Answer: There Are Many Deficiencies Pertaining To The Syllabus

Question No.
1:
What are the deficiencies in the existing curriculum of the grade VIII?
Discuss principles of curriculum construction and suggest strategies to
upgrade existing curriculum.
ANSWER:
There are many deficiencies pertaining to the syllabus.
Explanation:
Any course is not perfect. There are always lacking portion.
 There is a lack of practical implication of theoretical knowledge.

 Lack of stability and deep knowledge.
 Important subject, such as morality is not mentioned in the syllabus.
 Experimentation is less as per other syllabus.
One should include above mentioned aspects in the syllabus.

Essential Considerations for Curriculum Development:
1. issue/problem/need is identified.
2. characteristics and needs of learners.
3. changes intended for learners.
4. the important and relevant content.
5. methods to accomplish intended outcomes.
6. Evaluation strategies for methods, content, and intended outcomes.
Question No.2
Define the concept of content selection in curriculum development.

Discuss the different elements which usually affect the selection of
curricular contents.
1. SELF-SUFFICIENCY
To help learners attain maximum self-sufficiency most economically is the central
guiding principle of subject matter or content selection. Although the economy of
learning implies less teaching effort and less use of educational resources, students
gain more results. They can cope up with the learning outcomes effectively.
This criterion means that students should be given a chance to experiment,
observe, and do field study. This system allows them to learn independently.
With this principle in mind, I suggest that there should be a one-day independent
learning activity each week for a high school curriculum or preparatory year.
However, this should be carefully planned by the teacher. When the students
return, they should present outputs from the activity.
2. SIGNIFICANCE
The subject matter or content is significant if it is selected and organized to
develop learning activities, skills, processes, and attitudes. It also develops the
three domains of learning, namely the cognitive, affective, and psychomotor skills,
and considers the learners’ cultural aspects. Particularly, if your students come
from different cultural backgrounds and races, the subject matter must be culture-
sensitive.
In short, select content or subject matter that can achieve the overall aim of the
curriculum.
3. VALIDITY
Validity refers to the authenticity of the subject matter or content you selected.
Make sure that the topics are not obsolete.
For example, do not include typewriting as a skill to be learned by college

students. It should be about the computer or Information Technology (IT).
Thus, there is a need to regularly check the curriculum’s subject matter or contents
and replace it if necessary. Do not wait for another five years to change it.
Modern curriculum experts are after current trends, relevance, and authenticity of
the curriculum; otherwise, the school or the country becomes obsolete.
4. INTEREST
Some teachers are bookish.
This criterion is valid to the learner-centered curriculum. Students learn best if the
subject matter is interesting, thus makes it meaningful to them.
However, if the curriculum is subject-centered, teachers have no choice but to

finish the pacing schedule religiously and only teach what is in the book. This
approach explains why many students fail in the subject.
5. UTILITY
Another criterion is the usefulness of the content or subject matter. Students think
that a subject matter or some subjects are not necessary to them. They view it as
useless. As a result, they do not study.
Here are the questions that students often ask:
 Will I need the subject in my job?

 Will it give meaning to my life?
 Will it develop my potentials?
 Will it solve my problem?
 Will it be part of the test?
 Will I have a passing mark if I learn it?
Students only value the subject matter or content if it is useful to them.
6. LEARNABILITY
The subject matter or content must be within the schema of the learners. It should
be within their experiences. Teachers should apply theories in the psychology of
learning to know how subjects are presented, sequenced, and organized to
maximize students’ learning capacity.
7. FEASIBILITY
Feasibility means the full implementation of the subject matter. It should consider
the school’s real situation, the government, and society in general. Students must
learn within the allowable time and the use of resources available. Do not give
them a topic that is impossible to finish.
For example, you have only one week left to finish the unit, but the activities may
take a month for the students to complete. Thus, this requirement is not feasible.
Do not offer a computer subject if there is no electricity in the area, or there are no
computers.
Further, feasibility means that there should be teachers who are experts in that area.
For example, do not offer English for Business Communication if there is no
teacher to handle it.
Also, there is a need to consider the nature of the learners. The organization and
design of the subject matter or content must be appropriate to the nature of
students.
So, it would be better if students in a subject-centered curriculum (with a pacing
schedule that must be religiously implemented every week) shall be grouped
homogeneously; otherwise, many will flunk in that subject.
CONCLUSION:
In conclusion, teachers in elementary and high school are not directly involved in
selecting subject matter because there are already lesson plans made by the
Department of Education. All they have to do is to follow it. However, they can
also customize the lessons if their department heads or principals allow them.
A handy reference on curriculum development.
As regards macro curriculum, the Commission on Higher Education sets guidelines

and policies on what subjects to offer as minimum requirements for the course.
Then, the Curriculum Development Committee will take charge of selecting,
organizing, and implementing the curriculum with the Academic Council’s
approval.
The Curriculum Development Committee headed by the Director of Curriculum

Development sees that selecting the subject matter and the subjects for a curricular
program be examined and scrutinized using the seven criteria mentioned above.
Question No.3
“Economic Foundations of Curriculum can accelerate the

development”. Justify this statement with specific arguments.
ANSWER:
Economical Foundations of Curriculum:

