Subject-centered design • Learner-centered design • Teacher- centered design • Activity based curriculum • Core Curriculum Curriculum Design • Hidden Curriculum • Integrated Curriculum

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Unit 2. Designs of Curriculum
Curriculum Design:
Curriculum design is an image of curricula parts and how they fit together. Most commonly refers to
"arrangement of the components or elements of a curriculum".
Instructional Design:
It refers to specifically one component, the potential experiences of students, teaching methodology, and
learning activities.
Basic components for curriculum design
Types of Curriculum Design: There are three basic types of curriculum design:
• Subject-centered design
• Learner-centered design
• Teacher- centered design
• Activity based curriculum
• Core Curriculum
Curriculum Design
Selection and Organization of Learning
Experiences
Selection and Organization of Subject
Matters
Aims, Goals, and
Objectives
Learning
Activities
Evaluation
Content/Subject
Matters

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
• Hidden Curriculum
• Integrated Curriculum
2.1 Subject-Centered Curriculum Design
Subject-centered curriculum design revolves around a subject matter or discipline. 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. Subject-centered curriculum design describes what needs to be studied and
how it should be studied.
Characteristics:
1. It focuses on ‘’content’’ of curriculum.
2. It corresponds through ‘’text books’’ in curriculum.
3. It prescribes different and separated books into one broader field.
4. Mastery on subject in central task.
5. The scope of fields depends on number of subjects.
6. Text-books are the only instrument of instruction and teaching.
7. Learning is in sequence and step-by-step.
5. Evaluation the extent of mastery of what was taught
4. Organization of learning experiences
3. Desiding upon learning experiences related to mastery on subject matters
2. Determinition of Objectives
a. Topic area within the subjects to be coverd
b. Definition of importants generalization c. Identification of intellectual descipline
The Subject-Centered Curriculum Design
1. Subjects to be Taught

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
8. Inter-relationship among subjects is not stressed.
9. It focuses on ‘’WHAT’’ rather than ‘’HOW’.
10.It gives knowledge into bits and pieces.
11.Library is the main source of giving knowledge.
2.2 Learner-Centered Curriculum Design
In contrast, learner-centered curriculum design takes everyone’s needs, interests, and goals into consideration.
In other words, 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.
Instructional plans in a learner-centered curriculum are differentiated, giving students the opportunity to choose
assignments, learning experiences or activities. John –Dewey’s contribution is an important one. He developed
and organized several learning activities to promote learner centered curriculum.
Principles of Learner-Centered Curriculum Design
 Freedom to develop naturally.
 Interest is the motive of all work.
 Teacher is a guide not a task – master.
 Scientific study of pupil development.
 The progressive school a leader in educational
movement.
 Co-operation between the school and home to
meet the needs of child-life
Forms of Learner learner-centered curriculum design
1. Humanistic Design 2. The activities and experiences
It includes to This form emphases on
• Active participation of learners.
• Students learn through self-
experiences.
• Learning is an active transmission.
• Students activities in laboratory,
library, fields, classrooms.
• Integration of subject matters.
• Teaching methodology.
• John Dewey’s “learning by doing”.
• Provide conducive environment for learning
• Focuses on learning environment more.
• Featured humanistic approach of psychology.
• May refer subject matters as guidance.
• Emphasize of self-learning, self-efficacy.
• Independent learning, caring, and support.

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Characteristics:
1. This type of design give importance to the learner and considers child as center of interest which is natural
approach.
2. The of child is an important factor.
3. Teachers role is not that a task-master but that of a guide and facilitator.
4. It gives several options to students to develop their ability and skills.
5. Students are actively involved in planning and evaluation in general and specific.
6. It points out “the more experience in life, a child has the more eager he will to learn”.
2.3 Teacher-centered curriculum
In teacher centered education, students pull all their focus on the teacher. The teacher talks, while the student
exclusively listen. It is primary role of teacher to pass knowledge & information onto their students. In this
approach, teaching & assessment are viewed as two separate entities. Student learning is measured through
objectively scored test & assessment. According to John Miller, “Curriculum frameworks the teacher-centered
approach related to three positions such as transmission, transaction and transformation.
1. Transmission: - The action or process of transmitting knowledge in to learners.
2. Transaction: - What knowledge is achieve and gain as learning outcome.
3. Transformation: - Permanent and positive changes in behavior of learners.
Main features:
• The underlying concept of the teacher centered approach is based on traditional pedagogy where in
knowledge is passed from teacher to children.
• The sharing knowledge and learning contents from teacher to children subject standards and methods
are determined by the teacher.
• This design corresponds that “learning occurs by the transmission of knowledge from the teacher to
student”.
• In this approach the teacher is center of attention.
• This type of curriculum design emphasis on teacher’s involvement in curriculum development.
• Teacher participates in several learning activities.

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Role of teacher in teacher-centered Curriculum Development:
1. Adopters: - Teacher became ready to adopt and accept curriculum significantly.
2. Implementers: - Role to apply curriculum efficiently.
3. Developers: - A role to take part in curriculum development.
4. Researchers: - Role to conduct research to bring changes in curriculum development.
5. Experimenters: - Role to Experiment teacher-learning relationship positively.
2.4 Activity Based Curriculum
An Activity based curriculum has a long history. The title "Activity Curriculum", however, until 1920 this
approach was not very popular in use. Although Dewey used the expression "Activity Program" as early as 1897
in a talk to the parents and teachers at his laboratory school in Chicago (U.S.A.). Activity is the natural urge of
the child. He wants to do things by himself.
Activity is “a thing that a person or a group does or has done lively action or movement”. Activity based
curriculum determine the genuine need and interest of learner which is turn from the basic of curriculum. An
importance of claim of this approach is that “people only learn what they experience.” According to A.K Gandhi
education is a development of all aspect i-e body, mind, and sprit. So, mind without activities cannot develop
the personality perfectly.
Component of Activity Based Curriculum
Activities should have:
• A clear purpose or objective
• A definite beginning and ending
• Contain complete and understandable directions
• Include a description of the technology or tool being used in the exercise.
• A feedback mechanism
Advantages
o The most importance feature of activity of learning based curriculum “learning by doing”
o The method also promotes better understanding of a lesson by participating the task themselves.
o It inspires the students to apply their creative ideas, knowledge and mind in solving problems.

