students' future
needs. Many curricula tend to focus on theoretical knowledge, detached
from practical skills
and applications. This can lead to disengagement among students, as they
struggle to see the value and relevance of what they are learning.

2. Overcrowded Curriculum: Subject curricula often suffer from an overload of

content, leaving teachers with insufficient time to delve deep into the core
concepts. The pressure to cover vast amounts of material can result in surface-
level learning and an inability to foster critical thinking and deep understanding
among students.

To overcome these problems, several strategies can be employed:

 Real-world Connections: Curriculum designers should strive to establish

connections between academic concepts and real-life situations. This can
be achieved by incorporating case studies, problem-solving tasks, and
examples from various professional fields. Such an approach helps
students understand the practical relevance of what they are learning and
develop critical thinking skills.

 Industry Partnerships: Collaboration with industry experts and

professionals can provide valuable insights into the skills and knowledge
required in the workplace. By involving experts in curriculum
development, educators can align the content with current industry trends
and needs. Additionally, internships, guest lectures, and mentoring
programs can bridge the gap between academia and the real world.

 Prioritization of Learning Outcomes: Curriculum developers should

prioritize essential learning outcomes and eliminate redundant or outdated
content. By focusing on core concepts and competencies, educators can
create a more streamlined curriculum that allows for in-depth
understanding and mastery.
  Flexible Time Management: Implementing flexible time management
strategies can enable teachers to allocate more time to complex topics
while still covering the required content. This could involve prioritizing
essential concepts and allowing for more extensive exploration, while
non-essential topics can be covered in a more concise manner.

Summary, by identifying these issues and offering potential solutions, we can

enhance the effectiveness and relevance of subject curricula, ultimately
benefiting students and educators alike.

Q.4 Discuss in detail the objectives of English as compulsory subject at

primary, secondary and upper secondary level in Pakistan.

Answer: English is a compulsory subject in the general education curriculum

from grades 3 to 12 in Pakistan¹. The main objective of teaching English at
primary, secondary, and upper secondary levels in Pakistan is to develop
language skills, enhance global communication, provide academic and career
opportunities, and promote cultural understanding.

At the primary level (grades 3-5), English teaching and learning enables
students to initially formulate and develop their communicative competences
through the four skills of listening, speaking, reading, and writing, with more
focus on listening and speaking skills. Emphasis is placed on phonics
instruction and vocabulary development to enhance pronunciation, word
recognition, and comprehension abilities. English language instruction at the
primary level aims to develop effective communication skills. Students are
encouraged to participate in interactive activities, discussions, and
presentations, fostering confidence, clarity, and fluency in spoken English.
Another objective is to foster a love for reading among primary students.
Through exposure to age-appropriate literature and guided reading exercises,
students develop reading comprehension skills, critical thinking, and
imagination.

At the secondary level, the objectives of teaching English shift towards

consolidating and expanding language skills. The focus is on developing
advanced reading comprehension skills, writing skills, critical thinking abilities,
and analytical skills. Students are exposed to a variety of literary genres such as
poetry, drama, fiction, non-fiction, etc., which help them understand different
cultures and perspectives. At this level, English language instruction also aims
to prepare students for academic and career opportunities by enhancing their
language proficiency. Students are encouraged to participate in debates, public
speaking events, essay writing competitions, etc., which help them develop
confidence and leadership qualities.

At the upper secondary level (grades 11-12), the objectives of teaching English
are to prepare students for higher education opportunities both nationally and
internationally. The focus is on developing advanced language proficiency in all
four skills of listening, speaking, reading, and writing. Students are exposed to a
variety of academic texts such as research papers, journals, articles, etc., which
help them develop critical thinking abilities. At this level, English language
instruction also aims to promote cultural understanding by exposing students to
different literary genres from around the world.
Q.5 Compare and contrast the various models of conceptual framework for
curriculum development. Suggest a suitable model for Pakistan and give
the reason for its selection.

Answer: There are several models of conceptual frameworks for curriculum

development, each with its own strengths and weaknesses. The choice of a
suitable model depends on various factors, including the educational context,
goals, and needs of the specific country or region. Let's compare and contrast
some common models and then discuss a suitable model for Pakistan.

1. Tyler's Model:
 Developed by Ralph Tyler, this model is often called the "Tyler
Rationale."
 Emphasizes the importance of clear objectives, assessment, and
alignment between objectives, content, and evaluation.
 It is linear and goal-oriented, focusing on defining objectives, selecting
content, organizing experiences, and evaluating results.
 Strengths: Clarity, simplicity, and a strong focus on measurable
outcomes.
 Weaknesses: May oversimplify the complex nature of education and
neglect broader social and cultural considerations.

2. Taba's Model:
 Developed by Hilda Taba, this model is more holistic and iterative.
 Encourages curriculum developers to consider the interests, experiences,
and needs of students.
 The process involves diagnosing needs, formulating objectives, selecting
content and methods, organizing experiences, and evaluating.
 Strengths: Consideration of learner perspectives, adaptability, and
flexibility.
  Weaknesses: Lack of clear guidelines and potential for subjectivity in
needs assessment.

3. Wheeler's Model:
 Developed by David Wheeler, this model adds a social perspective to
curriculum development.
 Emphasizes the role of society and culture in shaping curriculum.
 Recognizes the importance of values, ethics, and societal influences on
education.
 Strengths: Incorporates social context and values into curriculum
development.
 Weaknesses: May not provide concrete steps for implementation.

4. Posner's Model:
 Developed by George Posner, this model is influenced by cognitive
psychology.
 Focuses on the cognitive processes of learners and the need for
meaningful learning experiences.
 Emphasizes understanding and problem-solving.
 Strengths: Emphasis on cognitive development and critical thinking.
 Weaknesses: May not address other important aspects of education, such
as social and emotional development.

For Pakistan, a suitable model for curriculum development would ideally

combine elements from these models, considering the unique educational
context and challenges faced by the country. Here's a suggested approach:

**Suggested Model for Pakistan: An Integrative Model**

This model should draw from Tyler's focus on clear objectives and assessment,
Taba's emphasis on learner needs and interests, Wheeler's recognition of
societal and cultural influences, and Posner's attention to cognitive
development. Here's the rationale for this choice:

1. **Clear Objectives and Assessment (Tyler):** Pakistan's education system

could benefit from a clear articulation of learning outcomes and a systematic
approach to assessment to ensure accountability and quality.

2. **Learner-Centered (Taba):** Recognizing the diverse needs and interests of

Pakistan's student population, a learner-centered approach ensures that
curriculum development takes into account the unique characteristics of
students.

3. **Societal and Cultural Context (Wheeler):** Pakistan has a rich cultural and
social heritage. Incorporating these elements into the curriculum can help
students better understand and engage with their society.

4. **Cognitive Development (Posner):** Emphasizing critical thinking and

problem-solving skills is essential for preparing Pakistani students for the
challenges of the modern world.

Additionally, the curriculum development process should be iterative, involving

stakeholders, teachers, and experts from various fields to ensure its relevance
and effectiveness.

In conclusion, an integrative model that combines the strengths of Tyler, Taba,

Wheeler, and Posner's models would be suitable for Pakistan. This approach
would consider the country's unique context while aiming for clarity, learner-
centeredness, cultural relevance, and cognitive development in the curriculum.

The assignment is completed.