Name: Urooj Mustafa

Course Code: 6503

Subject: Curriculum And Instructions
Tutor Name: Muhammad Nasim
ASSIGNMENT NO 1
 Question 1
Define model of teaching the characteristics functions assumptions and
elements elaborate the need of model of teachings.
Teaching Model: Meaning of Teaching Model, Characteristics of Teaching Model and Elements
of Teaching Model

Meaning and Definitions:

The term “Model” carries different meaning in our day-to-day life. We look out the model
of Taj Mahal and find it an exact replica of the original. This is why models prove a quite
effective aid as a substitute for reality in the classroom situation. In behavior modification
and in the task of helping individual to learn good habits, to imbibe desirable attitudes,
interest and other may personality characteristics, we generally use the term “model” or
modelling in presenting some ideal figure of behavior for the purpose of its copying or
imitation by the individual concerned. A teacher, a leader or a screen hero may work as a
model for a child and he may pick up the behavioral traits of the personality of that model.

In another way the term “model” profoundly used by artists, architects or engineers in
their professional activities, Initially, the models of dams, projects, installation or
construction of machinery and equipment are prepared and then the work is carried out
exactly as it has been laid down in the model.Thus, different meanings may prove quite
helpful in understanding or defining the term “Models of Teaching” or “Teaching
Models”. It has been defined by the research workers and writers in a number of ways.
Some this definition are produced here:

JOYCE and WELL (1972:2): Teaching models are just instructional designs. They
describe the process of specifying and producing particular environmental situations
which cause the student to interact in such a way that specific change occurs in his
behaviorAdvertisements

JAYCE and WELL (1972:3): Teaching model is a “pattern or plan” which can be used
to shape a curriculum or course, to select instructional materials and to guide a teachers
action.

JAYCE and WELL (1978:2): A model of teaching consist of guidelines for designing
educational activities and environments. It specifies ways of teaching and learning that
are intended to achieve certain kinds of goals.

PAUL D. EGGEN, ET AL. (1979:12): Models are prescriptive teaching strategies

designed to accomplish particular instructional goals.

JANGIRA AND OTHERS (1983:10): A model of teaching is a set of interrelated

components arranged in a sequence which provides guidelines to realize specific goal. It
helps in designing instructional activities and environmental facilities, carrying out of
these activities and realization of the stipulated objectives.

Analysis of the Definitions:

A) The first definition considers models as instructional designs. These designs helps in
the process of teaching in the following ways:

They suggest the ways and techniques of creating a favorable environmental condition for
carrying out the teaching process
— They help in achieving desirable teacher-pupil interaction during teaching.

— The ultimate goal of bringing desirable changes in the behavior of pupil may be
achieved through these designs.

B) The second definition considers models as a sort of some patterns or plans prepared in
advance for the success of the teaching learning process:

— In the construction of a curriculum or contents of a course.

— In the proper selection of the instructional materials for teaching the prepared
curriculum or course
— In guiding the teacher to select appropriate teaching techniques, strategies and methods
for the effective utilization of the teaching situation and material for realizing the set of
objectives.

C) The Third definition considers models are sort of specific guidelines helpful in the
accomplishment of the following task:

—Designing appropriate educational activities

—Arranging proper teaching environment
—Specifying suitable ways and means of teaching learning
— Directing all resources of teaching to achieve the specific objective or goals.

D) The fourth definition views models in terms of some specific teaching strategies aimed
at the realisation of the set objectives.

E) The fifth definition considers models as a well planned guide sheet helpful in realizing
the stipulated objectives of teaching by controlling the teaching environment and
specifying the teaching activities.
Characteristics of Teaching Models:

1. Models of teaching are some sort of pattern or plans prepared in advance for the success
of the teaching learning process.

2. The differ from general teaching techniques and strategies in the sense that they are
designed to meet specific objectives or goals.

3. Provide specific guidelines or blue print in advance for the realisation of the specific
objectives by specifying the teaching activities and controlling the teaching- learning
environment.

4. Give specific instructional design for particular type of instruction in specified teaching-
learning situation.

5. Help in creating a proper teaching- learning environment help in specifying the criteria
of acceptable performance expected from the learners in a specific teaching- learning
situation.

