Curriculum Vs Syllabus

1. Getting To Know
Curriculum and Syllabus
Presented by:
Huma Nisar & Saherish Aqib

2. “ Curriculum”
The term, ‘curriculum’ is derived from the
Latin word "Currere" which means to
run/to proceed. Currere refers to the
‘course of deeds and experiences through
which children grow to become mature
adults.’

3. Definitions of Curriculum
A curriculum consists of the "roadmap" or "guideline" of
any given discipline.
Curriculum is what the school is attempting to teach,
which might include social behaviors as well as content
and thinking skills.
Curriculum typically refers to the knowledge and skills
students are expected to learn, which includes
the learning standards or learning objectives they are
expected to meet; the units and lessons that teachers
teach; the assignments and projects given to students;
the books, materials, videos, presentations, and readings
used in a course; and the tests, assessments, and other
methods used to evaluate student learning.

4. Curriculum
• It’s a framework for a level.
• Level objectives, No. of subjects, structure of each
subject, working hours, nature of evaluation,
assignments, etc. are given in curriculum e.g.
Curriculum for:
• Early childhood Education
• Primary Level
• Elementary Level
• Secondary Level
• B.Ed/M.Ed

5. What is Syllabus?
• A syllabus gives a more focused outline
for particular subjects e.g.
• Syllabus for:
• The subject of mathematics class III
• The subject of English class VIII
• The subject of computer Science class VI

6. Syllabus vs Curriculum
BASIS FOR
COMPARISON
SYLLABUS CURRICULUM
Origin Syllabus is a Greek
term.
Curriculum is a Latin
term.
Meaning Syllabus is the
document that
contains all the
portion of the
concepts covered in a
subject.
Curriculum is the
overall content,
taught in an
educational system
or a course.
Set for A subject A course
Nature Descriptive Prescriptive
Scope Narrow Wide
Set out by Exam board Government or the
administration of
school, college or
institute.
Term For a fixed term,
normally a year.
Till the course lasts.
Uniformity Varies from teacher
to teacher.
Same for all
teachers.

7. The Need for Curriculum
• Human Capital Development
• Social reconstruction
• Cultural reproduction
• Cultural diversity
• Self-actualization

8. Stakeholders in the Curriculum
Stakeholders
in the
Curriculum
Ministry of
education
Society
Institutions
and
industries
Communities
and Parents
Students
Federal
Government

9. Fundamentals of Curriculum
Education Philosophy
Education Policy
Individuals Society
Personal, Social,
Academic
And
Economy needs
Personal, Social,
Academic
And
Economy needs

10. Contributors of Curriculum
Schools
• Leaders
• Teachers
• Students
• Subject specialists
Specialist Groups
• University professors
• Vocational educators
• Curriculum Specialists

11. Contributors of Curriculum
Govt. Departments
• Education Departments
• District Education Offices
Beneficiaries
• Industries
• Special interests groups
• Service institutions
• Educational Institutions

12. Key Components of Curriculum Process
Aims and
Needs
Goals &
Objectives
Content
Selection
Orientation
& Method
Evaluation

13. Methods of Curriculum Construction
Methods
Concentric
Regional
LinearMixed
Unit

14. Concentric Method
Same unit is included on different standards with
increasing difficulty level, an details
III
II
I Food and Energy
Food Chain &
Food Web
Food Pyramid

15. Regional Methods
 The study starts from local to global.
 Geographical distance increase as with standards.
Local District Province National Global

16. Linear Method
• A main concept is divided in to subunits.
• First few sub units covered on lower level, remaining
covered on next level.
Class IV
(DMAS Rule)
Class V
(BODMAS Rule)

17. Unit Method
• The topic is not related with other topics in the
syllabus.
• The topic is from different branch of the subject .
• Example – Arithmetic, Geometry, Algebra (different
branches of mathematics).

18. Mixed Method
In mixed method curriculum, two or more methods are used to construct a curriculum.
It’s a combination of variety of methods.
Few topics by regional, few by unit method and few by concentric.
Generally this method is adopted at school level.

19. Schools and Curriculum
• Schools are varied and large in number
• Curriculum provides a source for common standards
• Curriculum influences quality of schooling, school
activities and teaching learning process