Allama Iqbal Open University Islamabad

Assignment: 2nd

DEGREE B.Ed. 1.5 Years

SEMESTER 1st spring 2023

COURSE CODE 8603

 Q.1
What is curriculum organization? Explain the criteria for effective curriculum
organization.
Curriculum organization refers to the process of structuring and arranging the content, activities, and
assessments of a curriculum to promote effective teaching and learning. It involves making decisions about
what topics to include, how they will be sequenced, and how they will be presented to students. Effective
curriculum organization is essential for providing a coherent and meaningful learning experience for
students.
Here are some criteria for effective curriculum organization:
Alignment with educational goals:
The curriculum should be aligned with the overall educational goals and objectives of the institution or
educational system. It should clearly articulate what students are expected to learn and be able to do by the
end of the curriculum.
Sequencing and progression:
The curriculum should be organized in a logical and progressive manner, with topics and concepts building
upon one another. It should consider the developmental readiness of students, ensuring that prerequisite
knowledge and skills are taught before more complex ideas.
Clear learning outcomes:
Each unit or topic within the curriculum should have clear and specific learning outcomes. These outcomes
define what students should know, understand, or be able to do after completing the unit. Learning outcomes
provide guidance for teachers and help students understand what is expected of them.
Balance and coverage:
The curriculum should provide a balance between breadth and depth of content. It should cover essential
topics and concepts while avoiding unnecessary overload. A well-organized curriculum ensures that
important areas are adequately covered within the available time.
Coherence and integration:
The curriculum should promote coherence by establishing connections between different subjects or topics
within the curriculum. It should integrate related concepts and skills across disciplines to help students see
the interconnectedness of knowledge.
Engaging and meaningful learning experiences:
The curriculum should provide opportunities for active, hands-on learning experiences. It should
incorporate a variety of instructional strategies and resources to engage students and make learning
meaningful and relevant to their lives.
Assessment and feedback:
The curriculum organization should include appropriate and aligned assessments to measure students'
progress and understanding. Assessment tasks should reflect the learning outcomes and provide meaningful
feedback to guide further learning and instruction.
Flexibility and adaptability:
A well-organized curriculum allows for flexibility and adaptability to meet the diverse needs of students. It
should provide opportunities for differentiation, catering to different learning styles, abilities, and interests.
Reflection and improvement:
Effective curriculum organization involves ongoing reflection and evaluation. Teachers and curriculum
developers should regularly review and assess the curriculum's effectiveness, making necessary adjustments
and improvements based on feedback and evidence of student learning.
By considering these criteria, curriculum organizers can create a structured and effective curriculum that
supports student learning and achievement.

