the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Curriculum: Concept, Models , Curriculum design and development
1. Curriculum:
Concept, Models , Curriculum design and
development
Professor Dr. Md. Nazrul Islam
Department of Anatomy and Histology
Faculty of Veterinary, Animal and Biomedical Sciences
Sylhet Agricultural University
1
3. Learning outcomes
At the end of the presentation, the participants will be able
to know:
• the Concept of Curriculum
• what is Curriculum Development?
• the Purpose of Curriculum Development
• Basic Elements of Curriculum
• Curriculum strategies
• Key aspects of the curriculum
• Curriculum Development Process
• Curriculum Evaluation and Review
• Curriculum Format at Course and program Levels
• Standard 4: Curriculum (BAC)
• Curriculum Model
• Characteristics of Exemplary Curriculum
5. The Word: Curriculum
Latin: Currere means to run or running
track
Scotland 1603: Carriage way, road
United States 1906: Course of study
United States 1940: PLAN for learning
(study)
5
6. What is curriculum?
Curriculum is a design PLAN for learning
that requires the purposeful and proactive
organization, sequencing, and
management of the interactions among
the teacher, the students, and the content
knowledge we want students to acquire.
7. Curriculum
What do
stakeholders
want (need)?
What is state-
of-the-art
knowledge in
the subject?
Program
designed
around ILOs
Planned
progress
towards high-
order ILOs
Year-on-year
progress
towards
program ILOs
Can graduates
solve real-world
problems?
What can we
resource?
The curriculum must teach what the
students need to know!
8. What is curriculum development?
Curriculum development is the
organized preparation of whatever is
going to be taught in the faculties at a
given time in a given year.
They are made into official documents,
as guides for teachers.
9. Cont.
Curriculum development is the
process of setting up and establishing
specific guidelines of instruction for
the curriculum.
10. Purpose of Curriculum
Development
To ensure learners receive integrated,
coherent learning experiences that
contribute towards their fundamental,
social, thinking, personal, academic and
professional development.
11. Basic Elements of Curriculum
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Objectives
Evaluation
Content Methods
20. Planning
20
Formation of Curriculum Development Team
• Subject Matter Specialists (internal and External)
• Curriculum Specialists
• Dean, Head of the Department
• Student representatives/Alumni
• Employer Representatives
• UGC Representative
• Prominent Scholars
• Registered Graduate/Senate Members
• Parents/Community Representatives
Needs Assessment/Situation Analysis
21. Development
Determine Aims (Vision & Mission)
General Objectives
Formulate the objectives in behavioral terms
(Cognitive, Affective, Psychomotor domain)
Developing learning outcomes (Cognitive,
Affective, Psychomotor domain)
Content selection (considering the relevant
principles and Maxims)
Content Organization (considering relevant
principles and Maxims)
Guidelines for the Instructional Materials
Developers/ writers 21
22. Development (contd.)
Selection of Instructional Strategies
Teaching Aids/Planned Activities (Learning
experiences)
Selection of Student Assessment Techniques
Draft Curriculum Evaluation: Piloting/Rationale
Evaluation/ Seminar/ Online/others
Modification of the Draft Curriculum
Final Curriculum
22
23. Implementation
Teachers’ Training
Administrative supports
Infrastructural facilities
Educational Facilities
Lab Facilities
Internship
Monitoring and Formative Assessment
(For Renew and Modification)
23
27. Elements of Curriculum Evaluation
Context-whether or not to offer the curriculum—
focus, goals, and objectives.
Input-what resources and strategies are used.
Process-what effect does the curriculum have on
the students.
Product-what effect has the curriculum had on
former students.
28. Curriculum Format at Program Level
1. Vision & Mission
2. Program Objectives
3. Learning Outcomes: Cognitive, Affective & Psychomotor
4. Generic Skills/ Graduate Profile/Graduate Attributes/Day
One Skills
5. Curriculum Structure/Layout (Course Schedule)
6. Learning Experience/ Teaching Strategy
7. Assessment Strategy
29. Curriculum Format at Course Level
Course ID & Title:AGRSS-121; Seed Science &
Thech.
Credit hrs: 2
1. Rationale: Through this course students will learn about all kinds of seeds
2. Educational Objectives: 1.To identify different types of seeds
2. Have on qual. of seeds
3. Seed production
4. Preservation of seed
Intended Learning
Outcomes(ILOs) Course
Content
Teaching Strategies
Assessment Strategies to
fulfil the ILOs
1.Define & identify
different seeds.
Introduction
of seed;
Definition,
types
Lecture,
demonstration of
seeds, practical visit
Identification, Quiz, T/F,
Matching, Fill up the
Blank
2.
3.
