CURRICULUM:

Concept, Models and Development Strategy

1

Dr. M. Mozahar Ali

Professor, Agril. Extension
GTI-BAU, Mymensingh-2202
Mail: mozahar55@yahoo.co.uk
Cell:88-01711391190
Concept of
Curriculum

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 The Word: Curriculum
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 Latin: Currere means to run or running track

 Scotland 1603: Carriage way, road

 United States 1906: Course of study

 United States 1940: PLAN for learning

(study)
 What is Curriculum ?
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Curriculum is a design PLAN for learning that

requires the purposeful and proactive organization,
sequencing, and management of the interactions
among the teacher, the students, and the content
knowledge we want students to acquire.
Plan for Something ….NEW

If you always do
what you’ve always done,
you’ll get what you’ve
always gotten.
 PLAN for Survival
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Responsive to Change ..
 Plan for Modernization
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New Plan of Mosque
Complex, Medina

Old Plan of
Surrounding
 Models
of
Curriculum

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10

OBL G. Skills
 Specific Models of Curriculum
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 Ralph W. Tyler Model -1949

 Hilda Taba Model - 1962

 Nicholls Model - 1978

 Lawton Model - 1983
 John Kerr Model - 1968
 UNESCO Model -
 NCTB Model -
 Common elements of different Models
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Hilda Taba Kerr & Nicholls NCTB

Need identification Situation/ …..
Need analysis
Objective setting Objectives Aims & Objectives
Content selection Content Content selection
Content organization ….. …..
Teaching strategy Teaching strategy Teaching materials devt.
Organizing teaching ….. Teacher training
Evaluation Evaluation Evaluation
 Basic Elements of Curriculum
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Objective

Methods Content

Evaluation

(Adapted from Tyler, 1949)

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Curriculum
Format
 NCTB Format (Secondary,
15
2012)
1. Rationale
2. Objectives
3. Learning outcomes: Cognitive, Affective &
Psychomotor
4. Leaning outcomes mapping
5. Course, Chapter & Period distribution/Course
Schedule Content
Learning Teaching Assessment
outcome
6. Course-Curriculum FormatLearning Strategy
(Course-wise):
Strategy
xxxxxxx xxxxxxx xxxxxxx xxxxxxx
xxxxxxx
CURRICULUM FORMAT (Program
16
Level )

1. Vision & Mission

2. Program Objectives
3. Learning Outcomes: Cognitive, Affective &
Psychomotor (Product Model)
4. Generic Skills/Graduate Profile (Process Model)
5. Curriculum Structure/Layout (Course Schedule)
6. Learning Experience/Teaching Strategy
7. Assessment Strategy
Part of
 DEPARTMENT OF HYDROLOGY, IIT,
ROORKEE
M. Tech. (Hydrology)
Curriculum Structure
Sl. Course Components Credit
No
1. Advanced Course on Mathematics 4
2. Course on Computer Applications 4
3. Departmental Core Courses 24
4 Courses on Major area of Specialization 4
5 Courses on Minor area of Specialization 8
6 Project 4
Total credit requirement for M. Tech 48
 Course Schedule/
Curricula lay-out for B.Sc. Fisheries (Hons.)
18
degree: Level-1
Semester-1 Credit Semester- 2 Credit
.
Compulsory
hour
Compulsory
hour

FBG 111 Fisheries Zoology 3.0 FBG 121 Ichthyology 3.0

FBG 112 Fisheries Zoology 1.5 FBG 122 Ichthyology 1.5
FM 111 Aquatic Ecology 3.0 AQ 121 Freshwater Aquaculture 3.0
FM 112 Aquatic Ecology 1.5 AQ 122 Freshwater Aquaculture 1.5
FT 111 Fishing Technology 3.0 FM 121 Limnology 3.0
FT 112 Fishing Technology 1.5 FM 122 Limnology 1.5
LAN 111 Communicative English 3.0 CSM 127 Computer Science 2.0
CSM 128 Computer Science 1.5
Elective (Any One) Elective (Any One)
AQ 111 Live Food Culture 2.0 FBG 123 Embryology of Aquatic Animals 2.0
FM 113 Fisheries Resources and Conservation 2.0 FT 121 Handling and Preservation of Fish & Shellfish 2.0
Total Credit 18.5 Total Credit 19.0
 CURRICULUM FORMAT: Course
Profile
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Course Level: (Paragraph form)

1. Rationale
2. Objectives
3. Learning Outcomes (ILOs)
4. Course Content (Resource) with References
5. Teaching Strategy/ Learning Experience
6. Assessment Strategy (ILOs)
 Rationale/
Description Linear Curriculum
Design?
Aim

Desired Learning Outcomes

Griffith Graduate Attributes
(Discipline knowledge and skills
+ generic skills)

Context:
Content 1. Your teaching team (esp. you)
2. Your Students
Organisation & Teaching 3. Your Teaching Environment
Strategies

Assessment

Texts &
Supporting Materials © Duncan D Nulty, Griffith University, AU
Curriculum FORMAT :Course Profile (Matrix
Form)
21 Course Title: …..xxxx Course ID: ….xxxx

Rationale: …..…
Objectives: To familiarize the students with different groups of invertebrates xxx

Learning Course Content Teaching Strategy/ Assessment

Outcomes Learning Strategy of
(SLOs) Experience SLOs

1. …..… General survey and  …..…  …..…

classification of
animals up to …..
2. …….. Functional morphology  …..…  …….

3. ……..  Ch-3: …..…  …..…  …..…

……. …..… …..… …..…

Teaching/Learning Resources/References: … (Optional; part of syllabus)

Learning Outcomes

Students will ….
DO WHAT (how)
 CURRICULUM FORMAT (Example
contd..)
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Objectives/ Course content Teaching Assessment
Learning strategy/ strategy of
outcomes (SLOs) Learning SLOs
experience
(a) Determine assessment Assessment of learning: Lecture, Quiz, test,
goals, (b) identify strategies, Goals, tools and strategies exercise assignment
(c) prepare tools and (d)
assign score correctly(CP)

(a) Define curriculum, Curriculum: concept, models Lecture, Quiz, test,

(b) explain models & and format; procedures of exercise assignment
procedures of CD; curriculum development &
(c) prepare & (d) evaluate evaluation
curriculum. (CAP)
 Course Syllabus
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Essential Information
1. Course title, number, time, days, and location; URL
for course Web page, if applicable
2. Name and contact information of instructor(s) and, if
applicable, TA(s)
3. Prerequisites
4. Topics outline: (a) abridged content
(b) Lecture schedule/Content outline
5. Texts, materials, and supplies
 Course Syllabus
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Essential Information
6. Assignments and exams
7. Additional course requirements, such as field trips,
seminars, or group work
8. Grading scale and policies
9. Additional policies, such as those on attendance,
academic integrity, and late work

(See detail in my note on Preparing a Syllabus)

THANK YOU ALL
Have a nice day!
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