CURRICULUM THEORY

AND PLANNING
Contents
WEEK 1........................................................................................................................................................2
WEEK 2........................................................................................................................................................6
WEEK 3........................................................................................................................................................9
WEEK 4......................................................................................................................................................10
WEEK 5......................................................................................................................................................10
WEEK 6......................................................................................................................................................12
WEEK 7......................................................................................................................................................14
WEEK 8......................................................................................................................................................15
WEEK 9 & 10..............................................................................................................................................23
WEEK 11....................................................................................................................................................25
WEEK 12....................................................................................................................................................29

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WEEK 1
Objectives

Meaning and Purpose of the curriculum

Interpretations and definition

Types of curriculum - Academic, Extra, Hidden

Conflicting conceptions of curriculum

Meaning

A curriculum is the planned and guided learning experiences and intended learning outcomes,
formulated through systematic reconstruction of knowledge and experiences, under the auspices
of the school, for the learner’s continuous and willful growth in person-social competence.

Some of the components of a comprehensive curriculum unit

 content
 assessment
 frouping and pacing
 products
 resources
 differentiation
 teaching strategies
 learning activities

characteristics of exemplary curriculum

 Powerful knowledge goals, representative or generative topics, and big ideas

 Advance organizers that clarify prior knowledge, future activities, and expectations
 Motivating introductory experiences
 Challenging and active learning activities
 Authentic resources and products
 Aligned assessment strategies and growth criteria, feedback, debriefing, transfer and
extension opportunities, interaction, and support
 Interest-based applications and extensions
 Modifications that attend to powerful student differences

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Purposes of Curriculum

1. Ensures pupils’ education is efficient and effective

Effectiveness in learning does not only focus on mere academic achievement but other factors
such as classroom behavior, student participation rates, and attitudes towards learning.

Efficiency in student education occurs when outputs from education (such as test results) are
produced with the minimal use of resources.

2. Learning will be of great value to the pupils

Learning is of great value to pupils when it seeks to preserve cultural knowledge, create an ideal
state, inform the future citizenry, produce human capital for industry, and promote social and
emotional development.

Learning is of great value to pupils when there is improved academic achievement, motivation,
and continued passion for learning.

3. Learning is achieved under the direction of able, qualified and experienced teachers.

Qualified teachers are better able to make accurate interpretations of the curriculum and yield
higher pupil satisfaction.

4. Society’s values and priorities are passed on to the pupils.

5. The purpose of the curriculum is to prepare the student to thrive within the society
as it is and that includes the capacity for positive change and growth.

Curriculum refers to all the activities, planned and unplanned happening under school guidance.

To achieve its purpose a curriculum must have: Aims, Goals, Objectives, Content, and
Instructional strategies, Instructional materials, scope and sequence.

Types of Curriculum

1. Academic (Explicit) Curriculum is simply that which is written as part of formal

instruction of schooling experiences. It may refer to a curriculum document. The
Academic curriculum is usually confined to those written, understandings and directions
formally designated and are subject to review.

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Characteristics of the Academic Curriculum are:

 Goals
 Aims
 Objectives
 Teachers’ Guides
 Syllabuses
 Other teachers’ resources

2. Hidden (Implicit) Curriculum refers to the unspoken or implicit values, behaviors,

procedures, and norms that exist in the educational setting.

Characteristics of the Hidden Curriculum are:

 Learning experiences are unplanned

 Lessons and messages may be positive or negative, depending on the models provided
and the perception of the student/pupil
 Teachers and learners are not always aware that learning is occurring.
 It may aide in moral development

3. Extra Curriculum is defined as those activities that broaden the educational experience,
which sometimes occur outside of the normal school day.

Characteristics of the Extra Curriculum are:

 The activities are planned

 Learners participate based on their interest

4. Null Curriculum topics or perspectives that are specifically excluded from the
curriculum.

Curriculum Concepts

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The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense,
viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the
total learning experiences of individuals not only in schools but in society as well.