Q.2
Discuss the importance of educational objectives of Bloom's Krathwal's and Harrow's
taxonomies in curriculum development process.
The educational objectives of Bloom's Taxonomy, Krathwohl's Taxonomy, and Harrow's Taxonomy play a
crucial role in the curriculum development process. These taxonomies provide a framework for categorizing
and organizing learning objectives based on the cognitive complexity and depth of understanding required.
Here's a discussion on the importance of these taxonomies:
Bloom's Taxonomy:
Bloom's Taxonomy, developed by Benjamin Bloom in the 1950s, classifies learning objectives into six
hierarchical levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It focuses
on cognitive processes and provides a progression from basic knowledge acquisition to higher-order
thinking skills. The importance of Bloom's Taxonomy in curriculum development includes:
a. Clarity of objectives: Bloom's Taxonomy helps educators clearly define and articulate learning
objectives. It assists in specifying the desired cognitive outcomes for each topic or unit, ensuring that
teachers and students have a shared understanding of the intended learning.
b. Curriculum alignment: By utilizing Bloom's Taxonomy, curriculum developers can ensure that the
curriculum aligns with the desired level of cognitive complexity. It helps in creating a balanced curriculum
that encompasses a range of cognitive skills and promotes holistic development.
c. Assessment design: Bloom's Taxonomy provides guidance for designing assessments that align with the
learning objectives. It helps in developing assessment tasks that measure students' understanding, critical
thinking, and problem-solving abilities at appropriate cognitive levels.
Krathwohl's Taxonomy:
Krathwohl's Taxonomy, a revision of Bloom's Taxonomy by a team led by David Krathwohl, emphasizes the
affective domain and adds a dimension of knowledge complexity. It includes five categories: Remembering,
Understanding, Applying, Analyzing, and Evaluating/Creating (which are seen as a single category). The
importance of Krathwohl's Taxonomy in curriculum development includes:
a. Holistic approach: Krathwohl's Taxonomy recognizes the importance of the affective domain, which
includes attitudes, values, and emotions. It encourages educators to incorporate affective objectives into the
curriculum, promoting the development of students' attitudes, beliefs, and ethical reasoning.
b. Reflective learning: The taxonomy's inclusion of the Evaluating/Creating category emphasizes the
importance of critical thinking, reflection, and the ability to generate original ideas. It encourages students to
engage in higher-order thinking processes and develop creativity and problem-solving skills.
c. Depth of knowledge: Krathwohl's Taxonomy provides a framework for distinguishing between different
levels of knowledge complexity. It helps curriculum developers ensure that the curriculum progresses from
foundational knowledge and understanding to more advanced levels of application, analysis, and evaluation.
Harrow's Taxonomy:
Harrow's Taxonomy, developed by Robert Harrow, focuses on psychomotor skills and categorizes objectives
into five levels: Reflex movements, Basic fundamental movements, Perceptual abilities, Physical abilities,
and Skilled movements. The importance of Harrow's Taxonomy in curriculum development includes:
a. Skill development: Harrow's Taxonomy emphasizes the acquisition and progression of psychomotor
skills. It is particularly relevant in curriculum areas that require physical coordination, such as physical
education, performing arts, and vocational training. It provides a systematic approach to skill development,
ensuring a logical progression of learning objectives.
b. Curriculum alignment: Harrow's Taxonomy helps curriculum developers align the learning objectives
with the desired level of motor skill development. It assists in creating a curriculum that encompasses a
range of motor skills, from basic to advanced, and provides a foundation for students' physical abilities and
coordination.
c. Instructional planning: Harrow's Taxonomy guides teachers in designing instructional strategies and
learning experiences that support the development and refinement of psychomotor skills.

Q.3
Discuss some common problems of subject curriculum. How these can be overcome?
Explain.
Subject curricula may face various common problems that can hinder effective teaching and learning.
Some of these problems include:
Overloaded curriculum:
A common problem is when the curriculum is excessively packed with content, leaving little time for in-
depth understanding and critical thinking. This overload can lead to superficial learning and a lack of
conceptual mastery. To overcome this, curriculum developers can prioritize essential concepts and skills,
removing non-essential content to create a more focused and manageable curriculum. Emphasizing depth
over breadth allows for deeper understanding and application of knowledge.
Lack of relevance:
When the curriculum does not connect with students' interests, experiences, or real-world contexts, it can
result in disengagement and reduced motivation to learn. To address this, curriculum developers should
strive to incorporate real-life examples, current events, and practical applications of concepts within the
curriculum. They can also seek student input and feedback to ensure the curriculum reflects their needs and
interests.
Insufficient differentiation:
Students have diverse learning needs, abilities, and interests. If the curriculum does not address these
differences, some students may struggle to keep pace, while others may not be adequately challenged.
Curriculum developers should consider incorporating differentiation strategies, such as offering multiple
pathways or enrichment opportunities, providing varied resources and instructional materials, and allowing
for flexible grouping to meet individual student needs.
Lack of coherence:
A fragmented curriculum, where concepts and skills are taught in isolation without clear connections, can
impede students' ability to make meaningful connections and apply knowledge across different subjects.
Curriculum developers should emphasize interdisciplinary connections and promote coherence by
integrating related concepts and skills across subjects. They can also provide guidance and resources to help
teachers facilitate these connections in their instruction.
Assessment misalignment:
Misalignment between curriculum objectives and assessment methods can lead to confusion and
mismatched expectations. If assessments focus primarily on rote memorization or recall rather than higher-
order thinking skills, students may not develop the desired depth of understanding. To overcome this,
curriculum developers should ensure that assessments align with the intended learning outcomes and reflect
the desired cognitive complexity. They can provide guidance and examples of authentic assessment tasks
that require critical thinking, problem-solving, and application of knowledge.

