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1. Aims, Goals and Objectives
of Curriculum
Course : Curriculum Development
B.Ed 1.5 General
Teacher: Dr.Shaista Anwaar Presented by
Umaira Nasim
DEPARTMENT OF EDUCATION UNIVERSITY
OF SARGODHA

2. Curriculum
It is set of activities going on inside or outside of the
school.
It is planned set of instructions or task that educator
usually call goal objectives(Howell & Evan).
The activities deliberately or purposefully planned
inside or outside the school.

3. Aims, goals and objectives
Education is purposeful. It concern with outcomes that
are expressed at several levels.
Aims: The most general level
Goals: Reflect the purpose with outcomes in mind.
Objectives: Reflect the most specific levels of
educational outcomes

4. Aims of Education
Wilson defines AIMS as " general statements that
provide direction or intent to educational action“
Orstein and Hunkins concluded that AIMS serve to:
1: Be general statements that provide shape and
direction to the more specific actions designed to
achieve future product and behavior.
2: Be starting point for ideal/inspirational vision of the
good future

5. Aims of elementary education
Development of knowledge, skills,
positive attitude and development of
society.
Changer of society.
Love for nation.
Developed honesty.

6. Aims of Secondary Education
Promotion of education.
Discover aptitude.
Developed skills and interest.
Best schooling.

7. Aims of Tertiary Education
Promotion of national identity.
Cultural, moral and spiritual identity.
Leadership skills.
Promotion of research and respond to
change the society.

8. Goals
 Goals are statements or intent to be accomplished.
 Goals are statement of purpose with some outcomes in mind.
 According to Wilson goals are “the statement of educational
intention which are more specific than aim”.
 Oliva distinguishes between curriculum goal and instructional
goals.
 Curriculum goal: a purpose in general terms without criteria of
achievement.
 Instructional curriculum: a statement of performance expected
of each student

9. Goals of Education
Statements of purpose with some
outcome in mind
Address certain characteristics of the
learner who attains the goals
Desired outcomes for students as a result
of experiencing the curriculum
Derived from various aims

10. Levels of Goals
Aims become goals when they become
more specific and refer to a particular
school or school system and to a specific
subject area of the curriculum
Goals can be written broadly and
specifically.

11. Objectives
 Objectives are usually specific statement of educational intention which
define either general or specific outcomes.
 Benjamin Bloom and Robert Magyar defined educational objective in
two ways:
 1:Explicit formulations of the ways in which students are expected to be
changed by educative process.
 2:Intent communicated by statement describing proposed change in
learner
 More specific statements of the outcomes of the curriculum or project
being considered
 Statements that enable curriculum decision makers to identify the
particular intent of a particular action

12. Types of Educational Objectives
Program Objectives
Address subjects at particular grade levels
Course Objectives
Relate to particular courses within grade levels
Classroom Objectives
Divided into unit objectives and lesson plan
objectives

13. Guidelines for Formulating
Educational Objectives
 The ABCD method of writing objectives is an excellent starting point
for writing objectives. In this system, "A" is for audience, "B" is for
behavior, "C" for conditions and "D" for degree of mastery needed.
 Matching
 Worth
 Wording
 Appropriateness
 Logical Grouping
 Periodic Revision

14. Taxonomic Levels or Domains of
Objective
Cognitive Domain(Dealing with intellectual abilities;
Approximately 80% of educational objectives fall into this domain;
Most familiar to both instructors, authors and learners)
Affective Domain(Relating to the expression of feelings,
including emotions, fears, interests, attitudes, beliefs, values and
appreciations: Often the most difficult objectives to develop)
Psychomotor Domain(The easiest objectives to write
as the behavior is easily observed and monitored. Psychomotor
skills often involve the use of tools or instruments;“ Hands On”
courses will contain psychomotor objectives)

15. Level of Cognitive Domain
Bloom’s Taxonomy
• Knowledge The knowledge level focuses on memory or recall where the learner recognizes
information, ideas, principles in the approximate form in which they were learned)
• Comprehension(The student should be able to translate, comprehend, or interpret
information based on the knowledge)
• Application(use of knowledge, The student selects, transfers, and uses data and principles to
complete solve a problem)
• Analysis(The student examines, classifies, hypothesizes, collects data, and draws conclusions)
• Synthesis(creative act, The student originates, integrates, and combines ideas into something
that is new to him/her)
• Evaluation(Evaluation is judgment or decision making. The student appraises, assesses or
criticizes on a basis of specific standards and criteria)

