Assignment-1

Course code : 8603

Program: B.ed 1.5

Question no 1 : What are the different characteristics of curriculums

planning? Explain the Process of curriculum development for effective
curriculum planning.
Answer : Characteristics of a good curriculum

✔ Needs-based – A good approach is based on the needs of the individual and society as a whole.
Therefore, it offers age-appropriate and developmentally appropriate materials.

✔ Continuously evolving – For the curriculum to be effective, it needs to undergo constant monitoring
and evaluation so that it evolves to meet the needs of changing times.

✔ Democratically developed – For a curriculum to reflect the needs of society as a whole, it must be
democratically conceived by individuals from across sectors who have knowledge and empathy with the
interests and needs of the learner and society as a whole.

✔ Requires a lot of planning – It goes without saying that developing a curriculum that meets the
dynamic needs of a community is the result of long-term efforts. It takes time and energy to plan,
develop, and administer an effective curriculum

✔ Provides enough time to learn – It provides enough time to understand the basic concepts. In
addition, it takes into account the fact that behavior change requires sustained efforts.

✔ It involves a number of complex details – Contrary to popular belief since curriculum does not refer to
academic subjects alone but also to aspects such as student-teacher relationship, projects, consultations
and more, there are a number of complex details that go into making a good curriculum in a school.

✔ Reinforces positive behavior – An effective curriculum reinforces attitudes and beliefs that support
positive behavior. In fact, it ensures that students have the ability to examine viewpoints, arguments and
more and generate positive attitudes and values.

✔ Allows continuity of experience – it gradually builds the learning experience as the learner grows and
develops. Progression is central to the curriculum and allows for sequential learning to take place.

✔ Provides room for the development of unique skills, interests, and attitudes. In fact, an important
aspect of a good curriculum in these radically changing times is the inclusion of life skills. In an
increasingly VUCA world, it is important that the curriculum helps develop competencies in areas such as
critical thinking, communication, problem solving, creativity, and more.

✔ It must be psychometrically sound – it must take into account learning theories as well as the
different learning styles of learners. Thus, it provides space for the teacher to adapt the curriculum to
suit the needs of the children. It does not require that every child learn the same content in the same
way. In fact, teachers have the flexibility to ensure that treatment of the subject aligns with the
student’s needs. While some students may be skilled listeners, others may respond to visual stimulation,
etc. Therefore, teachers adapt the subject matter according to the needs of the students to be able to
achieve the best learning outcomes

Here are some common stages in the curriculum development process: Needs assessment:

The first stage of curriculum development involves identifying the current and future needs of learners
and the community. This stage requires gathering information from various sources such as students,
teachers, parents and other stakeholders to understand their needs, goals and objectives. A needs
assessment may include conducting surveys, focus groups, interviews or observations to collect data
about the learners and the context in which the curriculum will be implemented

. Setting goals and objectives: Based on the information collected from the needs assessment phase,
curriculum goals and objectives are determined. It should be Specific, Measurable, Achievable, Relevant
and Time-bound (SMART).

Setting goals and objectives Helps ensure the curriculum is designed to meet the needs and goals of
learners and the community.

Curriculum Design: Once the goals and objectives are defined, the curriculum is designed. This stage
includes developing the curriculum framework, including content, teaching strategies, assessment
methods, and materials. Content must align with the goals and objectives of the curriculum and must be
organized in a logical and meaningful way. Teaching strategies should be chosen based on the learning
needs of the learners and the objectives of the curriculum. Assessment methods should be aligned with
learning objectives and should provide useful feedback to learners.

Implementation: At this stage, the curriculum is implemented within the classroom. Teachers and
other educators use the curriculum to guide their instruction, and students engage with the content and
activities. The curriculum must be implemented in a systematic and consistent manner to ensure that
the curriculum is delivered as intended.

Evaluation: Once the curriculum is implemented, it is evaluated to determine its effectiveness.

Assessment methods may include tests, surveys, observations, or other forms of assessment. The
purpose of the evaluation is to identify the strengths and weaknesses of the curriculum and make the
necessary adjustments.

Review: Based on the evaluation, the curriculum is reviewed and updated to improve its effectiveness.
The review may include making changes to content, instructional strategies, assessment methods, or
materials. The revised curriculum must be consistent with the goals and objectives of the curriculum
and must be designed to meet the needs of the learners and the community.

Implementing the revised curriculum: Once revisions are made, the revised curriculum is
implemented in the classroom. The cycle of evaluation and review continues as the curriculum is
continually monitored and updated to ensure its continued effectiveness. It is important to note that the
curriculum development process is an iterative process, and the stages may not always follow a linear
sequence. In addition, there may be additional stages or steps depending on the context and specific
needs of the educational institution or organization.