6. Provide systematic procedure and organized efforts for the desirable modification of
the behavior of the learners.

7. They first specify the teaching or learning outcomes in behavioral terms and then lay
down a step by step procedure for the attainment of these outcomes.

8. Help the teacher in the task in the same way as an engineer is helped in the construction
of a building or bridge by an appropriate model or blueprint prepared in advance.

9. Save the energy, time and efforts of the teacher and the learners besides providing
economy to the best utilization of the other teaching learning resources.
10. Models of teaching are known to serve three major function in a given teaching
learning situation.

FundamentalElements:
A teaching model provides valuable guidelines and blueprint for carrying out the task of
teaching for the realisation of some specific goals.we should be us following
fundamentals:

FOCUS– It is the central aspect of teaching model

SYNTAX– This term (or phasing the model) refers to the description of the model in the
action.

PRINCIPLES OF REACTION– These responses should be quite appropriate and

selective

SOCIAL SYSTEM- The models differ from each other with the regard to the description
of the above aspects.

SUPPORT SYSTEM– This element refers to the additional requirements beyond the
usual human skills or capacities from the teachers and the facilities or schedules, available
in an ordinary classroom.

APPLICATION– This element describes its application aspect. Some are meant for a
short lesson, some for the large, some for the both.
Question no 2
Compare Glaser and herbstain model of teaching in your own opinion
in your own opinion. Which is better and why?
Robert Glazer Model
Glaser’s Basic teaching model was developed by Robert Glaser in 1962. It explains the
relationship between teaching and learning. It provides a simple and adequate
conceptualization of the teaching process. This model belongs to the category
of psychological models of teaching.

Why this teaching model is a basic teaching model

 It is called the Basic teaching model because it presents a very basic analysis of
the process of teaching in terms of the elements of teaching.
 This model applies to all levels of education i.e., elementary, secondary, higher,
etc. It is also applied to subject matter related to any subject as a teacher can use
this model for teaching them.
 Teaching for any length of time (40 minutes, 1 hour, weeks, etc.) is possible using
this model. It explains the whole teaching-learning process by dividing it into four
basic components

1. Instructional objectives
2. Entering behavior
3. Instructional procedures
4. Performance assessment

Assumptions of the Basic Teaching Model

 It is developed on the assumption that “every lesson assumes some knowledge on

the part of the learner”
 Through the instructional procedure, the teacher guides the learner from entry
behavior to terminal behavior.

Components of the basic training model

Step 1: Instructional objectives

The instructional objective is those objectives that the student should attain upon
completion of a unit of instruction.
  These objectives may be stated in general, specific, or in behavioral terms.
 For instruction to be effective and systematic, the instructional objectives are
stated in behavioral terms.
Step 2: Entering behavior

 Every learner has initial behavior before he enters the teaching-learning process.
 It is essential to detect the entering behavior of the learner before giving
instructions.
 It is just like previous knowledge of a subject or the performance of the learner in
terms of educational abilities.
 This step is important because only after this step the teacher can take the students
from entry behavior to terminal behavior.
Step: 3 Instructional procedures

 It is the most active part of the teaching process.

 It indicates the method, procedure, and strategies of teaching which depend on the
objectives and entry behavior of the learner.
 This component depends on two previous components.
Step: 4 Performance assessments.

 Here ultimate behavior of the learner is tested so that feedback may be given.
 If the need arises objectives may be modified, the instructional procedure may be
improved and an assessment of performance is made again.
 Evolution techniques used for the purpose of assessment tests are observation,
interview, rating scale, etc.
 All four basic components are interrelated with one another. They interact and
influence each other.
 If the performance assessment indicates that the learners have not been able to
achieve the objectives set for them, necessary changes are brought about in any
one or all proceeding components of this model so that the goals of instruction are
attained.
Johann Herbert: Father of Moral Education

Johann Herbert (1776-1841) was a German educator during the 19th century. He is most
notably for his work in moral education. Not only did he laid the foundation for moral
education he also developed an approach to teaching morals as well as other subjects. This
post will explore the contributions of Herbert to education

Foundations of Moral Education

Herbert believed that education was about developing good virtuous people. This is not
unique as Aristotle also emphasized this. Herbert lays down what he thought were the five
major ideas of moral character which are as follows

1. Inner freedom-Action based on one’s personal convictions which is related to

Maslow’s self-actualization
 2. Perfection-The idea of developing consistency between thoughts and actions.
3. Benevolence-Concern with the welfare of others
4. Justice-The balance between individual desires and group norms.
5. Retribution-The idea of reward and punishment for behavior.