Foundations are the forces that influence the minds of curriculum developers.
In this way they affect the content and structure of the curriculum. The five most
important foundations of the curriculum are;
1. Philosophical foundation of Curriculum
2. Psychological foundations of Curriculum
3. Socio Cultural Foundation of Curriculum
4. Historical Foundations of Curriculum
5. Economical Foundations of Curriculum
Economical Foundations
It focuses on:
• Job or market oriented curriculum
• Skill learning
The economical foundation of curriculum gives importance to the vocational
aspect of the curriculum. The economic condition of a nation or a society guide
the curriculum of the country, because the stakeholder of the education wants to
employ such a curriculum which help them to build their economy and the people
have better jobs when they finish their schooling. In this kind of situations the
curriculum become job or market oriented. In this curriculum the curriculum
developer gives importance to skills acquisition which is the demands of the time.
Undeveloped nations try to prepare skill work force and send it to other countries
for jobs. Here are some economical factor which influence the curriculum
development process.
Economic Factors
1. Allocation of funds
The financial condition of a country reflects its curriculum because without proper
funding one can’t achieve the outcome of a good curriculum. It is the financial
aspect of a country which guide them to adopt which type of curriculum, for
example activity base or learner center curriculum need more money in the process
of the implementation of the curriculum then subject matter curriculum

Because activity base and learner center curriculum need more space and money
then subject matter, for that reason in Pakistan we adopted subject base curriculum
because we have shortage of schools, classrooms in schools, trained teachers. In
economical sound countries they have implemented all kind of curriculums in their
schools according to the need of the school and that society. Without proper
funding once can’t implement a good curriculum in the country and achieve the
benefits of that curriculum.
Lack of resources due to finical constrains effect the developing and planning of
the curriculum. What type of a curriculum should have to support it through proper
funding? There are different factor in curriculum development, planning and
implementation process which need financial support e.g.
Schools lack physical facilities including buildings, classrooms, furniture, Hostel,
Play grounds, mats and even very basic necessities like blackboard, chalk, and
charts.
Lack of other resources water, Fan, Electricity
Lack of skilled manpower

The lack of skilled manpower due to financial restrains, without proper financial
support it is hard to train the people to support the teaching learning process. Only
through proper funding and the establishment of training institutions for teachers
and support staff. Teachers are the core of education system and without proper
training one can’t implement a curriculum and to support the curriculum one need
to train the entire teacher on that style of curriculum. So the skills of the teachers
also guide the direction of the curriculum, and to develop these skills in the
teachers need funds.
Lack of labs due to financial problems
The lack of labs and libraries also affect the curriculum development process
because without proper computer labs in cities and villages one can’t implement
computer education curriculum all over the country. In the same way without
proper libraries in all school one can’t implement a curriculum which needs
supporting or reference books.
Also without proper health care system in the schools lot of activities can’t part of
the curriculum due to the risk factor to the health of the students and teachers.
The overburden of the population is also one of the factors that affect the financial
support of the curriculum development, lack of facilities and implementation of the
curriculum in the country.
In short we can say that economic play a vital role in the curriculum development
and implementation process in the country and it is the foundation of the successful
curriculum, without a good economic background a country can’t afford a
curriculum which needs huge financial support.
QUESTION No.4:
Prepare guidelines for writing textbooks of grade II learner.
ANSWER:
Once students reach 2nd grade, they’re often ready to accelerate their learning.
That’s because at this point, they’ve adjusted to the more rigorous learning
environment initially encountered in 1st grade, and are able to further expand their
skills and knowledge in every subject area.
In 2nd grade, your child becomes a more experienced writer and reader by
practicing their skills in more complex and comprehensive ways. Students read
bigger and more complicated books, and write longer and more in-depth pieces.
What’s more, second graders pursue projects that involve research and critical
thinking.
Guiding Principles for Quality Textbooks

The Guiding Principles cover the following areas -
 Content
 Learning and Teaching
 Structure and Organisation
 Language
 Textbook Layout.
 Pedagogical Use of e-Features
 Technical and Functional Requirements.
The subject matter or content of the textbook must meet three requirements:
I. It must contain what is basic to the subject being treated.

2. It must contribute to the pupils’ education.
3. It must help pupils to understand the world around them and fit them for
practical life.

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Question No.

 There is a lack of practical implication of theoretical knowledge.

One should include above mentioned aspects in the syllabus.

Define the concept of content selection in curriculum development.

For example, do not include typewriting as a skill to be learned by college

However, if the curriculum is subject-centered, teachers have no choice but to

Here are the questions that students often ask:

 Will I need the subject in my job?

As regards macro curriculum, the Commission on Higher Education sets guidelines

The Curriculum Development Committee headed by the Director of Curriculum

“Economic Foundations of Curriculum can accelerate the

Economical Foundations of Curriculum:

Lack of skilled manpower

Guiding Principles for Quality Textbooks

I. It must contain what is basic to the subject being treated.

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