Course: Curriculum Development (8603)

Semester: Spring, 2023

Assignment No. 1

Q.1 Evaluate the process model and objectives

model? Suggest suitable model for Pakistan.
ANSWER
There are two basic methods for developing curricula: the process model and the aims model. Let's assess each
model and think about whether it would be appropriate for Pakistan:
1. Process Model:
• The curriculum development process, including needs analysis, goal setting, content selection,
instructional tactics, and evaluation methodologies, is the focus of the process model.
• It places a strong emphasis on the meticulous preparation and execution of the curriculum, ensuring
that the objectives, subjects, and methods of instruction are all in line with one another.
• The process approach supports flexibility and context- and need-driven adaptation.
• It entails the active participation of stakeholders in the curriculum development process, such as
teachers, administrators, and specialists.
Evaluation: The process model offers an organized framework for curriculum development that ensures
coherence and consistency. It permits methodical decision-making and guarantees that curriculum creation is a
continuous, iterative process. This curriculum-development strategy is appropriate for nations like Pakistan that
want to create a uniform curriculum that satisfies educational objectives and takes into account the needs of
many stakeholders.
2. Objectives Model:
• The objectives model places a strong emphasis on the precise articulation of learning outcomes or objectives
that students should attain at the conclusion of a course or program.
• It entails the identification and ordering of particular learning objectives, which direct the choice of subject
matter, teaching approaches, and evaluation methods.
• The goals model focuses on identifying the intended information, abilities, attitudes, and values as learning
outcomes.
It enables a methodical and quantifiable approach to curriculum development and evaluation.
Evaluation: The goals model offers a precise and clear framework for developing curricula, ensuring that
educational objectives are well-defined and in line with desired outcomes. It encourages responsibility,
transparency, and clarity in the creation of curricula. This methodology could occasionally cause a restricted
concentration on predetermined goals, perhaps ignoring students' overall growth and the integration of broader
skills and competences.
Model appropriate for Pakistan: A combination of the process model and the objectives model might be a good
model for curriculum creation given the circumstances in Pakistan. This strategy would comprise a methodical
procedure that included distinct learning objectives.
Pakistan should ensure that curriculum creation comprises a collaborative and inclusive approach, taking into
account the input of diverse stakeholders, by adopting the process model. It enables flexibility and context- and
need-specific adaptability.

The objectives model can be used to help make sure curriculum objectives are precise, measurable, and in line
with anticipated learning results. It encourages accountability and clarity in curriculum design and aids in
directing material choice, instructional approaches, and assessment methods.

Combining these two methods will allow Pakistan to build curriculum in a methodical and organized way while
still keeping an eye on the intended educational results. With this strategy, the curriculum can be flexible,
stakeholders can be involved, and process- and outcome-oriented components can both be included.

Q.2 Explain the scope of curriculum

development for economic development of
country. Critically analyze the principles of
curriculum development.
ANSWER
The theory, planning, design, development, implementation, and assessment of curriculum are all included in
the field of curriculum studies. The process can move to the planning and development stage once the
curriculum creators have determined what is to be taught, to whom it will be taught, and who will be in charge
of determining the curriculum's content.

Curriculum studies incorporate a variety of processes including:

• curriculum theory,
• curriculum planning,
• curriculum design,
• curriculum development, • curriculum implementation, and
• curriculum evaluation.
The term "curriculum theory" refers to a group of interconnected claims that offer the school curriculum context
by highlighting the connections between its components and guiding its creation, implementation, and
assessment. It provides justification for curriculum approaches.

A curricular theory, according to Urevbu (1990), offers practical advice as to:

• “what to teach,”
• “who is taught,”
• who controls its selection and distribution, and
• who gets taught what.
In other words, it is a way of seeing ‘things’ or guiding principles for curriculum.
Functions of Curriculum Theory
What then are the functions of a theory? Most philosophers of science argue that theory has three legitimate
purposes:
• to describe,
• to explain, and
• to predict.
Thus, curricular theory offers teachers a critical viewpoint on society and its educational system. So they
provide descriptions and explanations from a critical viewpoint.
Therefore, curricular theory is crucial for curriculum preparation. It aids in directing the process of planning and
later curriculum development. The finished curriculum, or the result, reflects the theory that was employed.
The process of acquiring, picking, balancing, and synthesizing pertinent information from various sources to
create experiences that will help the learner achieve educational goals can be considered as curriculum planning
(Glen, Hass, 1980).
The conceptual or planning phase of the curriculum development process is known as curriculum planning. It
therefore focuses on obtaining important responses to important queries such:
• What should be taught?
 • How should it be taught?
• To what segment of the population?
• What should be the relationship between the various components of the curriculum?
Keep in mind that the planning-related concerns connect to those presented by curricular theory.
All procedures and endeavors connected to developing curricula are collectively referred to as curriculum
development. Thus, curriculum planning and renewal are ongoing processes. What has been planned is put into
action through implementation.
It is the process of making sure the new curriculum and curricular resources are made available to all the
schools and institutions that the curriculum development project has set as its target audience.
The phrase "range of planning and implementation processes involved in developing or renewing a curriculum"
is used by Richards (2001) on page 41. The following are the steps of the curriculum development process that
are presented in several curriculum development textbooks:
1. Needs analysis or assessment
2. Setting goals and objectives
3. Course organization
4. Selecting and preparing teaching materials
5. Evaluation
The district or educational organization may alter these stages to better suit the needs of the students and
stakeholders.
The majority of content-area teachers who served on curriculum development committees in the past were
requested to draft scope and sequence documents and recommend texts and other materials for acceptance by
school districts. This notion of how to construct curricula has evolved. The process is now seen as a chance for
the participants to gain understanding and ownership, hence curriculum creation committees are formed with
representation from all groups having an interest in the educational system. When paired with efficient teaching
and evaluation methodologies as well as a favorable learning environment at school, identifying and sequencing
the curriculum can have a more beneficial impact on student progress.
The work of curriculum development committees is therefore more involved than it was in the past. In order to
promote educational settings that provide rich and varied learning experiences, curriculum development
committees must conduct research on effective methods. They must evaluate the rules and practices that
encourage participation in the community and equal chances for everybody.
In order to satisfy the expectations for the content, instruction, and evaluation, they must also take professional
development activities into account. The duties expected of curriculum development committees can go beyond
what were once considered administrative functions. Although some curriculum-development committees
might not have the time, money, or authority to take on all of these obligations, they can take into account the
significance of each issue stated in this text and assign relevant duties to those who can bring about these
changes.
Assumptions
A good curriculum planning process takes into account the content—what students should know, be able to
accomplish, and be dedicated to—as well as the instruction, assessment, and context—how the educational
system is set up.
The creation of curricula should always serve as an example of inclusive, learner-centered instruction. In other
words, district professional development sessions and meetings of the curriculum development committee
reflect effective teaching methods. Assessment, instruction, and curriculum development are transparent,
equitable processes. Every participant must be aware of the objectives of each activity, the materials or
procedures to be used, the definition of success, and the negative outcomes.
• The objective is to encourage committee members to be independent yet effectively collaborate,
self-evaluative yet consider others' perceptions, and voracious learners yet commit themselves to a
balanced education. Curriculum development reflects the fact that students learn better when topics and
concepts are tied together through interdisciplinary curriculum and thematic instruction.
• The construction of the curriculum must start from the premise that each student develops at a different
rate; levels or stages must be viewed as ranges rather than as distinct grade levels or age groups.
• The district must have a clear statement of standards and expectations for all members of the specific
education community, including students, teachers, instructional assistants, parents, district officials, and
others.
o The entire community must be aware of and trust standards and assessments. Several
assessments must be used to evaluate standards.
o The measurement yardsticks (processes, instruments), the purposes for measuring, the
measurement points or descriptors, and the repercussions of meeting or failing to fulfill the stated
expectations must all be identified.
• The curriculum creation committee receives professional development, and teachers and staff will also
require professional development when implementing the new curriculum. Any approach for developing
curriculum must include a sizable investment in professional development.
• The educational frameworks must be adaptable to allow for the interdisciplinary integration of
curriculum when doing so will increase student motivation and the content's relevance.
These presumptions must prompt a reconsideration of the traditional organization and scheduling of schools in
light of the:
• school day,
• school year,
 • grade levels,
• subject areas,
• graduation requirements,
• student grouping, and
• physical plant (school building).