Question no 2 : Describe the process of change in curriculum

development with special reference to Pakistan.
Answer: As curriculum revision in Pakistan is attempted on adhoc basis and is never based on adequate
research, experimentation and formative evaluation, the discussion about the failure or success of
curriculum implementation will be based on theoretical framework already discussed. As far as desirable
outcomes are concerned we have not been successful to achieve, and thus the implementation of
curriculum design in Pakistan seems to be a failure. We are unable to achieve the educational goals for
the following reasons:

Teachers Reluctant to Accept Change

It is a universal phenomena that teachers are considered to be conservative. They have many reasons for
being unwilling to change their approach, not least because they have an investment in knowledge and
skills which tend to be devalued by the passage of time, they face the natural human temptation to resist
any change which may render their knowledge and skills useless. Secondary teachers, because they are
subject centered tend to be more conservative. They always oppose the- new curriculum as they are
supposed, to pay more attention to new concepts and ideas.

Lack of In-service Training

When new curriculum designs are brought into practice the teachers are not properly introduced to new
learning activities and teaching strategies. If teachers are to be mobilized in support of curriculum
change, both initial and in-service teacher education must convince them for their crucial role in
promoting innovation. This provision should take a variety of forms, offering both on the job training and
more general courses out-side schools. As a means of consolidating on-the-job training, teachers’ centers
should be established; these centers provide a place where teachers could find solutions to practical
problems they have encountered in the classroom.

Political Interference

Education is too important to be left entirely to the politicians Instability of the political government
affects the education adversely. Every person coming into power brings with him his vested interests and
few educational plans for the nation. In such an atmosphere an educationist is likely to suffer from
frustration. He is unable to cope with the ever-changing demands from the political leaders. Political
interference creates many administrative problems.

Economic Problems

Whenever there is a change in curriculum it needs financial support. New teaching materials are
required. Teachers are needed to be provided with in-service training and equipped with new teaching
materials. Textbooks are to be revised to fulfill, the changing needs of the society. Supportive personnel
are required to assist the teachers for effective implementation of new curriculum designs. In-spite of all
these requirements inadequate funds are allocated for the implementation of new curricula. Pakistan is
spending about 2 percent of her G.N.P on education. Under the circumstances the lack, of adequate
funds causes the failure of implementation of curriculum.

Insufficient evaluation

If the assessment is to have educational value, it cannot be viewed as an autopsy conducted after the
student's death. Assessment should become an integral part of the overall learning process and not an
adjunct to it. Real evaluation happens day after day; Or more precisely on a minute to minute basis.
The general practice in Pakistan is to reshape the syllabus but the evaluation system helps the teacher to
focus on teaching the students exam tricks rather than on bringing about a desired change in the
behavior of the students.

Failure to adhere to the national philosophy

When Pakistan came into existence, it was emphasized that our educational system would be reshaped
according to the teachings of Islam. The Islamic way of life will be the focus of our political, social and
economic thinking. But soon after the death of Quaid-e-Azam, this slogan was shelved. We do not have
a clearly defined educational philosophy. An implementable educational policy is always based on
philosophy. Every nation has a philosophical way of life. Due to the lack of a national philosophy, we are
unable to derive consistent educational objectives.

Lack of community approval

According to Zeiss (1976), the school curriculum is essentially a selection from the culture of society.
Certain aspects of our ways of life, certain types of knowledge, certain values, certain attitudes, are so
important that their transmission to the next generation is absolutely necessary. Pakistan inherited its
curriculum patterns from the colonial rulers. The same pattern is used with minor changes. Since it does
not conform to the needs of society, it is often rejected by society. The society has been found
complaining about the informational and factual knowledge imparted to the student who is supposed to
deal with the ever-changing society. The school is owned by the public. Community members should
have a lot to say about the curriculum.

No sequence

There is little coordination between the committees working on developing curricula at different stages.
When a student completes his studies at a certain stage and enters the next stage, he finds himself
helpless. The concepts taught at this stage are very strange. He has no background on this particular
situation. It is essential that the learning experiences selected and organized for each stage follow the
previous one and be sequential in form.

