curriculum types

1. CURRICULUM & It’s
TYPES
Mr. Rajesh Sachdeva
Assistant Professor,

2. Curriculum
• The word "curriculum" began as a Latin word
which means"arace"or "the courseof arace"
• Curriculum means that students have to do all
the activities to finish a program of study and
achieve the intended learning goals.

3. Syllabus-Curriculum Differences Chart
BASIS FOR COMPARISON SYLLABUS CURRICULUM
Meaning
Syllabus is the document that
contains all the portion of the
concepts covered in asubject.
Curriculum is theoverall
content, taught in an
educational system or a
course.
Origin Syllabus is a Greekterm. Curriculum is a Latinterm.
Set for
Nature
Scope
A subject
Descriptive
Narrow
Set outby Exam board
A course
Prescriptive
Wide
Government or the
administration of school,
college orinstitute.
Term Till the courselasts.
Uniformity
For a fixed term, normallya
year.
Varies from teacherto
teacher.
Same for allteachers.

4. Components of a Curriculum
• Assessment
• Introduction/Closure
• Teaching Strategies
• Learning Activities
• Content  Grouping and Pacing
 Products
 Resources
 Extension Activities
 Diversity

5. 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

6. Types of Curriculum
• Subject/Teacher Centered Design
• Learner Centered Design
• Activity Based Curriculum
• Integrated Curriculum
• Core Curriculum
• Hidden Curriculum
• Null Curriculum

7. Subject/Teacher Centered Design
• The subject centered curriculum is based on subject. All
knowledge is transferred to student through the
subjects.
• For example, a subject-centered curriculum may focus
on math or biology. This type of curriculum design tends
to focus on the subject rather than the individual.
Objectives of Subject/Teacher Centered Curriculum
• To transfer cultural heritage
• To represent knowledge
• To impart information

8.  Less Innovation
 Students simply memorize what they need to know
in order to pass a test , instead of actually learning
it.
 Teachers are teaching the students to think inside the
box in order to pass the exams.

9. Learner Centered Curriculum
• It is according to the interest and tendency of
children.
• It acknowledges that students are not uniform
and adjusts to those student needs. Learner-
centered curriculum design is meant to empower
learners and allow them to shape their education
through choices.

10. Subject Centered V/S Learner-
Centered Curriculum
Subject-Centered Learner-Centered
 Focus is on instructor  Focus is on both students and instructor
 Instructor talks; students listen  Instructor models; students interact with instructor
and one another
 Instructor monitors and corrects
utterance
every student  Students talk without constant instructor
monitoring
 Instructor chooses topics  Students have some choice of topics
 Instructor answers student’s questions about  Students answer each other’s questions, using
language instructor as an information resource
 Classroom is quite  Classroom is often noisy and busy
 Instructor evaluates student learning  Students evaluate their own learning; instructor
also evaluates

11. Activity Based Curriculum
• Active Learning is, in short, anything that students do in
a classroom other than merely passively listening to an
instructor's lecture.
• This includes everything from listening practices which
help the students to absorb what they hear, to short
writing exercises in which students react to lecture
material, to complex group exercises in which students
apply course material to "real life" situations and/or to
new problems.

12. Integrated Curriculum
• “Integrated curriculum is basically adding
another element to existing materials or
activities.
• What usually ends up happening is the
child adds that element to their play or
exploration. And that stimulates more
curiosity and possibilities, which exercises
their thinking skills.”

13. Integrated Curriculum
• Teachers of different subjects within
an existing curriculum can determine
collectively the extent to which other
domains are addressed already in their
teaching and learning programs (for
example, Thinking, ICT, Interpersonal
Learning, etc. within English, or
History, etc.)

14. Core Curriculum
• ‘Core’ refers to the ‘heart’ of experiences every
learner must go through. Or
• Fundamental knowledge that all students are
required to learn in school.
• A core curriculum is a curriculum which is
considered central and usually made mandatory for
all students of a school or school system.
e.g As in mathematics all pupils need to acquire
proficiency in addition, subtraction, multiplication,
and division.

15. Hidden Curriculum
Hidden curriculum refers to messages communicated
by the organization and operation of schooling apart
from the official or public statements of school
mission and subject area curriculum guidelines. The
messages of hidden curriculum usually deal with
attitudes, values, beliefs, and behavior.

16. Null Curriculum
• The null curriculum is that which is
not taught in schools.
• Eisner (1994) suggests that what
curriculum designers and/or teachers
choose to leave out of the curriculum—
the null curriculum—sends a covert
message about what is to be valued (p.
96-97).

17. Null Curriculum
• “What children don’t learn is as important as
what they do learn. What the curriculum
neglects is as important as what it teaches”
(Eisner).
• “Curriculum design has become more an
issue of deciding what you won’t teach as
well as what you will teach. You cannot do
it all. As a designer, you must choose the
essential”.