Introduction to curriculum design

 Curriculum design is the planning period when instructors

organize the instructional units for their course.
 Curriculum design involves planning, activities, readings,
lessons, and assessment.
 Curriculum designing becomes the part of curriculum planning.
 Curriculum designing is a process in which participants take
decisions.
 Curriculum design is purposeful and way forward systematic
organization of curriculum for a particular class.
 Curriculum design is a complex process but also a systematic
process.
 It is important for a teacher to understand how the curriculum a
teacher is using in the school is being designed.
Definition
Curriculum Design

“Curriculum design is defined as the process of Selecting and organization

of subject matters
selecting, organizing, executing and evaluating
learning experiences on the basis of the needs,
abilities and interest of the learners and the
nature of the community.”
Objectives of Curriculum Design

o Based on desired outcomes of teaching-learning process: development

of knowledge, skills, values, attitudes and habits .
o The purpose of a curriculum design is to help educational institutions
to meet the needs of their students.
o Curriculum design involves identifying learning objectives and
activities that will help students reach those objectives.
o It will also provide a framework for how content is delivered to
students, and how it is evaluated.
Concepts of curriculum

Curriculum design refers to the systematic

arrangement of the element of a curriculum with in a
course or program
Element of curriculum design

Goal, aim, objective

Subject matter, content
Learning experience and
Evaluation approach
 FORMULATION OF OBJECTIVE  CONTENT LEARNING
o Society o Demand of Society
o Knowledge o Resources
o Learner o Level and age of learner
o Learning Process o System of examination
o Types of society and culture
 LEARNING EXPERIENCES  EVALUATION
o Balance o Curriculum evaluation is an
o Articulation essential phase of curriculum
o Sequence development. Through evaluation
o Integration a faculty knows whether
o Continuity curriculum is fulfilling its
purposes or students are actually
learning.
o Formative
o Summative
 PRINCIPLES OF  CATEGORIES OF
CURRICULUM DESIGN CURRICULUM DESIGN
Curriculum is the public phase of a Following are the categories.
o Learner-Centered Design
profession is the best thinking. o Experience- Centered
o Balanced
o Radical Design
o Rigorous
o Coherent o Problem –Centered Design
o Integrated
o Appropriate
o Focused
o Relevant
 Slide Title Designs
Learner-Centered
 Child-Centered Design
 Experience-Centered Design
 Romantic (Radical) Design
 Humanistic Design
Child-Centered Design
Students must be active in their learning
environments.
Child centered ,experience centered curriculum
Design based on students lives, needs, interest
Belief: effective learning did not require strict
discipline, child’s innate tendency
Organized around human impulses: to socialize, to
construct, inquire, experiment, express/create.
Experience-Centered
Design
Radical Design

 A curriculum that is not pre-planned, done
“on the spot”
 Why? child’s needs and interests cannot be
anticipated.
 Students design their own learning,
construct & revise their knowledge
 Th
 Through direct participation & active
observation
 Teachers design potential experiences for
students to consider
 Search for starting points, interest->linked
to formalized knowledge
Students must learn ways of engaging
in a critique of knowledge
 Learning is reflective, it is not
externally imposed by someone in power
 Radicals view society as deeply
flawed & believe that schools used
curriculum
to control & indoctrinate, not to
educate & emancipate
Students must accept responsibility for
educating themselves & demand
freedom
Problem-Centered Designs

Focuses on real-life problems of individuals society

• Life-Situations Designs
• Reconstructionist Design

Life-Situations Designs
Focus on problem-solving procedures
The content is organized in ways that allow students to clearly view problem areas
 Uses learner’s past & present experiences to get them to analyze the basic aspects
of living
 Starting point: Student’s existing concerns, society’s pressing problems

Weaknesses
Tends to indoctrinate youth to accept existing conditions, thus perpetuates the social status.
 Needs of Curriculum Design
o Realization of educational objectives
o Development of knowledge , skills and attitudes
o Preparation of text book
o Development of Personality
o Acquisition of knowledge
o Proper use of time and energy
o Conduction of examination
 Realization of educational objectives
o An organization of education Is based on the curriculum The curriculum
development is done in view to realize objectives Of education.
Development of knowledge skills and attitudes
o The nature of curriculum provides The basis for the developing.
o Knowledge
o Skills
o Attitudes and
o Creativity ability
o IT also helps in developing leadership qualities.

 Development of Personality
o It helps in physical social and moral qualities of learner .

 Development of text book

o The curriculum provides The guideline And basic for Preparing text book.
It’s for the use of student and subject teacher.
 Acquisition of knowledge
o The curriculum is mean for the acquiring knowledge.
o The human knowledge is one but it divided into Subjects according to different
point of view.
o The curriculum is designed for different subjects.
 Proper use Of Time and energy
o It provides guideline to teachers as well as
students.
o What are teachers has to teach ?
o What The students to learn ?
Conduction of examination
o Our education is examination centered.
o The students have focused obtained good marks in the examination.
o The Examination paper is prepared as per curriculum of the subject
o Trignum is basis of
o Teacher
o Learning
o Testing
Types of Curriculum
Following are types of curriculum:
o Subject Based
o Activity Based
o Behavioural Based
o Process Based
o Hidden Curriculum
o Core Curriculum
o Co-curricular Activities
 Subject Based
Curriculum is what is taught in a given course
or subject.
o It refers to an interactive system of
instruction and learning with specific
goals , contents, strategies, measurements
and resources.
 Advantages
o It is easier for teacher to perform.
o Widely accepted by parents as they have
gone through it.
o Simple-complex concept makes it easier
to administrator.
 Activity Based
The focus of an activity based is on teaching skills
and knowledge to your students through creative
tasks and activities.
o Rather than students passively listening to
teachers they will complete tasks that practice
key skills and allow them to absorb information
in an active way.
 Advantages
o They develop creative thinking skills.
o They can improve teamwork skills.
o Children can remember key information in a
better way.
 Behavioural Based
These curricula are specific type of
curriculum that incorporates behavioral
principles( e.g. emphasis on functional
behavior, operationalizing behaviors and
objectives and measuring behavior)
 Advantages
o A plan sets expectations.
o Classrooms become more conducive
to learning.
o Easier to get help for students who
need additional support.
 Process Based
It focuses on how the education is
delivered because the what ( both in
terms of content and outcomes) is yet to
be determined ( in any meaningful and
detailed way) because the process has yet
to unfold, develop or progress
 Advantages
o It encourages self-direction and student-led
regulation.
o It facilitates communication skills.
o Emotional intelligence is a major
consideration.
 Core curriculum  Co-curricular activities
The core curriculum along with compulsory It take place outside of an academic
subject also includes optional subjects like. curriculum but are related to academics in
o Fine arts
sum way. Participation is voluntary and has
o Home economics
o Language
no bearing on students grades.
o Music  Examples
o Debate team
 Characteristics o Fraternities and sororities
o It emphasis discussion and group problem
o Student council
Hidden
solving. curriculum
o Learning is not restricted to the classroom. It is a side effect of education where lessons are
o Offers the study of many types of original learned but not openly intended.
materials and not only great books. oIt often refers to norms, values and beliefs
conveyed in the classroom and the social
environment.
Guidelines For  Create a schedule meetings to make curriculum design decisions
 Gather data about educational issues and suggested solutions
Curriculum  Process data on available curriculum designs, compare cost,
scheduling, students characteristics and academic strengths,

Design learning environments, whether community accept the design.

 Schedule time for reflection on the design
 Schedule time for revision of the design
 Explain the design to educational colleagues, community
members, if appropriate, students.