These five principles represent the core of Herbert’s view of moral education. However,
he did not stop at this as he also identified two forms of interests that should be a part of
education. The first was knowledge interest, which was scientific and philosophical
knowledge. The second was ethical interest, which is knowledge of how to treat others
and social relationships.

Herbert believed that education would contribute to people who had high moral character
and the capacity to make appropriate decisions. Problems in the world were due to a lack
of education and moral development. With his ideas in place, Herbert needed a method of
teaching these concepts.

Herbartian Instructional Model

Herbert, with the help of his followers, developed a 5-step approach to teaching. This
method became known as the Herbartian Model. The steps are explained below

1. Preparation-The teacher gets students ready to learn by reviewing previous

information.
2. Presentation-The new material is shared with the students.
3. Association-The new material is connected with material the students are already
familiar with (an early form of constructivism).
4. Systemization-The use of examples to illustrate the principles or the development
of generalizations of the examples used (inductive and deductive thinking).
5. Application-Assessment of the learning

It is hard to overestimate the impact of the Herbartian Model. Not only does it combined
several theories that had not been developed yet, this model also may serve as one of the
first attempts at instructional design (over 100 years before Tyler’s principles of
curriculum). Herbert lays out a clear approach to teaching that can be used not only in
morals but in many other subjects.

Herbart’s model of instruction was used in teacher training for years and still has influence
to this day. It is common for teachers to look at the principles of this model and convert
them into questions they need to answer. What should I review from yesterday? How will
I teach today’s lesson? How is today’s lesson related to other topics? These are just some
of the questions that teachers have been answered for years in part due to the pioneering
work of Herbert.
Conclusions

Many if not all trained teachers have been influenced by Johann Herbert. From his views
on moral education to his work in instructional design, Herbert was an innovating figure.
One of the primary missions of schools in most countries is to developed upstanding,
moral citizens. This focus on character is due in part to the work of Johann Herbert.
 Question No 3

Differentiate between individualized instruction, group

instruction and classroom instruction and explain the
instructional methods used for each style of instruction

Individualized instruction is a method of instruction in which there is one-

to-one teaching andself-paced learning based on an outline of progressive
goals leading to the course/curriculum objectives.

Courses appropriate for individualized instruction are usually those that

require skill building. These include such courses as keyboarding, drafting,
and computer skills. With adequate planning and appropriate instructional
materials, theory courses can be successfully taught using the individualized
instruction method. One key to the success of individualized instruction is
thequality of the lesson plans.

Benefits:

Several benefits, available to schools who elect to use the individualized

method of instruction, are shown below.

 Individualized instruction allows a student who is above or below

"average" to proceed atthe student’s own pace for optimal learning. 
 Students do not have to repeat portions of a course that they have already
mastered.
 Students learn the self-discipline needed to motivate
themselves and to keep theirprogress on target.
 Students can check their own results on class work and seek help when
needed.
Drawbacks:
These need to be considered prior to proposing use of this teaching method.
 Not all students will benefit from individualized instruction. Some
students need greater interaction with the teacher and classmates
than is available using this method. Students with low reading
ability may have difficult progressing through materials which are
presented primarily in writing.
 In order to properly monitor students’ progress, additional
recordkeeping is necessary; student progress charts are a necessity
and must be kept up to date and reviewed by theteacher.
 Lesson plans must include activities for all students while the teacher
is working with oneor a few students.
 Additional pre- and post-testing is necessary to ensure that students
begin instruction at the appropriate level and that objectives are
satisfied.

 Space must be provided for storing student records, student

folders, and shared student materials.