There are many definitions of curriculum because of this; the concept of curriculum is sometimes
characterized as fragmentary, elusive and confusing. The definitions are influenced by modes of
thoughts, pedagogies, and political as well as cultural experiences.

C:\Users\WOOLFORD\OneDrive\Documents\CPCE\Education\WEEK 1\
conceptions_of_curriculum-_connection_to_community.pdf

WEEK 2
Elements of the curriculum

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The relationship among the elements (Diagram)
Conceptions of content
Criteria for selection of objectives, content and learning experiences.

The nature of the elements and the manner in which they are organized may comprise which we
call a curriculum design. The elements of curriculum are:

1. Curriculum Intent- the direction curriculum developers wish to go as a result of

participating in the curriculum. It includes
 Aims are statements of social or educational expectations. It includes what is hoped to be
achieved by the curriculum.
 Goals are general statements of what concepts, skills and values should be learned in the
curriculum.
 Objectives (Curriculum statements of intention) are specific learning outcomes.
Objectives are usually used to make decisions and planning about instruction. Specific
objectives are detailed objectives that describe what will be researched during the study,
whereas the general objective is a much broader statement about what the study aims to
achieve overall
2. Content – includes the different topics to be learned or covered in a curriculum. The
topics are based on the curriculum intents. Contents may include values, concepts, or
skills important for the learners to learn.
3. Learning Experiences- instructional strategies used for the implementation of the
curriculum. These may appear in the form of activities, strategies, method/
approaches useful in implementing the curriculum or teaching the content.
4. Evaluation- the different ways and tools used to evaluate whether the curriculum
intent was realized. Evaluation tools are also used to evaluate the performance of the
learners after they are taught the curriculum.

Relationship between the Elements of Curriculum

 The subject’s content structure, levels of students and type of examination components
are considered in the identification of objectives of teaching and learning.
 The content is an element or a medium through which the objectives are accomplished.
 The behavioral objectives are written with the help of these elements of the content.
 The specific objectives of teaching are attained with the help of appropriate teaching
strategy.
 These instructional strategies and methods will put into action the goals and use of the
content in order to produce and outcome

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 The strategy is employed for providing learning experiences and bringing desirable
behavioral change.
 Evaluations show the effectiveness of strategy of teaching and other components.
Curriculum evaluation is also important so that one could assess whether the objectives
and aims have been meet or if not, he could employ another strategy which will really
work out.

Conceptions of Curriculum

The focus will be on the body of knowledge to be transmitted to students using appropriate
teaching methods. There are four ways of presenting the contents:

 Topical Approach
 Concept Approach
 Thematic Approach
 Modular Approach

Criteria for selecting Content

 Importance/significance: the importance of content for solving the problems of life,

enhancing the learners' subject knowledge.
 Validity: accuracy and validity of concepts, principles and generalizations.
 Interest: the learners should take an interest in their learning
 Usefulness: useful function of content
 Learning ability: the content should be intelligible for the learners and it needs to be
within the limits of their own experiences
 Flexibility: selection according to time, resources, staff, political climate, etc.

Criteria for selecting Objectives

 Objectives must be useful

 A substituted teacher should be able to understand if they are covering your lessons
 Students can understand
 Objectives need to be specific, measureable, achievable, relevant and time-related.
 Words that should and should not be used when writing objectives:

Should not Should

Understand Define
Know Demonstrate
Feel Identify
Appreciate Create

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Awareness State
Learn List

Criteria for selecting Learning Experiences

 The pupils/student should be involved actively in learning: The pupil/student must

have experiences that give him/her an opportunity to practice the kind of behavior
implied in the objective.
 Relates to the lives of the learners: Learning experience must be relevant to real-life
situations in school and in the society to help learners understand their society and proffer
solutions to some problems of the society. This is where community based resources
comes to play. Experience in real content and situation bring realism to teaching and
learning
 Relates to learners interest, abilities and developmental level: This implies that the
learning experiences should be provided, considering the student’s current attainments,
his predispositions or inclination, background and the like. Indeed, the teacher must begin
where the student is
 Will help to achieve objectives: To the extent that the educational experiences meet the
criteria for effective learning, they are useful in realizing the desired objective.
 Provides a variety for learners: Learners are different and learn, in different ways base
on their interest and ability therefore varied learning experience must be provided to help
them comprehend

WEEK 3
Curriculum Development definition
Factors which influence curriculum development

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Curriculum development is viewed as a plan for structuring the learning environment and
coordinating personnel, materials, and equipment.
Factors influencing Curriculum Development:
1. Political
 Determine and define the goals, content and learning experiences and evaluation
strategies in education.
 May play a part in the hiring of personnel.
 Funding of education
 Entry into educational institutions and the examination system
2. Social
The views of all religious groups in the society must be considered when designing the
curriculum.
3. Economic
Educating employees for promotions that bring better in profits
4. Technological
 Development at every level of learning
 Changes in educational goals and learning experiences
5. Environment
6. Child Psychology

WEEK 4
Models of curriculum development
- Tyler Model - Kerr’s Model
- Wheeler’s Model - Open Classroom
- Objective Model - Nichols’ Model

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A model is a format for curriculum design developed to meet unique needs, contexts,
and/or purposes. In order to address these goals, curriculum developers design,
reconfigure, or rearrange one or more key curriculum components.

WEEK 5
 Participants in Curriculum Development
- Teachers - Curriculum Specialists - Principals
- Students - Educational Publishers

Stakeholders are individuals or institutions that are interested in the school curriculum.
These stakeholders are the learners, teachers, school leaders, parents, community and
others.
Students/ Learners are the core of the curriculum. They directly influenced by the
curriculum. Everything in the curriculum should revolve around the learners’ interests,
needs, abilities and capabilities.
Teachers are curriculum makers. Most curricula start to gain life from the time it is
conceives and written. Planning and writing are the main roles of teachers. The teacher
designs, enriches and modifies the curriculum to suit the learner’s characteristics.
Teachers
 decide what aspects of the curriculum to implement or stress in a particular class,
much time should be spent on it and how much of it should be done.
 determine the direction and quality of the curriculum.
 define which curriculum objectives to teach.
 select experiences which will reflect the views of the curriculum design.
 are also involved in curriculum planning committees at class or subject level.
 assist in piloting curriculum unit.
 help to develop curriculum packages.
Principals/ School leaders are curriculum managers and administrators. The final
decision making in terms of the school’s purpose rest on the shoulders of school
administrators.
Principals
 Liaison between the curriculum development unit, Ministry of Education, Parents
and school staff.
 Support curriculum activity within the school.
 Interpret national trends and set the stage for curriculum development

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 Ensure that the instructional component of the program is viable through
supervision
 Facilitate curriculum implementation
 Furnish time for curricular activity
 Arrange for in-service training of teachers
 Order necessary support material
 Serve as resource persons.
Parents are supports to the curriculum. They are the best supports of the school
especially because they are the ones paying for their child’s education.
Community members can be included in school boards. Some can become resource
speakers.
Students
 Can be involved in curriculum committees(especially at the secondary level).
 Can conduct surveys and needs assessment

WEEK 6
 Classroom responsibilities of teachers
 Teachers and the hidden curriculum

The Hidden Curriculum is the unofficial rules and routines of a classroom from which
kids learn behaviors, beliefs and attitudes.