Lack of teacher support and professional development:

Teachers play a crucial role in implementing the curriculum effectively. However, if they do not receive
adequate support and professional development opportunities, they may struggle to deliver the curriculum as
intended. To address this, schools and educational institutions should provide ongoing professional
development to enhance teachers' content knowledge, pedagogical skills, and understanding of the
curriculum. Collaboration and mentoring opportunities can also support teachers in implementing the
curriculum effectively.
Inadequate resources and materials:
Insufficient access to quality resources and materials can hinder effective curriculum implementation.
Curriculum developers should ensure that schools have access to appropriate textbooks, supplementary
materials, technology resources, and other educational tools to support teaching and learning. They can
collaborate with publishers, educational organizations, and institutions to develop or curate resources that
align with the curriculum.

To overcome these common problems, it is essential for curriculum developers to engage in ongoing
reflection, evaluation, and revision of the curriculum. Gathering feedback from teachers, students, and other
stakeholders can provide valuable insights for improvement. Collaboration among curriculum developers,
teachers, and administrators is crucial to address these challenges and create a curriculum that meets the
needs of students and promotes effective teaching and learning.

Q.4
Discuss in detail the objectives of English as compulsory subject at primary, secondary
and upper secondary level in Pakistan.
In Pakistan, English is widely recognized as a compulsory subject at the primary, secondary, and upper
secondary levels. The objectives of teaching English at each level are as follows:
Primary Level (Grades 1-5):
a. Basic Communication Skills: The primary objective is to develop basic communication skills in English.
This includes listening, speaking, reading, and writing skills. Students should be able to understand and
respond to simple instructions, greetings, and everyday conversations.
b. Vocabulary and Grammar: Students should acquire a basic vocabulary and grasp fundamental
grammatical structures. They should be able to use simple sentences and apply basic rules of grammar, such
as verb tenses, plural forms, and sentence structure.
c. Reading Comprehension: The objective is to develop reading comprehension skills. Students should be
able to read and understand short texts, identify main ideas, make simple inferences, and answer questions
based on the text.
d. Writing Skills: Students should learn to express their thoughts and ideas in written form. They should be
able to write short paragraphs, letters, and simple narratives using correct grammar, punctuation, and
spelling to convey their message effectively.
Secondary Level (Grades 6-10):
a. Expanded Vocabulary and Grammar: The objective is to enhance students' vocabulary and
grammatical knowledge. They should acquire a wider range of vocabulary, idiomatic expressions, and more
complex grammatical structures to express themselves more fluently and accurately.
b. Reading and Comprehension: The focus is on improving reading comprehension skills. Students should
be able to read and comprehend various types of texts, including literary pieces, informational texts, and
articles. They should understand the main ideas, analyze and interpret the content, and make connections
between different texts.
c. Writing Skills: The objective is to develop effective writing skills. Students should learn to write
coherent and well-structured essays, reports, letters, and narratives. They should demonstrate proficiency in
organizing ideas, using appropriate language, and employing different writing styles and genres.
d. Speaking and Presentation Skills: Students should develop their speaking and presentation skills. They
should be able to participate in discussions, express their opinions, and deliver presentations on various
topics. Emphasis should be placed on clarity of expression, logical organization, and effective use of
language.
e. Critical Thinking and Analysis: The objective is to foster critical thinking and analytical skills. Students
should be able to analyze and evaluate texts, identify literary devices, recognize different perspectives, and
draw logical conclusions from the information presented.
Upper Secondary Level (Grades 11-12):
a. Advanced Communication Skills: The objective is to enhance students' proficiency in English. They
should be able to communicate confidently and fluently in both spoken and written English, demonstrating a
wider range of vocabulary, advanced grammatical structures, and accurate pronunciation.
b. Literature Appreciation: The focus shifts to the study of literature. Students should develop an
appreciation for literary works, including poetry, plays, novels, and short stories. They should be able to
analyze literary elements, interpret themes and symbols, and critically evaluate the messages conveyed by
the texts.
c. Advanced Writing Skills: Students should further refine their writing skills. They should be able to write