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
o It is one of the teachers centered method of teaching.
o Here the experience student is getting here.
o Participation of the student is there.
2.5 Core Curriculum
The Core Curriculum is the set of common courses required of all undergraduates and considered the necessary
general education for students, irrespective of their choice in major. A Core curriculum collectively define
district-wide system that include
• A set of courses that are considered basics and essentials for futures.
• It is a set of educational goals, explicitly taught, and focused on all students involve in learning.
• It is set of predetermined body of skills, knowledge, and abilities that is taught to all students.
• There is assumption that there is uniform body of knowledge that all students should know.
• The content and sequences of subject matters are taught and assessed on performance based.
• Sequence of equivalent & equitable Learning experience
• Common instruction materials & strategies
Characteristics of Core Curriculum
1. This design focuses on the set of learning experiences that are felt to be essential for all students.
2. In school, a general education is the goal of the core curriculum.
3. Problem solving through reflective thinking is encouraged.
4. All courses will introduce students to a broad discipline or field of study.
5. subject mattes line is cut across and attention is given to the need of students.
6. cooperative teaching-learning environment is supportive.
Core general education based on common themes
that are universally required
Group A
Group D
Group B
Group C
Universally shared knowledge, skills, activities, inquiry, discourse, responsibilities,
and understandings.

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
7. individual respect is promoted.
8. focuses on performance-based assessment.
9. learners have the opportunity of self-evaluation.
The hidden or covert curriculum
A hidden curriculum can be defined as the lessons that are taught informally, and usually unintentionally, in a
school system. These include behaviors, perspectives, and attitudes that students pick up while they're at
school. This is contrasted with the formal curriculum, such as the courses and activities students participate in.
Longstreet and Shane (1993) offer a commonly accepted definition for this term – the “hidden curriculum,”
which refers to the kinds of learnings children derive from the very nature and organizational design of the
public school, as well as from the behaviors and attitudes of teachers and administrators”. The following
examples will help to illustrate the concept and how it might play out in institution:
Cultural expectations: The academic, social, and behavioral expectations established by schools and
educators communicate messages to students.
Cultural values: The values promoted by schools, educators, and peer groups, such as cliques, may also
convey hidden messages.
Cultural perspectives: How schools recognize, integrate, or honor diversity and multicultural perspectives
may convey both intentional and unintended messages.
Teaching strategies: The way that schools and teachers choose to educate students can convey both
intentional and unintended messages.
Institutional rules: The formal rules in a school may communicate a wide variety of intentional and
unintentional messages to students.
Religious perspective: The rules, regulations, ethics, values, principles, and practices may communicate a
wide variety of messages to students.
2.6 Integrated Curriculum
An integrated study is one in which children broadly explore knowledge in various subjects related to certain
aspects of their environment. According to Roberts & kellough, (2000) “The term integrated curriculum refers
to a way of teaching, planning, & organizing so the discrete disciplines of subject matter are integrated and match

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
the developmental needs of the learner, help to meaningfully connect the student’ learning to their current and
past experiences”. It includes:
• Problem concerns real to the student and real in the community.
• Student and teacher work together to select the specific topic of interest to them and together they plan
how, when, where and why they pursue it.
• Develop essential skills intrinsic to their learning.
Approaches of Integrated Curriculum
Multidisciplinary Integration: Multidisciplinary approaches focus primarily on the disciplines. Teachers who
use this approach organize standards from the disciplines around a theme.
Intradisciplinary Approach. When teachers integrate the subdisciplines within a subject area, they are using
an intradisciplinary approach. Integrating reading, writing, and oral communication in language arts is a common
example.

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Transdisciplinary Integration
In the transdisciplinary approach to integration, teachers organize curriculum around student questions and
concerns.
Fusion. In this multidisciplinary approach, teachers fuse skills, knowledge, or even attitudes into the regular
school curriculum.

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Curriculum Design and Instruction by Miss. Hina Jalal (PhD scholar GCUF)
Relationship among Curriculum Designs
Learned
Curriculum
Recommende
d Curriculum
Tested
Curriculum
Taught
Curriculum
Supported
Curriculum
Written
Curriculum
Hidden
Curriculum
International Curriculum
The written curriculum is an
important component of
authentic literacy—the ability to
read, write, and think effectively
The taught curriculum is the
delivered curriculum, a curriculum
that an observer sees in action as
the teacher teaches.
The supported curriculum is
the curriculum as reflected in
and shaped by the resources
allocated to support and deliver
it.
The tested curriculum is that set
of learnings that is assessed in
teacher-made classroom tests; in
district-developed, curriculum-
referenced tests; and in
standardized tests.
The term learned
curriculum is used
here to denote all
the changes in
values, perceptions,
and behavior that
occur because of
school experiences.
As such, it includes
what the student
understands, learns,
and retains from
both the intentional
curriculum and the
hidden curriculum.
The hidden
curriculum might be
those aspects of the
learned curriculum
that lie outside the
boundaries of the
school’s intentional
effort, as, social
values, norms,
cultures, ethics, etc.