Procedures:
In order to ensure an educationally sound individualized instruction
program, the following factors are taken into consideration when
determining whether a course/curriculum is being taught as approved.

 The teacher provides each student with an assignment sheet

identifying each lesson’s objective and requirements and the
required order of completion of lessons.
 A student progress chart indicates what assignments each
student has successfullycompleted. The progress chart will be
kept by the teacher and will be available forstudent reference.
 A folder including a copy of the assignment sheet and all
 projects/assignments is kept byeach student. It is recommended that
space be provided in the classroom for storage of these folders.
 Only closely related subject areas are taught at the same time in one
room by one teacher;for example, word processing, spreadsheets, and
desktop publishing may be taught in the same room by one teacher
who is licensed to teach all these courses.
 When using individualized instruction, each licensed business
teacher may teach a maximum of three different courses in
his/her license area at one time.
 When using individualized instruction, each licensed trade teacher
may teach up to two separately approved curricula of similar
content in his/license area; e.g., Architectural Drafting and
Mechanical Drafting.
 A student who fails to make satisfactory academic progress is
provided with remediationon the material with which the student is
having difficulty. Satisfactory academic progress for individualized
instruction includes both a minimum cumulative average and
completion of content in proportion to the number of hours in the
course/curriculum.
 Students in non-TAP programs must complete or test
out of all topics for the course/curriculum in order to
receive a completion certificate.

 Students in TAP programs must complete or test out of all curriculum

core requirements and complete at least 1440 hours of instruction in
order to receive the completion certificate. If a student completes the
curriculum core requirements early, TAP funds maybe collected only
for each full term or quarter in which the student is in full-time
attendance. Electives approved within the curriculum may be used to
complete a term, quarter, or the total hours of the curriculum.
 Textbooks designed for individualized instruction are used
wherever available andappropriate.
  A computerized approach is used wherever appropriate.

Individualized instruction must not be used as a means to combine classes

for the sake of hiring fewer teachers. Extensive teacher interaction with
individuals may require smaller class sizes andadditional preparation time for
teachers. It may be necessary to hire additional staff to assist in the record
keeping. Students must receive instruction from the licensed teacher, not
merely be allowed to use a school’s facilities.

Group Instruction
Small group instruction usually follows whole group instruction and
provides students with a reduced student-teacher ratio, typically in groups of
two to four students. Whole group instruction is a teaching method where
the teacher provides direct instruction to the whole group—usually a class.
By contrast, small group instruction allows teachers to work more closely
with each student on a specific learning objective, reinforce skills learned in
whole groupinstruction and check for student understanding.

Small group instruction gives students more of the teacher's focused

attention and a chance to ask specific questions about what they learned.
Teachers can use small group instruction to intervene with struggling
students as well.

The Value of Small Group Instruction

In part because of the increased popularity of programs such as "Response

to Intervention," a strategy for early identification and support for students
with learning and behavior needs, small group instruction is now
commonplace in most schools. Teachers see the value in this approach.
Student-teacher ratios have always been a factor in school improvement
conversations. Adding small group instruction on a regular basis can be a
way to improve that student-teacher ratio.

Small group instruction gives teachers a natural opportunity to provide

targeted, differentiated instruction for small groups of students. It gives the
teacher an opportunity to evaluate and assess more closely what each student
can do and build strategic plans around those assessments.
Students who struggle to ask questions and participate in a whole group
setting may thrive in a small group where they feel more comfortable and
less overwhelmed. Furthermore, small groupinstruction tends to proceed at
a fast pace, which typically helps students maintain focus.

Small group instruction can occur in groups of students with similar

academic needs or in cooperative groups of students with diverse abilities,
putting higher achieving students in the roleof a peer mentor. Small group
instruction encourages student involvement in lessons and can help them
learn how to work well with others.

The Challenge of Small Group Instruction

Small group instruction makes it more challenging to manage the other

students in a classroom. In a class of 20 to 30 students, you may have five
to six small groups to work with during smallgroup instruction time. The
other groups must work on something while they wait their turn.
Teach students to work independently during this time. You can keep them
occupied with engaging center activities designed to reinforce skills taught
during whole group instruction that do not require further instruction and
free you to focus on one specific small group.