Urban curriculum

Monotheism has always been misinterpreted in Pakistan. About seventy of the total population settles
in rural areas. But the same courses are offered in rural and urban schools, when urban children come
with a particular language background, especially Urdu. The same applies to other subjects like social
studies, general science, etc. There is a need to design a separate curriculum for rural areas. They
actually need to receive knowledge and skills relevant to their own contexts.
 Lack of educational materials

Many educational programs fail due to lack of educational materials. The semester system was
introduced in higher education institutions. She faced many problems due to lack of textbooks and
other teachers and the attention given to teachers was little but the main factor of her failure phase was
in educational materials.

Question no 3 Analyze the causes which led the Colonial

British Government to frame a Curriculum in the sub-
continent. Discuss their consequences on educational System
of Pakistan.
During the colonial era, the British government in the Indian
subcontinent formulated a curriculum for various reasons,
primarily to serve its colonial interests and strengthen its
control over the region. The reasons that prompted the British
colonial government to establish a curriculum in the Indian
subcontinent were:

Reasons for formulating the curriculum:

1. Control and domination

Colonial Agenda: The British aimed to impose control over
education to strengthen their colonial rule and shape the minds
of the local population in favor of British interests.
 Cultural hegemony: The curriculum is designed to promote
British culture, language, values and history, often at the
expense of indigenous knowledge and heritage.
2. Economic and administrative needs
Manpower Development: The British needed a workforce
trained in specific skills required for administrative and clerical
roles serving the colonial government.
Promotion of the English Language: English has been
promoted as a medium of instruction to create a class of
individuals who are proficient in the English language, and to
facilitate communication and administrative efficiency.
3. Social engineering
Stratification: The curriculum is designed to create a
hierarchical educational system, with separate educational
paths for different social classes, which reinforces social
stratification.
Limited Access: Access to education was restricted, provided
primarily to the elite and limited to certain areas, hindering the
wider dissemination of knowledge.

Consequences on the educational system in Pakistan:

1. Cultural influence
 Marginalization of indigenous knowledge: The colonial
curriculum marginalized local languages, history and cultural
heritage, leading to a disconnect between students and their
culture.
Legacy of English dominance: English continued to be given
priority after independence, affecting the status of indigenous
languages and creating an educational gap.
2. Social stratification and inequality
Educational disparities: The colonial legacy has contributed to
disparities in education, with access limited to the majority,
perpetuating social inequality.
Class Divide: The elite education system created during the
colonial era created a permanent division between elite private
schools and public schools, affecting access to quality
education.
3. Economic impacts

Limited focus on skills development: The colonial curriculum

often lacked an emphasis on practical skills and vocational
training, which affected the readiness of the workforce to meet
economic needs.
Reliance on Western education models: The focus on English-
language education has perpetuated reliance on Western
educational models, which may lead to the neglect of local
knowledge systems and practical skills.
4. Psychological influence and identity
Identity crisis: The marginalization of local culture and
language in education has led to an identity crisis among
subsequent generations, affecting their sense of belonging and
cultural pride.
5. Educational reforms
Ongoing Struggle for Reforms: After independence, Pakistan
strived to reform its education system, with the aim of
addressing the colonial legacy, promoting inclusivity, and
providing quality education to all.
The British colonial approach in the Indian subcontinent left
lasting effects on the educational system of Pakistan, affecting
the cultural, social, economic and psychological aspects.
Despite efforts to reform and address these legacies, the
repercussions of colonial-era curricula remain embedded in the
educational framework, requiring continued efforts to promote
equity, inclusion, and culturally relevant education.

Question no 4 : Define the concept of “values based

curriculum”. How does society and culture Influence on
curriculum. Justify your answer with suitable examples.
Answer : The Values-Based Curriculum is a balanced and comprehensive approach to education that
wraps around the national and individual school-centred curriculum to create an environment shaped by
the explicit teaching and modeling of pro-social and environmental human values. Values-based
curriculum achievements for students include developing a positive sense of self-worth, improving moral
and relational abilities, and increasing connection with the natural world.
It is widely accepted that society and culture play an important role in shaping education. In fact,
education is often viewed as a tool for socialization. It is also a tool for transmitting culture. How the
learning process is organized and delivered is often shaped by values. It is shaped by the beliefs and
customs of a particular society. This blog post explores how social and cultural factors have influenced
education in past generations. It also highlights the impact it may have in the future.
The influence of society on education
Society plays a huge role in determining how our education system looks. As it is, many paper service
sites and online professional writing services have samples regarding this topic. From the language
taught in schools, to the way we are expected to think about certain subjects, the influence of society is
clear. There are several ways for this to happen.
One way is through the language used in schools. The language considered 'appropriate' for school
learning is often different from the language used at home. This can create a barrier for some students,
who may feel like they are not truly educated if they do not learn the “correct” way to speak.
The other way is through the values taught in schools. For example, many schools attach great
importance to competition. This competitive mentality is often viewed as a disadvantage. This is because
it may lead to students feeling like they are not good enough if they do not win. On the other hand, some
cultures value cooperation more than competition. This can instead lead to a more supportive learning
environment.
Finally, society also influences education by determining which knowledge is important. The
curriculum is often determined according to what will be most useful to students in their future careers.
However, this means that other areas of knowledge, such as arts or history, are not paid attention to. This
can make it difficult for students to develop a comprehensive understanding of their world.