analytical essays, research papers, argumentative essays, and creative pieces. They should demonstrate
proficiency in conducting research, synthesizing information, and presenting well-structured arguments.
d. Oral Presentations and Debates: Students should be able to deliver articulate and well-structured
speeches, engage in debates, and participate in group discussions. They should demonstrate effective
communication skills, persuasive abilities, and the ability to express complex ideas coherently.
e. Language Proficiency: The objective is to develop a high level of language proficiency, including
accurate grammar usage, advanced vocabulary, and idiomatic expressions. Students should demonstrate
mastery of the English language and use it confidently and appropriately in a variety of contexts.
These objectives aim to equip students with the necessary English language skills for effective
communication, critical thinking, and academic success at different levels of education in Pakistan.
 Q.5
Compare and contrast the various models of conceptual framework for curriculum
development. Suggest a suitable model for Pakistan and give the reason for its selection.
There are several models of conceptual frameworks for curriculum development, each with its own
approach and emphasis.
Let's compare and contrast three common models: the Tyler model, the Taba model, and the Wheeler model.
Tyler Model:
The Tyler model, developed by Ralph Tyler, emphasizes a systematic and linear approach to curriculum
development. It consists of four key steps: identifying educational objectives, selecting appropriate learning
experiences, organizing the curriculum, and evaluating its effectiveness. This model is focused on defining
clear objectives and aligning teaching and learning experiences with those objectives.
Taba Model:
The Taba model, developed by Hilda Taba, takes a more holistic and interactive approach to curriculum
development. It involves a continuous cycle of three stages: diagnosis, prescription, and evaluation. The
model emphasizes starting with students' needs and interests, involving teachers and other stakeholders in
the decision-making process, and evaluating and revising the curriculum based on feedback and assessment.
Wheeler Model:
The Wheeler model, developed by David Wheeler, emphasizes the spiral nature of curriculum development.
It emphasizes the importance of revisiting and deepening understanding of key concepts and skills over
time. The model highlights the iterative process of planning, implementation, and evaluation, and
encourages teachers to make ongoing adjustments to meet student needs.
Now, let's consider a suitable model for curriculum development in Pakistan:
Considering the context of Pakistan's education system, the Taba model of curriculum development seems to
be a suitable choice.
Here's the reason for its selection:
Student-Centered Approach:
The Taba model focuses on starting with students' needs, interests, and experiences. In Pakistan, where there
is a diverse student population with varying backgrounds and learning styles, a student-centered approach
ensures that the curriculum addresses their needs and engages them actively in the learning process.
Stakeholder Involvement:
The Taba model emphasizes involving teachers and other stakeholders in the curriculum development
process. In Pakistan, collaboration and consensus-building among educators, policymakers, parents, and
community members are crucial for effective curriculum development. This involvement ensures that the
curriculum reflects the aspirations and expectations of all stakeholders.
Continuous Evaluation and Revision:
The Taba model promotes continuous evaluation and revision of the curriculum. This is important in the
Pakistani context, as the education system undergoes frequent changes and reforms. Ongoing evaluation
allows for adjustments and improvements based on feedback, assessment data, and changing educational
needs.
Flexibility and Adaptability:
The Taba model recognizes the need for flexibility and adaptability in curriculum development. This is
particularly relevant in Pakistan, where there are diverse cultural, linguistic, and regional variations. The
Taba model allows for customization and tailoring of the curriculum to meet the specific needs of different
regions and communities within the country.
Consideration of Context:
The Taba model emphasizes the importance of considering the context in curriculum development. Pakistan
has its unique cultural, social, and economic contexts that influence education. The Taba model allows for
contextual considerations and the incorporation of local knowledge, values, and practices in the curriculum,
making it more relevant and meaningful to Pakistani students.

Overall, the Taba model's student-centered approach, stakeholder involvement, continuous evaluation and
revision, flexibility, and consideration of context make it a suitable choice for curriculum development in
Pakistan. It addresses the diverse needs and interests of students, encourages collaboration among
stakeholders, and ensures ongoing improvement and customization of the curriculum to meet the specific
requirements of the Pakistani education system