Take the time to establish a routine for small group instruction time. Students
need to know what you expect of them during this class period. Making small
group instruction work may not always be an easy task, but with commitment
and consistency, you can make it effective. The preparation time and effort
 become worth it when you see the powerful opportunities it provides, paying
big dividends for your students. Ultimately, a high-quality small group
instruction

experience can make a significant academic difference for all of your

students, regardless of their level of achievement.

Classroom Instruction

Teachers need to master several key skills to be successful in the

classroom. New teachers areoften so focused on trying to do a good job
that they make small mistakes, which can lead to poor student and teacher
performance. Since each new school year brings a new group of students
with their own unique needs, even seasoned teaching professionals can
make these common mistakes in the classroom.

1. Substituting Assignments for Teaching

Although most teachers routinely assign homework, worksheets, projects,

and other items as part of their lesson plans, some make the mistake of
equating assignments with teaching. Just because an assignment reflects a
learning objective and yields a grade for the grade book does not mean that
the objective was taught. Teachers should use assignments to reinforce
objectives that they have already taught. Assignments can also be used for
student practice or for teachers to assess students’ understanding of concepts,
but giving an assignment should not be a substitute for teaching.
2. Assuming a Lesson Taught is a Lesson Learned

Most teachers recognize that different students have different capabilities

and learning styles, yet many still assume that once they have finished
teaching the lesson, students will have learned it. In reality, the lesson might
have worked for some students while leaving others with little understanding
and much less mastery of the material. Effective teachers recognize this and
develop other methods to present material. They monitor student
engagement and response to gauge whether or not their approach is working.

3. Inadequate Planning for Classroom Management

Without proper classroom management, even the most experienced

educator will have trouble teaching effectively. Good classroom
management requires teachers to be proactive by developing a plan at the
start of the school year that allows them stay in control the classroom.
Teachers who wait to develop a plan until after they experience behavioral
issues will face the difficult, if not impossible, task of trying to regain
control after they have lost it.

4. Overly Rigid, Inconsistent, or Unfair Discipline Policies

Effective teachers develop a discipline plan at the start of the school year,
communicate it clearly to students, and apply it in a consistent and fair
manner. Punishing the entire class for the behavior of a few, punishing some
students but not others for the same infraction, or applying rules in a
haphazard manner all undermine the teacher’s authority and leave students
without clear expectations and guidelines for behavior.
Having an overly aggressive or rigid approach leaves the teacher without
the flexibility to adapt rules to fit the situation. A teacher who is flexible
enough to accommodate different learning styles and arrangements can
create a classroom that fosters learning while preserving behavioral
boundaries.
 5. Low Student Expectations

Generally, students will seek to perform at a level consistent with

performance expectations. Teachers who teach in low-performing schools
are particularly susceptible to making the mistake of setting low expectations
for student achievement. In other cases, teachers set low expectations based
on their perception of what an individual student is capable of. Teachers can
avoid makingthis mistake by setting high expectations that are reasonable
and appropriate and by communicating their belief in their students’ ability
to achieve goals.

How to Avoid Making Common Teaching Mistakes

Teachers can avoid common classroom mistakes by:

Using assignments to reinforce, but not

replace,classroom teaching Assessing student

response to ensure that each lesson is

effective Establishing and enforcing an

equitable discipline policy

Adapting lessons and rules to accommodate

individual student needsSetting challenging goals for

achievement
 Question No 4

Highlight the importance of curiculum. What are its basic

elements and which factors provide guidance for effective
curriculum planning?

Importance of Curriculum
The School system runs on a certain curriculum and it can never run without
acknowledging the importance of curriculum. Without a proper curriculum,
a school cannot run smoothly. As there would be no defined idea of what the
plan is to teach students studying at the institution. What the goal of teaching
a subject is there needs to be a definite goal in mind of the administration that
what do they want the children to be capable of when they complete their
academic period inthat institution.

While on the other hand, if the syllabus is too difficult for most of the
students. Then the administration needs to redefine the syllabus to a less
difficult version. The presently employed curriculum needs active inclusion
from the administration. Through thorough management of thecurriculum,
we can move towards a more effective academic environment with skilled
and hard-working students.