Duties and Responsibilities of a Teacher

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1. Knowledge of the Subject
 To have expert knowledge of the subject area
 To pursue relevant opportunities to grow professionally and keep up-to-date about
the current knowledge and research in the subject area
2. Teaching
 To plan and prepare appropriately the assigned courses and lectures
 To conduct assigned classes at the scheduled times
 To demonstrate competence in classroom instruction
 To implement the designated curriculum completely and in due time
 To plan and implement effective classroom management practices
 To design and implement effective strategies to develop
self-responsible/independent learners.
 To promote students’ intrinsic motivation by providing meaningful and
progressively challenging learning experiences which include, but are not limited
to: self-exploration, questioning, making choices, setting goals, planning and
organizing, implementing, self -evaluating and demonstrating initiative in tasks
and projects
 To engage students in active, hands-on, creative problem-based learning
 To provide opportunities for students to access and use current technology,
resources and information to solve problems
 To provides opportunities for students to apply and practice what is learned
 To engage students in creative thinking and integrated or interdisciplinary
learning experiences
 To build students’ ability to work collaboratively with others
 To adapt instruction/support to students’ differences in development, learning
styles, strengths and needs
 To vary instructional roles (e.g. instructor, coach, facilitator, co-learner, audience)
in relation to content and purpose of instruction and students’ needs
 To maintain a safe, orderly environment conducive to learning
 To comply with requirements for the safety and supervision of students inside and
outside the classroom
3. Assessment
 To define and communicate learning expectations to students
 To apply appropriate multiple assessment tools and strategies to evaluate and
promote the continuous intellectual development of the students
 To assign reasonable assignments and homework to students as per university
rules
 To evaluate students’ performances in an objective, fair and timely manner

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To record and report timely the results of quizzes, assignments, mid- and final
semester exams
 To use student assessment data to guide changes in instruction and practice, and
to improve student learning
4. Professionalism
 To be punctual and be available in the university during official working hours
 To comply with policies, standards, rules, regulations and procedures of the
university
 To prepare and maintain course files
 To take precautions to protect university records, equipment, materials, and
facilities
 To participate responsibly in university improvement initiatives
 To attend and participate in faculty meetings and other assigned meetings and
activities according to university policy
 To demonstrate timeliness and attendance for assigned responsibilities
 To work collaboratively with other professionals and staff
 To participate in partnerships with other members of the university’s community
To support student learning and university-related activities
 To demonstrate the ability to perform teaching or other responsibilities, including
good work habits, reliability, punctuality and follow-through on commitments
 To provide and accept evaluative feedback in a professional manner
 To create and maintain a positive and safe learning environment
 To carry out any other related duties assigned by the department chairman
5. Good Behaviour
 To model honesty, fairness and ethical conduct
 To model a caring attitude and promote positive inter-personal relationships
 To model correct use of language, oral and written
 To foster student self-control, self-discipline and responsibility to others
 To model and promote empathy, compassion and respect for the gender, ethnic,
religious, cultural and learning diversity of students
 To demonstrate skill when managing student behaviour, intervening and resolving
discipline problems
 To model good social skills, leadership and civic responsibility

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WEEK 7
 Curriculum Implementation definition

 Factors affecting Curriculum Implementation

Curriculum implementation includes the provision of organized assistance to staff (teachers) in

order to ensure that the newly developed curriculum and the most powerful instructional
strategies are actually delivered at the classroom level.

Curriculum implementation process involves helping the learner acquire knowledge or

experience. It is important to note that curriculum implementation cannot take place without the
learner. The learner is therefore the central figure in the curriculum implementation process.
Although there are various factors that also influence Curriculum Implementation like the
resource materials and facilities, the teacher, the school environment, culture and ideology,
Instructional supervision and assessment.

Factors affecting Curriculum Implementation-

WEEK 7\Stakeholders in Curriculum Implementation.pdf

WEEK 8
Bloom’s Taxonomy

- Cognitive domain

- Affective Domain

- Psychomotor Domain

General and Specific Objectives

- Writing objectives for each level/domain

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr
Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing
and evaluating, rather than just remembering facts (rote learning).