Q.3 What are the various approaches to

content organization which one is the best
suited for content organization in Pakistan
and why?
ANSWER
The structuring of curriculum content can be done in a variety of ways. The educational objectives, cultural
setting, and student needs all play a role in determining which kind of content organization is best in Pakistan.
Let's talk about some popular methods and think about which would be the most appropriate for Pakistani
content organizing:
1. Subject-Centered Approach:
• In this method, the curriculum is divided into distinct areas or subjects, such as math, science,
history, and foreign languages.
• This method enables a thorough examination of each subject, placing an emphasis on discipline
knowledge, abilities, and concepts.
• But it can result in knowledge being dispersed and not being integrated across disciplines.
2. Theme or Project-Based Approach:
• With this strategy, the curriculum is structured around topics or projects that combine various
academic disciplines and promote interdisciplinary learning.
• It encourages students to think critically, provides a comprehensive understanding of subjects,
and applies information in authentic settings.
• By relating learning to students' real-world experiences and regional contexts, theme-based
approaches can increase student engagement and relevance.
3. Problem-Based Approach:
 • The main objective of this strategy is to structure the curriculum around issues or challenges
encountered in the real world that call for teamwork, problem-solving, and critical thinking.
• It stimulates higher-order thinking abilities in kids by encouraging them to research, examine,
and suggest solutions to challenging issues.
• Problem-based learning methodologies encourage the application of information and the growth
of practical skills.
4. Spiral Approach:
• Using a spiral structure, the curriculum is organized in a progressive way, revisiting and
expanding upon ideas and abilities at ever higher levels of complexity.
• It acknowledges that learning is an ongoing process and seeks to strengthen and enlarge
comprehension through time.
• The spiral method encourages conceptual growth while assisting students in building a solid
foundation of knowledge and abilities.
A combination of subject-centered and theme-based techniques may be the most appropriate for content
organizing, taking into account the educational setting of Pakistan. Pakistan's curriculum already emphasizes
particular courses and takes a subject-centered approach. The problem of fragmented knowledge can, however,
be addressed and interdisciplinary learning encouraged by incorporating theme-based aspects.
Students can perceive the connections between several disciplines and comprehend how knowledge is
interconnected by introducing topics or projects that cut across subjects. This method promotes analytical
thinking, problem-solving, and the use of information in practical situations. Additionally, it promotes
relevance, engagement, and an all-encompassing comprehension of subjects.
Additionally, incorporating themes that are pertinent to Pakistan's sociocultural environment might strengthen
social cohesion, national identity, and cultural knowledge. It enables students to investigate and comprehend
regional problems, traditions, and difficulties while gaining a wider perspective.