Importance of curriculum management

The curriculum needs managing in a balanced way such that it neither

burdens the teacher and students nor keeps them so light-footed that they do
not learn anything at the end of the course. The administration of a school or
college needs to make sure to create an achievable curriculum in the given
period. By keeping the curriculum managed, the administration can learn
from the previous data on how to plan their future curriculum. Managing the
curriculum can be hard whenthere is a whole lot of record handling.
 A lot of paperwork needs to be managed; this can be made easier by making
records on computers. Through electronic management of the records, it
will be easier to find older recordsand creating statistics to calculate where
the system needs improvement. To set up such an effective management
system, the academic institution will need investments from the
government. But they need to propose a good proposal to the government,
so they are confident that their investment will be fruitful for the educational
sector.

The teacher, student, and the content that the teacher is teaching the
students. Through these impromptu visits, one can better understand and
analyze where does the management needs attention. By observing all
three main elements at work i.e. teacher, student, and content, the
administration can pinpoint problems. If the teacher is not being more
detailed about the topic being taught, students will not be able to
understand. So, it would mean that the administration needs to remind the
teacher that they need to be more aware of their teaching methods.

Importance of curriculum material

Defining a good curriculum is one thing but achieving it many requires many
resources. The most basic part of curriculum material is the books through
which the teacher will plan the lesson

and teach it to the children in the class. Depending upon the structure of
the curriculum, the books will be decided. Apart from the books, proper
classroom environment, chairs, and tables for the students to sit and put
their stationery and books on, whiteboard for the teacher to writeon.
Similarly, the teacher needs to have the ability to properly teach the
curriculum to children. The teacher helps to utilize the curriculum material
and the administration should spend ample time looking for a qualified
teacher for their students. The importance of curriculum material is as much
 important as its management. Not only the curriculum material needs to be
bought and used, but it also needs to be maintained. Buying all the
classroom material is one thing but keeping it clean and safe is the bigger
challenge. The children need to reminded not to scribble on the tables,
which might give a very bad impression.

There should be no littering and the student should be encouraged to throw

the litter in the trash, keeping their environment clean and healthy. It is also
part of our religion that ’Cleanliness is half of the faith. When something is
entrusted to us. We need to keep it safe and try to return it in the same
condition it was in while receiving. So, we need to keep our environment and
belongings clean.

While studying in schools, all the things are entrusted to us and we are
trustees. We should not damage them as it is not only bad, but our religion
also prohibits harming anything that is entrusted to us. We should also
remember that curriculum material provided to us costs resources. So we
should keep them safe, so we can use future resources for other important
issues.

Importance of curriculum development

The development of a good curriculum is necessary for any institute. But
there can never be an absolute curriculum, as the world has been progressing
everything needs to be made compatible with the given scenarios. One of
the best ways for good curriculum development is having proper
management for it. The fact that we have records of the old ones, we can
analyze and

decide where it needs changing. As mentioned earlier, if we make a better

management of the older curriculum and their statistics it will help us
make a better design for the upcoming generations.
The curriculum should include some important questions like:
1. Was the required syllabus completed?
2. How well was the syllabus understood by the students?
3. Did the current system burden the children or the teacher?
4. Is there any space for improvement in the teacher or the content?
Keeping such questions in mind will help the administration to focus on the
main objective of teaching the students effectively. It will help the
administration to design such a curriculum which proves to be fruitful for
the students and manageable by the teachers. If the curriculum is too hectic
for the students, the curriculum needs to be made less complex. This way
students spread the syllabus evenly through the period of the academic year.
While on the other hand, if all students are up to a very good level of
understanding, Then raising the complexity accordingly would be a good
idea.

So, children can absorb more information in that amount of time. For such
a design of the curriculum, we need to set up effective educational policies
that reinforce cooperation between the government and the educational
sector. When the government and the educational sector will join hands.
They will be better able to address the issue regarding the shortcomings of
the curriculum in terms of management, material, and developments. The
government can give requisite funds for the materials while the educational
sector utilizes the funds and creates such policies that create ease for the
teachers and students.
 Question No 5.