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The Three Types of Learning

The committee identified three domains of educational activities or learning (Bloom, 1956):

 Cognitive: mental skills (Knowledge)

 Affective: growth in feelings or emotional areas (Attitude or self)
 Psychomotor: manual or physical skills (Skills)

Cognitive Domain- involves knowledge and the development of intellectual skills. This includes
the recall or recognition of specific facts, procedural patterns, and concepts that serve in the
development of intellectual abilities and skills. There are six major categories, which are listed in
order below, starting from the simplest behavior to the most complex. The categories can be
thought of as degrees of difficulties. That is, the first ones must normally be mastered before the
next ones can take place.

Bloom's Revised Taxonomy. Lorin Anderson, a former student of Bloom, revisited the
cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with
perhaps the two most prominent ones being, 1) changing the names in the six categories from
noun to verb forms, and 2) slightly rearranging them.

Categories:

 Remembering- Recall previous learned information.

 Understanding- Comprehending the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in one's own words.

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 Applying- Use a concept in a new situation or Examples: Use a manual to calculate an
employee's vacation time. Apply laws of unprompted use of an abstraction. Applies what
was learned in the classroom into novel situations in the work place or personal life.
 Analyzing- Separates material or concepts into component parts so that its organizational
structure may be understood. Distinguishes between facts and inferences.
 Evaluating- Make judgments about the value of ideas or materials.
 Creating- Builds a structure or pattern from diverse elements. Put parts together to form
a whole, with emphasis on creating a new meaning or structure.

Affective Domain includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories
are listed from the simplest behavior to the most complex:

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 Receiving Phenomena- Awareness, willingness to hear, selected attention.
 Responding to Phenomena Examples: Participates in class discussions. Gives a Active
participation on the part of the learners. Attends and reacts to a particular phenomenon.
Learning outcomes may emphasize compliance in responding, willingness to respond, or
satisfaction in responding (motivation).

 Valuing- The worth or value a person attaches to a particular object, phenomenon, or

behavior. This ranges from simple acceptance to the more complex state of commitment.
Valuing is based on the internalization of a set of specified values, while clues to these
values are expressed in the learner's overt behavior and are often identifiable.
 Organization- Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
 Internalizing values (characterization) Has a value system that controls their behavior.
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
the learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).

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Psychomotor Domain includes physical movement, coordination, and use of the motor-skill
areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. The seven major categories are listed from the
simplest behavior to the most complex:

 Perception (awareness): The ability to use sensory cues to guide motor activity. This
ranges from sensory stimulation, through cue selection, to translation.
 Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets
are dispositions that predetermine a person's response to different situations (sometimes
called mindsets).
 Guided Response: The early stages in learning a complex skill that includes imitation
and trial and error. Adequacy of performance is achieved by practicing.
 Mechanism (basic proficiency): This is the intermediate stage in learning a complex
skill. Learned responses have become habitual and the movements can be performed with
some confidence and proficiency.

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 Complex Overt Response (Expert): The skillful performance of motor acts that involve
complex movement patterns. Proficiency is indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of energy. This category includes
performing without hesitation, and automatic performance. For example, players are
often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a
football, because they can tell by the feel of the act what the result will produce.
 Adaptation: Skills are well developed and the individual can modify movement patterns
to fit special requirements.
 Origination: Creating new movement patterns to fit a particular situation or specific
problem. Learning outcomes emphasize creativity based upon highly developed skills.

Objective Writing

An objective (curriculum statement of intention) is a statement of what learners are expected to

do when instruction and/or a course have been completed.

Types of objectives:

1. General-
 expected learning outcome.
 Broad statements stated in non-behavioural verb/ verb phrases
2. Specific-
 immediate intended learning outcomes
 narrow statements written using behavioural verbs.