30. Curriculum Format at Course Level
Course Code & Title: Credit hrs:
1. Rationale: .............................
2. Educational Objectives:
3. Intended Learning Outcomes (ILOs):
1…………………………………………………….
2…………………………………………………….
3…………………………………………………….
4. Course Content: …………………….
5. Teaching Strategies:
Lectures, Lab Practical (group size),Field practical (group size), Field visits, Industrial training,
Assignments, Tutorials, Report writing, Games, PBL, Experiential learning, Cooperative learning,
Collaborative learning, Projects, Role play, Debates, Presentations, Quizzes, Self study
6. Assessment Strategies:
Written examination, Oral examination, MCQs, Essays, Short answer questions, Quizzes, Portfolio,
Book review, Problem /Scenario / Situation, Work-based problem , Case analysis , Role Play,
Making a video
References:
31. Participants in Developing Curriculum
Developing or designing a curriculum involves a large
number of persons, both institution based and
community based.
It also involves different levels of planning: the
classroom level, the district level, the state level, the
national level, and even the international level.
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32. Political Arena Participants
The politics of education is concerned with
who benefits and how those benefits are
determined.
Curriculum participants, both educators and
non-educators
To determine what types of curricula will
benefit what students, how to select those
curricula, who will receive the benefits of
particular curricula, and how to deliver those
benefits.
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33. University Arena Participants
The key players would be scholar-experts
curriculum specialists
university management & administration expert
professional educators
Vice-Chancellor, Dean, and Head
teachers and
students.
Less involved but still important players would be
community members and parents.
business people and
politicians.
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34. Strategic Planning for Curriculum Review may
include:
Identifying the mission/goals of the program
Brainstorming on the characteristics of an ideal graduate at
each degree level
Identifying the program strengths and opportunities for
improvement/growth
Writing program learning outcomes (PLO)
Mapping the achievement of learning outcomes across the
curriculum
Mapping program learning outcomes (PLO or PO) and
learning activities (CLO from the relevant courses)
35. Standard 4: Curriculum (BAC)
37
As per the guideline of Bangladesh Accreditation Council
(BAC):
Curriculum must be outcome-based and consistent with
the qualifications framework (QF) of Bangladesh for higher
education.
It should be comprehensive enough to guide the faculty
and students towards systematic attainment of learning
outcomes (LOs) and fulfilment of mission and objectives of
the PoE.
36. Cont.
38
Criterion 4-1: The curriculum of the program is designed
and reviewed following a well-defined procedure by a
specific body or committee with representation from the
industry/employers and alumni.
Criterion 4-2: Curriculum aims at producing graduates
focusing on graduate profile/attributes, that are defined
following the identified needs of the stakeholders and
learning domains in the QF of Bangladesh for higher
education.
37. Cont.
39
Criterion 4-3: Program learning outcomes (PLOs) are
defined within the scope of mission and objectives of the
PoE and aligned with graduate profile/attributes.
Criterion 4-4: Program learning outcomes (PLOs) are
specific, measurable, attainable, relevant and time-bound.
Criterion 4-5: Curriculum of the program is designed in
compliance with the qualifications framework (QF) of
Bangladesh for higher education in terms of graduating
credits and credit value
38. Cont.
40
Criterion 4-6: Program learning outcomes (PLOs) and courses
are aligned to make the content of the curriculum appropriate
and adequate.
Criterion 4-7: In case of Bachelor degree program curriculum
of the program includes minimum 25% of total credits for
general education courses with clearly defined course learning
outcomes and mapped with PLOs and learning domains of QF.
In case of Master’s degree program curriculum of the program
includes minimum 10% of total credits for general education
courses with clearly defined course learning outcomes and
mapped with PLOs and learning domains of QF.
39. Cont.
41
Criterion 4-8: The PoE maintains documented course file
with course plan specifying prerequisite course(s) (if any),
credit value, teaching learning & assessment methods and
facilities/resources that are mapped out as necessary to
facilitate the attainment of course learning outcomes.
Criterion4-9: Provisions of internship/project/dissertation/field
work/work integrated learning opportunities are included in the
curriculum.
41. What is a curriculum model?
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.
42. The Framework Underlying All
Curriculum Models
Content
Assessment
Intro
Teaching
Learning
Products
Resources
Grouping
Extensions
Modifications
KEY CURRICULUM COMPONENTS
43. Curriculum models
Purpose:
To provide a structure for examining
the elements that go to make up
curriculum planning, and how these
elements interrelate.
OBL G. Skill
44. Some of the components of a comprehensive
curriculum unit
Content
Assessment
Introduction/Closure
Teaching Strategies
Learning Activities
Grouping and
Pacing
Products
Resources
Extension Activities
Differentiation
45. 47
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