Discuss in detail the three main foundations of curriculum.

Foundations of Curriculum

Philosophical foundation of Curriculum

Foundations are the forces that influence the minds of curriculum

developers. In this way they affect the content and structure of the
curriculum.

The curriculum reflects the society and culture of a country and this is the
desire of a society thattheir children should learn the habits, ideas, attitudes
and skills of the adult society and culture and educational institutional are
the proper way to impart these skill. The duty of teacher and school is to
discipline the young of the society and provide them the set of experiences
in the form of curriculum. The needs, knowledge and information of the
society provide foundation in the formation of curriculum

Philosophical foundation of Curriculum,

Psychological foundations of Curriculum
Socio Cultural Foundation of Curriculum
Historical Foundations of Curriculum
Economical Foundations of Curriculum

Philosophical/ ideological foundation

Philosophy means the love of wisdom, it search for truth, not simple truth, It
search for eternal truth, reality and general principles of life. Curriculum help
in the practical use of knowledge in real life situations and understanding
realities and ideas of life and this world that why curriculum is called the
dynamic side of philosophy.Curriculum is used for the modification of the
behavior of the students and philosophy help in the process of finding new
ways and basis for teachers and curriculum planner to modify their behavior.
Philosophy also helps in the exploring new methods of teaching and how to
apply in the classroom situation for better achievement of the teaching
learning process. It also provides new ways and methods for the evaluation
of student’s achievement and evaluation of curriculum.

Philosophers of the past have made major influence in clarifying the

association in the nature of knowledge and curriculum development process
and also provide a foundation for curriculum; Plato presented a curriculum
in his book “republic” at that times and it is still the core of the curriculum of
today. Knowledge is given the high role in human life.

Today world economics and societies are changing very rapidly; it needs
depth in everydiscipline of education in this high time.

Today the world emphasis on finding new ways through which man develops new
conceptsof reality and knowledge and to form a new structure of knowledge in this
dynamic and changing time therefore a high value is given to discovery, invention
and restructuring of knowledge and curriculum in new patterns. Now the new
curriculum is open to new experiences, logical and critical thinking, and to bring
about the concept of knowledge out of interpreted experience.

Philosophy and ideology of education provide rules and principles which

lead the in decision-making regarding educational practices and polices
planning. It Guides the curriculum planner on the basses of the philosophical
and ideological belief of the society in the constructing of subject matter
keeping in view the future demands and needs of the schools and help in the
promoting of human life through social change in the behavior of the
students. In Pakistan the ideological beliefs of the society is based on Islam.
Therefore they are looking for curriculum planner to introduce such
curriculum in education system, which inculcate true knowledge of Islam
and preserve the culture of Muslim society in new generation that why they
believe that Islamic curricula should be based on the ideology of Islamic laws
and principles.
 Philosophical/ ideological Implications on Curriculum

Philosophy and ideology has direct effect in curriculum planning because it

guides the curriculum planner in the selection of the objectives and. As it
provides guidelines in the selection of objectives, Learning experiences and
content of the curriculum, and how to evaluate the curriculum, learning
experiences and achievements of the students. Some justification provided for
the implications of curriculum given by different researcher areas under (Rud
Yard K. Bent and Urruh, n.d.);

 Various customs values, traditions and knowledge need to be

preserved by transfer them to the next generation.
 The students also needed the knowledge of past and present in
which they live, it help them in the process of adaptation and adjusting
their self to new changes and new situation in life.

All those content of a subject who helps in intellectual development rather

than practical value. It teaches student how to reason, develops mental
ability to solve the problems in practical life situations. It helps in using
different methods for search of eternal truth and how to analyze the
knowledge and methods of inquiry.

 The Secondary school curriculum should designed for

developing maximum potentialities of the students by including
variety of leaning activities to educate eachstudents to its highest.
 Schools should be a tool and leader in directing new changes
in the curriculumrather than maintainers of curriculum.
 Students need skills and for that purpose some subject matter must
be included inthe curriculum to help them in acquiring these skills like
experimentation and the use of laboratory techniques so they advance the
knowledge.