16. Levels of Affective Domain
Krathwohl’s Taxonomy
• Receiving
• Responding
• Valuing
• Organization
• Characterization

17. Levels of Psychomotor Domain
Harrow’s Taxonomy
• Reflex Movements
• Fundamental Movements
• Perceptual Abilities
• Physical Abilities
• Skilled Movements
• Nondiscursive Communication

18. Curriculum in Pakistan:
Educational Conference, 1947
 The Quaid-i-Azam Muhammad All Jinnah had a great faith in education as
a potent factor in realizing 'his aim of making Pakistan a truly Muslim state.
He lost no time and directed that an Education Conference be called as
early as November, 1947. In his message to the Pakistan Education
Conference, 1947, he laid down the future education policy by saying:
 "You know that the importance of education and the right type of education
cannot be over-emphasized. Under foreign rule for over a century,
sufficient attention has not been paid to the education of our people, and if
we are to make real, speedy and substantial progress we must earnestly
tackle this question and bring our educational policy and programme on
the lines suited to the genius of our people, consonant with our history and
culture, the modern conditions and vast developments that have take
place all over the world."

19. Education of conference in 1947
 First Education of conference in 1947 describe the views of Quaid-i-Azam
 Consequently in the Conference it was emphasized that Pakistani & have now before
them the opportunity for reorientating their entire educational policy to correspond
closely with times and to reflect the ideals for which Pakistan as an independent state
stands.
 Since curriculum is the nerve system of education, continuous efforts have been made
to modify it and to improve it. Commissions and Committees undertook review of
curricula as an exercise.
 Punjab University Commission 1950-52
The Committee emphasized that each stage should be treated as complete and the courses
of studies should be designed on the basis of continuous process for the whole unit.

20. Six Year National Plan of Educational
Development
 In July 1951 all the ministers and high rank officers were called for determine the
basis for the preparation of the Six year National Plan of Education Development
of Pakistan.
 The principal objectives of the new plan were enumerated as:
 1:To organize education on the sis of the objectives resolution to he embodied in
the, Constitution of Pakistan.
 2:To achieve as comprehensively as possible during the period of six years an
integrated and balanced development of education.
 3:To provide health and physical education.
 4:To eradicate illiteracy from the country.
 5:To provide equal opportunity to all.

21. Board of Secondary Education,
Lahore (1957)
 First five-year plan (1955-60) favoured the creation of Board of Secondary Education to take
over the change of conducting the public examination at the Secondary Education level.
 Class 5th and 8th Board exams
 High School Stage Religious Education shall be the qualifying compulsory subject. Where
Religious Education could not be provided, ethical or Moral Education was temporarily
approved.
 Compulsory Subjects
 Higher Secondary Stage (1) The following were compulsory subjects:
 i. Social Studies three papers (paper-A Pakistan, its constitution, resources and problems in the
context of World Affairs and paper-B and C, Foundation Studies two papers.
 ii. English two papers.


22. The Commission on National
Education (1959)
 Now you enter upon a big educational development in the history of Pakistan since 1947.
 The Commission, as you know, was appointed by the Pakistan Government In December,
1958 and its report was submitted on August 26, 1959. The Preamble of the Commission
Report states:
 “Whereas the educational system of Pakistan is not adequate to meet the needs and
requirements of the nation, it has become necessary to set up a competent body to review, in
consonance with the aspiration of the people of the country, the educational system and to
recommend appropriate measures for its reorientation for the purpose of ensuring an integrated
and balanced development of the education at various stages”
 In order to bring about full development of the child as (a) an individual (b) a citizen (c) a
worker, and (d) a patriot, schools offering, besides a basic core of subjects, should include a
range of optional subjects suited to a student's talent and related to our social and cultural
needs.

23. Curriculum Committee for
Secondary Education
 In July, 1960, the Government of Pakistan appointed the Curriculum Committee for
Secondary Education for implementing the recommendations of the Commission on
National Education.
 The Committee had the following objectives in view:
• Formulate the curriculum and syllabi for secondary education
• To maintain uniform academic standard throughout the country.
• To draw up a general scheme of studies for secondary education by integrating into its
scheme for studies the three parts of secondary education (a) classes VI to VIII (b) classes
IX to X and (c) classes XI to XII.
• To lay down the broad principles for the guidance of Committee of courses for framing
detailed syllabi in individual subjects.
• To 'examine' and coordinate the syllabi prepared by the Committee of course and to ensure
that they constituted an integrated and harmonious whole.