Examples of Non-Behavioural Verbs

 To know

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 To understand
 To appreciate
 To enjoy

Examples of Non-Behavioural Verbal Phrases

 To become knowledgeable
 To become aware of
 To be familiar with
 To develop an appreciation for
 To develop an understanding of

Examples of Behavioural Verbs

 To name
 To identify
 To construct
 To explain
 To discuss
 To create

Constructing Objectives

When writing the general objective, the following should be noted and included:

1. It is based on the main topic

2. Has two elements:
 The audience- based on the level or grade the audience will be referred to differently:
Nursery School – child/ren
Primary School- pupil/s
Secondary School- student/s
General- learner/s

 The performance (a non-behavioural verb or verbal phrase and the object)

Constructing Specific Objectives

When writing the specific objective, the following should be noted and included:

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 It is based on the sub- topic.
 The performance element can be written using verbs from any of the levels in the
cognitive, affective or psychomotor domains of learning base on the lesson.
 The condition element must reflect specific circumstances, materials, etc.
 When an adverb is use for the criteria, it must be closely placed near the verb (since
adverbs modify verbs).
 Has three or four main elements.

Elements of the Behavioural / Specific Objective

The ABCD model for writing objectives- Objectives will include 4 distinct elements:

- Audience
- Behavior
- Condition
- Degree

The CCP model:

Condition - describes the materials, commands, circumstances, or directions needed for

student performance.
Examples to start condition
- While…
- After…
- During…
- Given…
- Shown…
- Without…
- With the use of…

Criteria- describes how well the learner must perform

Examples
- at least 3 times
- at least 10 numbers
- 80% correctly
- in no less than 10 sentences

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- that include...
- Adverbs; correctly, accurately

Performance- describes a behaviour you can observe

Examples
- Name
- Discuss
- Explain
- Compare
- Balance
- Discriminate

WEEK 9 & 10
 Resource Unit

- Importance
- Components

 Lesson Plan

- Importance
- Components

The Resource Unit is a planned sequence of learning activities covering several lessons and
centered on some major topics.

Benefits

 Serves as an advance organiser

 Makes daily lesson planning easier
 Provides scope and sequence
 Provides the opportunity for integration across subjects
 Allows teacher to make adjustments in his/her teaching based on evaluation

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Components

 Topic
 General objective
 Sub-topics
 Specific objectives
 Content
 Concept
 Skills
 Activities
 Attitudes
 Materials
 Evaluation

A Lesson Plan consists of an outline or agenda of the time period of a lesson and provides a ‘map’ of
how the teacher intends to proceed as he/she teaches the lesson.

Benefits

 Provides a visible sign that you have given serious thought about: structure, sequence and
presentation
 Helps the inexperienced teacher to stay on or get back on course
 Can be useful for the substitute teacher
 Helps to create for a more confident teacher
 Serves as resource material
 Lessens disciplinary problems
 Shows everyone that you are a committed professional

Some Purposes of the Lesson Plan

 Remind teachers of what they are going to teach and how they are going to teach it
 Guide the teacher to present ideas in a logical order
 Guide the teachers to know when they should ask questions
 Guide the teachers in the use of teaching and learning materials during lesson presentation
 Give the teacher confidence in front of the class
 Enable tutors and supervisors to give practical and constructive advice on what they teacher is
doing when supervised
 Enable the teachers and tutors to judge whether the lesson has achieved the intended objectives

Components of the lesson plan

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 Subject
 Topic
 Class/grade
 Time
 Specific objectives
 Content
 Pre-requisite knowledge/skills
 Teacher’s activities (introduction, development, conclusion)
 Student activities
 Materials
 Evaluation

WEEK 11
Patterns of Curriculum Organisation

- Subject Centered
- Broad fields
- Activity/Experience
- Core

Curriculum organization is the process of selecting curriculum elements form the subject, the
current social life and the students experience then designing the selected curriculum elements
appropriately so thy they can form the curriculum structure and type. Criteria for effective
curriculum organization: continuity, sequence and integration.