In the end, selecting the optimal strategy should be based on a thorough examination of the educational
objectives, student needs, resource availability, and cultural relevance. A well-rounded strategy that integrates
thematic components with subject-centered organizing can give Pakistani students a rigorous and relevant
education.
Q.4 Analyze various foundations of
curriculum development. What is the
significance of psychological and
sociological foundations?
ANSWER
The foundations that offer the guiding concepts, philosophies, and points of view for developing educational
programs have an impact on curriculum creation. The psychological and sociological basis of curriculum
development are both important. Let's examine each's significance and importance:
Psychological Foundations:
1. Understanding Learning Processes: Psychological underpinnings shed light on how kids pick up
knowledge, process it, and grow intellectually. The theories of learning, including constructivism,
behaviorism, and cognitive psychology, aid curriculum designers in understanding how to effectively
structure learning experiences.
2. Individual Differences: Psychological pillars acknowledge the variety of abilities, learning preferences,
interests, and motivations among students. By taking into account these variations, curriculum designers
can create teaching methods, tests, and exercises that are individualized, encourage participation, and
facilitate individualized learning.
3. Developmental Stages: Psychological theories of human development, like Erikson's psychosocial
theory or Piaget's cognitive development theory, aid curriculum writers in matching curriculum content
and instructional practices with students' developmental needs. It guarantees that the curriculum supports
kids' learning and is developmentally appropriate.
4. Motivation and Engagement: Having a solid understanding of motivational theories like expectancy-
value theory or the self-determination theory aids curriculum designers in designing lessons that
encourage students' intrinsic motivation, active participation, and a good learning environment. It entails
 creating difficult and pertinent assignments, giving insightful feedback, and encouraging students'
independence and self-efficacy.
Sociological Foundations:
1. Social Context: Sociological foundations acknowledge that the social, cultural, and historical context of
education has an impact on it. In order to foster social cohesiveness, civic engagement, and cultural
sensitivity, the curriculum should reflect the values, expectations, and goals of society.
2. Socialization and Cultural Transmission: Education is essential for integrating newcomers into
communities and for passing on cultural information, attitudes, and beliefs. The incorporation of topics
like social studies, history, and cultural studies into curricula helps pupils better grasp their social,
cultural, and historical surroundings.
3. Equity and Social Justice: Sociological underpinnings place a strong emphasis on the value of ensuring
equal access to education and resolving educational disparities. The curriculum should promote social
justice by addressing topics like gender, ethnicity, class, and disability. It should also be inclusive and
sensitive to multiple identities.
4. Future Workforce and Citizenship: Sociological foundations take into account societal requirements as
well as the upcoming workforce. Students should leave school with the information, abilities, and
attitudes needed for ethical decision-making, active citizenship, critical thinking, problem-solving, and
adaptability in a world that is changing quickly.
The value of psychological and sociological underpinnings resides in their capacity to provide curriculum
designers with knowledge about how students learn, grow, and engage in social environments. These principles
can be used by curriculum designers to build meaningful, interesting, and pertinent educational experiences that
take into account student variations, support the best possible learning outcomes, encourage social integration,
and get students ready for their futures as contributing members of society. These foundations give curriculum
designers a theoretical framework for matching educational objectives, subject matter, and teaching strategies to
students' needs, skills, and aspirations as well as those of society at large.
Q.5 Discuss in detail evolution process of
curriculum development in Pakistan.
ANSWER
Since the beginning of the nation, Pakistan's curriculum development process has gone through a number of
stages. Political, social, cultural, and educational issues are only a few of the variables that influence how
curricula are developed. Let's talk about the various stages of Pakistani curriculum development:
1. Early Years (1947-1970):
• British colonial policies and educational systems had an influence on Pakistan's early years of
curriculum development.
• The curriculum emphasized disciplines like English, mathematics, physics, and social studies
with a traditional approach.
• In order to meet the religious and cultural demands of the predominantly Muslim community,
Islamic studies were also incorporated.
2. Nationalization Era (1970-1979):
• Under Prime Minister Zulfiqar Ali Bhutto, Pakistan underwent a wave of nationalization in the
1970s.
• Private educational institutions were taken over by the government, which resulted in the
creation of a uniform national curriculum.
• Socialist principles were introduced into the curriculum, emphasizing social justice, nationalism,
and Pakistan's philosophical underpinnings.
3. Islamization Period (1980s):
• General Zia-ul-Haq established Islamization policies in the 1980s, which had a big impact on
how the curriculum was created.
• Religious studies were introduced at all educational levels, and Islamic studies rose in
importance.
• The focus on Islamic teachings attempted to harmonize education with traditional Islamic
principles.
 4. Educational Reforms (1990s-2000s):
• The 1990s saw a number of educational reforms that attempted to rectify the flaws in earlier
curricula.
• The objectives of these changes were to encourage skill development, critical thinking, and
problem-solving.
• To create a more thorough curriculum, subjects including computer science, environmental
studies, and Pakistan studies were added.
5. National Curriculum Revision (2006-Present):
• To provide a unified curriculum for all of Pakistan's provinces, the National Curriculum Revision
Committee was founded in 2006.
• The committee's goal was to develop a curriculum that placed an emphasis on global awareness,
Islamic principles, and contemporary knowledge.
• An effort was made to encourage conceptual comprehension and practical abilities rather than
rote memorization.
• The topics of citizenship, human rights, and sustainable development were highlighted in the
new curriculum.
• By including both in the curriculum, the government also hoped to close the gap between
religious and modern education.
6. Ongoing Challenges:
• Pakistan continues to confront difficulties even after making attempts to strengthen its
curriculum.
• The alignment of the curriculum, instructional strategies, and assessment procedures has to be
improved.
• The curriculum ought to encourage creativity, critical thinking, and skills useful in the
contemporary world.
• Socioeconomic inequalities, regional differences, and a lack of resources make it difficult to
apply a uniform curriculum across the country.
• It is still difficult to strike a balance between the curriculum's regional, cultural, and religious
variety.
As a result of political, social, and cultural influences, Pakistan's curriculum creation process has gone through a
number of stages. A curriculum that addresses the many requirements of the populace of the nation, fosters
national unity, and equips students for the difficulties of the modern world has been worked on. However, there
are still issues with providing high-quality instruction and fair access to a uniform curriculum across the
country.