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Difference between Curriculum and Syllabus

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					Curriculum VS Syllabus

 PROF DR SHAHMURAD
shahmurad65@gmail.com



                         1
• The curriculum is the
  superset and syllabus
  is the subset of
  curriculum
                          2
• Curriculum is the complete
  set of taught material in a
  school system.
• It is prescriptive (as
  opposed to the
  ‘descriptive’ syllabus,
  which is the outline of
  topics covered.
• If the curriculum
  prescribes the
  objectives of the
  system, the syllabus
  describes the means to
  achieve them
                         3
 Curriculum comes from
  a Latin word which
  means the course of a
  chariot race.
However, curriculum has
  come to mean much
  more than a prescribed
  one track race and calls
  for a search for an
  understanding that
  gives meaning to
  education that is both
  functional and ethical
                       4
• Curriculum as a guiding
  document helps
  teachers in
  understanding
  standards that students
  need to achieve at the
  end of a developmental
  stage/course
                      5
• The curriculum
  document will indicate
  “what” to teach, ”how”
  the curriculum is to be
  taught and help in
  checking “whether” the
  curriculum is taught as
  per the document.
                      6
Discussions at HEC

         • The present
           curricula in
           biology for
           students at all
           levels of
           education are
           deficient and
           substandard.      7
• The curricula neither
  commensurate with the
  present and future
  needs of the country
  nor do these take in to
  account >>>>>>> the
  contemporary
  developments in the
  subject in the rest of
  the world.
                      8
Discussions at HEC




                     9
• It is proposed by HEC
  that national
  committees of experts
  will be appointed for a
  complete revision of
  the curricula and
  courses of study at
  primary, secondary
  and tertiary levels in
  biology respectively.
                     10
• Consequently,
  groups of learned
  and experiences
  biological
  scientists will be
  asked to write
  textbooks, based
  on revised syllabi.   11
• Over the years, ‘curriculum’ has
  meant different things to
  different educationists.



• Some simply equate curriculum
  to the syllabus that is to be
  transmitted in the class.



                                     12
• “A syllabus gives a more
  focused outline for particular
  subjects.



• It can’t be equated, because a
  curriculum is for a course but a
  syllabus is for a subject.



                                     13
• The curriculum is the
  superset and syllabus
  is the subset of
  curriculum
                          14
• The syllabus is the content,
  the list of topics/concepts
  to be taught, whereas the
  curriculum is a
  consideration of the
  objectives, the content,
  methods chosen to achieve
  those objectives.

                         15
• It could/should
  contain a
  consideration of
  the kind of
  assessment one
  will use to check
  progress.           16
• “Curriculum is
  developed keeping in
  mind the standards
  students should
  achieve from well-
  researched best
  practices.

                     17
• Curriculum is
  designed so that the
  teaching and testing
  are aligned with the
  standards set for
  each developmental
  stage,”
                         18
• Some see it as an end-product, which is to be
  achieved through a prescribed plan with
  pre-set objectives.



• For others, it is the interaction between
  ‘knowledge’, students and teachers.


                                              19
• A curriculum can
  be a teacher’s
  friend or an
  enemy depending
  on how the
  teacher plans to
  use it.
                     20
• “The curriculum can
  be a straight-jacket
  or a crutch or a
  spring-board.
                   21
• For a teacher the
  curriculum stops
  being stifling if
  he/she understands
  what it is meant to
  achieve.

                        22
• But most use it, often
  badly, as a crutch
  because they make no
  effort to engage with it
  or understand what it
  hopes to achieve.


                             23
• Once a teacher
  understands that,
  he/she can use it
  or work around it
  to achieve the
  same
  ends/objectives     24
25
Thank You

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