A curriculum design is a framework or plan of action for preparing a course of study or a set of
students’ experiences .It is a deliberate process of devising, planning and selecting the elements,
techniques and procedures of curriculum. Curriculum design is a method of thinking.

Patterns of Curriculum Organization

1. Subject centered curriculum

 The subject centred or separate subject curriculum is the most widely used form of
curricular organisation.
 In this form of curricular organisation the material is compartmentalised into bodies of
knowledge taught in isolation from other material based on the belief that each subject
has a separate series of essential skills and concepts that must be learned.

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 The curriculum within each subject is sequentially organised from the simple to the
complex and based on previous learning.
 This curricular organisation divides subjects into two groups: required courses and
electives.
 The assumption is that certain subjects are so important that all students must study them
to acquire a common body of knowledge and a common set of skills.
 The core or required courses include reading, language, composition, literature, math,
biology, chemistry, physics, history, geography and economics.
 Students who are interested in them can elect other subjects.

Strengths of subject centered curriculum

 It is a logical, effective way to organise new knowledge

 It allows for logical progression from one level of education to the next
 All students should meet basic, minimal level of achievements and possess a common
knowledge
 Teachers can be trained in various subject areas
 It facilitates in depth study of a subject area.

Weakness of subject centered curriculum

 There is difficulty deciding which courses should be core courses.

 It does not support the unity of knowledge

2. Broad fields curriculum

The Broad Fields approach to curriculum organisation combines several related subjects
into larger fields of study.
For example, Social Studies include Geography, History,Economics, Sociology and
Psychology; Language Arts includes Composition, Grammar, Vocabulary, Literature and
Reading.
This approach is used more frequently in primary schools than in secondary schools.

Strengths
 It is a logical, effective way to organize new knowledge for primary school.
 It allows for a holistic integrated view of curriculum.

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 All students meet basic, minimal level of achievements and possess a common
broad content knowledge.
 Teachers can be trained as generalists rather than as specialists in various subject
areas.
 It can facilitate in depth integrated study of several subject areas

Weaknesses

 Shallow treatment of content

 Students may spend too much time on one activity
 Depending on the teacher the student may not be taught specific skills and concepts

3. Activity experience curriculum

 Is based on the belief that “People learn only what they experience.” The experience of
the learner is central to its development. The teacher organises the curriculum to
capitalise on the child’s experiences.
 The curriculum is not pre-planned by the teacher, but co-operatively planned by both
students and teacher.
 Since problem solving is its central focus, subjects are viewed as resources instead of
bodies of knowledge that are ends in themselves.
 Thus, the structure of the activity, curriculum is determined by the needs and interests of
the students

Strengths

 The method also promote better understanding of a lesson among students as they learn
the lesson by practicing the task themselves.
 It inspires the students to apply their creative ideas, knowledge and mind in solving
problems.
 It also helps learner psychologically as the can express their emotions through active
participation in something useful.

Weaknesses

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 Activity curriculum method require long term planning with details of the whole process
before engaging the learners, the teacher has to make sure that all students have sufficient
knowledge and skills regarding the task they are going to perform.
 The objective of this method can be only be fulfilled if the planning of the lesson is
flawless.
 Activity curriculum attaches too much importance on activities. It neglects other
activities needed for intellectual development of the child.
 Personal supervision is needed for every activity which is not possible in school.
 Activity curriculum is not applicable to all stages of education.

4. Core curriculum

There exists a set of common learning’s (knowledge, skills and values) that should be provided
to all learners in order to function effectively in a society.

Benefits

 It Focuses Attention On Goal.

 It Improves the Probability of Success.
 It Improves economy of Time and efforts.
 It Facilitates Communication And Coordination of Projects.
 It Reduces Stress

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WEEK 12
 Integrated Curriculum

- Developing an Integrated Curriculum

An Integrated Curriculum carries content drawn from several subject areas to focus on a
particular topic or theme.

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