Culture’s Influence on Education

The influence of culture on education is complex. Every writer has their opinions on this concept since it
has been mined. However, one thing is certain: culture plays an important role in determining students'
educational experiences. Ultimately, education is about transmitting a society's values, knowledge and
skills to its members.

There are many ways in which culture can influence education. One obvious way is through the
language used in the classroom. If students are not taught in their first language, they may have difficulty
understanding the material.

There is another way, which is through the topics covered in the curriculum. For example, in many
Western countries, history lessons focus on the achievements of European and North American cultures.
Other cultures do not receive as much attention. This can give students the impression that these cultures
are more important than others.
 Culture can also influence education through the way teachers interact with students. In some cultures,
teachers are very authoritarian. In other cases, they take a more collaborative approach. This can affect
how many students learn and how they view their teachers.

Ultimately, culture plays an important role in shaping the learning process. By understanding how
culture impacts education, we can create classrooms and curricula that are more inclusive and responsive
to the needs of all students.

The influence of society and culture on education

How does society and culture affect education? It is a question that has been discussed for centuries and
has no clear answer. There are many factors to consider, from community values to available resources.

While education is about learning facts and figures, it is also about learning how to be part of society.
Culture teaches us how to behave in certain situations, what is considered polite or rude, and what our
values and beliefs are. Society provides the structure that education should follow. For example, schools
are required to teach subjects such as mathematics and reading, but can also choose to focus on other
leisure activities such as gambling in online casinos for real money.

The bottom line is that society and culture play a huge role in changing the education system. There are
many factors to take into consideration, and it is difficult to determine their overall impact. But one thing
is certain: they both have a huge impact on the way we learn.

Conclusion

Society and culture play an important role in the learning process. From how educational institutions are
structured to the curricula that are taught, it is clear that these factors greatly influence the learning
process. As we continue to evolve as a society, it will be interesting to see how these influences change
and shape the education system of the future.

Question no 5 : Describe the importance of objectives in curriculum

development. Explain your answer with practical examples.

Answer: Objectives are essential in curriculum design for several reasons:

Clarity and focus: Objectives provide a clear and concise description of what students should be able to
achieve or demonstrate by the end of the course or program.. They define desired learning outcomes and
set a clear direction and focus for curriculum design. Objectives guide instructional planning and ensure
that the curriculum remains consistent with intended objectives.

Learning direction: Objectives help students understand what they are expected to learn and
accomplish. They provide a roadmap for students, outlining the knowledge, skills and competencies they
need to acquire. Clear objectives can enhance students' motivation, engagement, and commitment to their
learning journey.
 Assessment and Evaluation: Objectives serve as a basis for evaluating student performance and
evaluating the effectiveness of teaching and learning activities. By aligning assessments with stated
objectives, teachers can determine the extent to which students are achieving their intended learning
outcomes. Objectives provide a reference point for designing assessment tasks, rubrics, and criteria to
measure student progress and success.

Alignment with standards: Objectives ensure that the curriculum is consistent with educational
standards and guidelines established by educational institutions, accrediting bodies, or regulatory
agencies. They help ensure that the curriculum meets the expected quality and rigor, and that it covers
the necessary content and skills required for students' academic or professional advancement.

Curriculum coherence: Objectives contribute to the overall coherence and logical sequence of the
curriculum. They help organize content and learning experiences in a logical and progressive way. By
establishing a clear progression of learning objectives, teachers can design a coherent curriculum that
builds on prior knowledge and facilitates the development of more complex skills and understanding over
time.

Communication and Transparency: Objectives facilitate effective communication between teachers,

students and other stakeholders involved in the educational process. Clearly defined goals provide a
shared understanding of what is expected and help set realistic expectations. It also promotes
transparency, enabling students to understand the purpose and importance of their educational
experiences.

In short, objectives play a crucial role in curriculum design by providing clarity, focus, and direction to
both teachers and learners. They guide educational planning, assessment and evaluation processes while
ensuring alignment with educational standards and promoting transparency in the educational system.