Assignment 1 CURRICULUM DEVELOPMENT

CURRICULUM DEVELOPMENT (EDU402)
Spring, 2020
Assignment 1
Question: 1
a) Summarize the article in (300-500) words
Ans :
Summary :
The essence of achieving the curriculum objectives depends on your assessment process during
development. If the process indicators comprehensively involve at the base level, the product
will be valid for use. Selection of content with respect to objective consideration and with respect
to the organization of content is somewhat critical during the curriculum development process.
Since there is often no evaluation of the implemented curriculum; therefore, no comments are
received to review the curriculum. This study addresses the problems of the curriculum
development process. A validated questionnaire consisting of 84 statements was developed. The
data was collected from 810 people involved in the curriculum development process and
analyzed by Statistical Packages for Social Sciences using Chi Square. The result shows a
significant association between the existing process and the desired process for curriculum
development. Some new trends showed a marked difference, such as memoranda of
understanding, expressions of interest, study tours and the student's cognitive level. The study
focused on evaluating the curriculum development process at the secondary level. Some
indicators have shown that they are not practical in the country during the curriculum
development process, as shown in numbers 34, 35, 60, 63 of the questionnaire, which focuses on
the fact that religious researchers do not contribute to the creation of harmony through
recommendations, Geographers do not contribute properly through recommendations before the
start of the curriculum development process, Memoranda of Understanding are not signed for
mutual cooperation with leading countries for guidance, Study tours in different countries are not
arranged so that specialists to study the curriculum development process. of other countries. The
results of adaptation strategies for special learners needs are not worked out, Inclusion of career
related material is not pre-assessed. it was recommended that activities should be norm related,
Gald Berg R.L (1976) has suggested that need assessment workshops should be arranged, Global
changes should be taken into consideration for updating the curriculum, UNESCO reports in the
context of Pakistan should be taken into consideration for the improvement of the curriculum.
b) Suggest some evaluation models except those described in the article

Ans:
 Taylor’s Model
 CIPP model
 Stake’s Model
 Roger’s Model
 Scriven’s Model
Question: 2
a) Explain the importance of philosophical and historical foundations in curriculum

development of a nation.
Ans : The importance of philosophy foundation in curriculum development :
Educators, curriculum developers and teachers must have adopted a philosophy or philosophies
considered necessary to plan, implement and evaluate a school program. The philosophy they
have adopted will help them to define the school's objective, the important subjects to be taught,
the type of learning that students should have and how they can acquire them, the materials,
methods and teaching strategies. use and how students will be assessed. Likewise, philosophy
offers solutions to problems, helping administrators, program planners and teachers to make
good decisions. A person's philosophy reflects their life experiences, social and economic
background, common beliefs and education.
When John Dewey proposed that "education is a way of life", his philosophy came to fruition
when it was put into practice. Today, especially in the Philippines, Dewey's philosophy has
served as an anchor for the country's educational system.
The importance of historical foundation in curriculum development :
Exploring the historical basis of the curriculum can promote a sense of freedom and encourage
education reform. Reviewing the history of education allows us to leave the here and now,
acquire a broader image and see ourselves within it, realizing that the field of education must
remain dynamic in order to be effective. Throughout history, curriculum choices were made out
of necessity and to meet the specific needs of society at the time. Furthermore, it is through
history that we see how the prevailing philosophies defined the values of a society, which in turn
determined the current goals of education. Throughout history, we have learned that programs
are considered to be pioneers because of the different philosophies to which others subscribe.
When reviewing history, it is evident that this has happened over the centuries. Ideas can change
and a group can break free from wrong assumptions; history shows that what is now is not
necessarily what must remain.
b) Describe in detail the role of psychological foundation in curriculum development of

Pakistan.
Ans :
Role of physiological foundation in curriculum of Pakistan
Curriculum is influenced by psychology. Psychology provides information about the teaching

and learning process. It also seeks answers as to how a curriculum be organized in order to
achieve students’ learning at the optimum level, and as to what amount of information they can
absorb in learning the various contents of the curriculum.
The following are some psychological theories in learning that influenced curriculum
development:
1. BEHAVIORISM
Education in the 20th century was dominated by behaviorism. The mastery of the subject matter
is given more emphasis. So, learning is organized in a step-by-step process. The use of drills and
repetition are common.
For this reason, many educational psychologists viewed it mechanical and routine. Though many
are skeptical about this theory, we can’t deny the fact the influences it had in our educational
system.
2. COGNITIVISM
Cognitive theorists focus on how individuals process information, monitor and manage their
thinking. The basic questions that cognitive psychologists zero in on are:
How do learners process and store information?
How do they retrieve data and generate conclusions?
How much information can they absorb?
With their beliefs, they promote the development of problem-solving and thinking skills and
popularize the use of reflective thinking, creative thinking, intuitive thinking, discovery learning,
among others.
3. HUMANISM
Humanism is taken from the theory of Gestalt, Abraham Maslow’s theory and Carl Rogers’
theory. This group of psychologists is concerned with the development of human potential.
In this theory, curriculum is after the process, not the product; focuses on personal needs, not on
the subject matter; and clarifying psychological meanings and environmental situations. In short,
curriculum views founded on humanism posits that learners are human beings who are affected
by their biology, culture, and environment. They are neither machines nor animals.
A more advanced, more comprehensive curriculum that promotes human potential must be
crafted along this line. Teachers don’t only educate the minds, but the hearts as well.
4. SOCIOLOGY AND CURRICULUM

There is a mutual and encompassing relationship between society and curriculum because the
school exists within the societal context. Though schools are formal institutions that educate the
people, there are other units of society that educate or influence the way people think, such as
families and friends as well as communities.
Since the society is dynamic, there are many developments which are difficult to cope with and
to adjust to. But the schools are made to address and understand the changes not only in one’s
country but in the world as well.
Therefore, schools must be relevant by making its curriculum more innovative and
interdisciplinary. A curriculum that can address the diversities of global learners, the explosion
of knowledge through the internet, and the educational reforms and policies recommended or
mandated by the United Nations.
However, it is also imperative that a country must have maintained a curriculum that reflects and
preserves its culture and aspirations for national identity. No matter how far people go, it is the
country’s responsibility to ensure that the school serves its purpose of educating the citizenry.
In the main, there will be radical changes in the socio-academic ecology of school/college
environment. Barring a few, if any, schools/colleges have so far been functioning as bastions of
autocracy with little importance given to students' needs and teachers' competence. Because of
the changing societal needs and greater awareness of the need for purpose-oriented education,
the needs of every individual in the school/college will have to be recognized. In other words,
there will be a change in the treatment of students as a homogeneous entity. Rapid growth in
information will result in the emergence, every now and then, of varied curricula for purposes of
re-education and retaining. The number of consumers will obviously be more than the
programmes available. In such a situation, the mode of the teaching/learning process cannot be
the one which is prevalent now, i.e., face-to-face. Obviously, a viable alternative mode is
distance education

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CURRICULUM DEVELOPMENT (EDU402)

a) Summarize the article in (300-500) words

b) Suggest some evaluation models except those described in the article

a) Explain the importance of philosophical and historical foundations in curriculum

Ans : The importance of philosophy foundation in curriculum development :

The importance of historical foundation in curriculum development :

b) Describe in detail the role of psychological foundation in curriculum development of

Curriculum is influenced by psychology. Psychology provides information about the teaching

4. SOCIOLOGY AND CURRICULUM

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