24. The Curriculum Development Process
Since 1970 Reform
 National Education Policy Curriculum reform cycle
 1972 1st Cycle, 1973-76
 1979 2nd Cycle, 1982-85
 1992 3rd Cycle, 1992-95
 1998 4th Cycle, 1998-01
 The following six-phase strategy has been adopted for implementing curriculum change:
1. Evolution of curriculum objectives (by level);
2. Development of scheme of studies (by level);
3. Development of syllabus of each subjects;
4. Development of textbooks/instructional materials;
5. Review/approval of textual material;
6. Teacher training.

26. New Education Policy, 1970
 New Education Policy was formulated in March 1970, with the
following basic concepts inspiring the goals/and guidelines of
education development
1. Preservation and inclusion of islamic values
2. Reorientation of islamic values
3. Education as an instrument of change
4. Quality in education
5. Decentralization of education administrations

27. Education Policy I972-80
1.Building up national cohesion
3. Maturing total personality
4. Providing a comprehensive programme of studies
Education Policy I972-80 was introduced with the objectives of:
1) Preservation ,Promotion and Practice of basic ideology of Pakistan
2) Building up national cohesion
3) Maturing total personality
4) Providing a comprehensive programme of studies

28. 1992-2000 Education system
 After a period of about years a new National Education Policy was
announced called the National Education 1992-200 which
emphasised the importance of an Islamic order enabling the,
students to understand the message of the Holy Quran, imbibe the
spirit of Islam, and appreciating its world view in the context of
scientific and technological advancements. This policy endorsed
some of the factors such as limited financial resources, poor
appreciation of educational priorities inadequate delivery system,
population pressure, low participation of education, poor quality of
teaching, overloaded textbooks, lack of self-learning etc.

29. Current Practice
 In Pakistan four distinct systems of education and examinations are being followed i.e. public
school system, private school system, Deeni Madaris system and non-formal education system.
Each one follows different curricula and assessment systems resulting in wide range of
inequalities and disparities. Uniformity in curricula and standards has, therefore, become a
matter of great concern.
 All the federating units realized the need for creation of national forum to address these
concerns constituted a national coordinating body called National Curriculum Council (NCC)
consisting of three members from each Province/Area, one each from Curriculum Bureaus,
Textbook Book Boards, and Education Department.
Functions of NCC National Curriculum Council
 Develop Minimum National Standards in all subjects and for all grades (preprimary to XII)
 Development of National Curriculum Framework in consultation with all stakeholders.
 Conduct research in Curriculum, teachers' training and assessment.
 Develop Linkages and networking amongst all concerned institutions at both the national and
international levels.
 Coordination, development and revision of uniform minimum quality standards in curriculum.

30. Conceptions of Objectives
Taba
School-wide outcomes
Unit, course or grade level program outcomes
Ornstein
program objectives
course objectives
classroom objectives
Posner and Rudnitsky
Intended Learning Outcomes

31. Approaches to Educational Objectives
Behaviorist
Managerial
Systems
Humanistic
Reconceptualist

32. Behavioral
technical/scientific
concern for specificity
we can identify essential learnings
compartmentalization of curriculum
defined scope and sequence
convergent emphasis on curricular learnings

33. Systems/Managerial
Systems and organizational Theories
Interrelatedness of the parts of the organization
Objectives are part of the total process of decision
making and curriculum implementation
Management by objectives
Curriculum as a system of related components

34. Humanistic
Focus on the person
Personal growth, joy of learning, respect for
others
Curriculum seen as divergent
Opportunities for students to explore, to
become self-directed

35. Reconceptualists
Political and social posture with a theoretical
critique
Empower individual to be more fully human,
socially sensitive, and existential
Curriculum is emergent- concern with those
processes that allow for control of one’s
learning

36. Conclusion
To conclude the topics of aims, goals and
objectives we come to know that without
Aims, Goals and Objective we are unable
to Execute any work.
Curriculum is still in processing of mode
of Education.

37. Refrences
 thesecondprinciple.com/instructional-design/writingcurriculum/
 National Education Policy and Implementation Programme 1978, Government of Pakistan,
Ministry of Education, Islamabad.
 New Education Policy, 1970, Government of Pakistan, Ministry of Education and
Provincial, Government of Pakistan, Islamabad.
 Report of the Commission on National Education, 1959, Government of Pakistan, Ministry
of Education, Islamabad.
 Report of the Curriculum Committee for Secondary Education, 1980.
 Aiou Development of Curriculum in Pakistan
 https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-
outcomes/appendix-c-taxonomies-of-educational-objectives/

38. Thank You