Curriculum

Development

Dr. Angrej Singh

Assistant Professor
3.1 Concept of Curriculum and Syllabus
Let us now see what we mean by curriculum a Layman consider the syllabus of the class to be the
curriculum. A few of them consider the classroom teaching learning program as the curriculum. Oxford
dictionary gives its meaning as course of study. Some other considers it’s synonymous with the
textbook.

A student says; “The things the teacher makeup learn. “The teacher says, “The courses of study provided
to us to follow.”

Definition

According to Frobel – Curriculum should be conceived as an epitome of the rounded whole of the
knowledge and experience of the human race.

According to G.A. Beauchamp - Curriculum is a “design of a social group for the educational experience
of their children in school.

Objectives of the curriculum/Education

1. To bring about all-round development of each student.

2. To create conductive environment where in each individual learn to succeed in life.

3. To make the individual face problems boldly and solve them rightly.

4. To develop the character of the individuals so that they have integrity, honesty, co-operation and
goodwill infused in them.

5. To help the individuals become good citizens really useful for a democratic society.

6. To cater to the varied needs abilities, aptitudes and interest of the students.

Dimensions of curriculum

Let us, therefore, have reflections on curriculum:

1. Curriculum in a series of experiences

2. Curriculum is a means to achieve some end

3. Curriculum is the entire program of schools, work

4. Curriculum reflects education trends

5. Curriculum depicts philosophy of life

6. Curriculum is dynamic
 7. Curriculum helps in the evaluation of balanced personality

8. Curriculum as a process of living

9. Guidance-an important part of curriculum

10. Individualization as a feature of curriculum

11. Society and the school curriculum

12. Curriculum revision a continuous process

Scope of curriculum

Efforts have been made to overhaul the whole system of education. It has been done so that our
national system of education should truly represent India and provide as complete image of it. In the
words of National Policy on Education 1986 report, “The national system of education will be based on a
national curricular framework which contains a common core along with other components that are
flexible. The common core will include the history of India freedom moment the constitutional
obligations and other contents essential to nurture national identity these elements will cut across
subject areas and will be design to provide values.”

Scope of curriculum is expanding and is becoming limitless. It can be assessed from different angles and
point of view. Let us see how?

1. A good curriculum provides totality of experiences

2. A good curriculum is dynamic

3. A good curriculum has variety

4. A good curriculum helps in the development of balanced personality.

3.2.CURRICULUM AT DIFFERENT LEVELS NATIONAL, STATE

AND SCHOOL

INTRODUCTION
Curriculum is the total programme of the educational institution which brings about all round
development of the learner. The schooling process helps the learners to become good
academically and also from various other angles which are expected to make the learner a fit
person for the society. Thus the society is enriched because the school makes the person fit for
the society and above all the nation.
DEFINITION
1. MUNROE- Curriculum embodies all the experiences which are utilized by the
school to attain the aims of education.
2. CROW AND CROW- Curriculum includes all the learners’ experience in or
outside school that are included in a programme which has been develop mentally,
emotionally, socially, spiritually and morally.

MODERN CONCEPT OF CURRICULUM

Modern education is the combination of two dynamic processes. The one is the process of
individual development and the other is the process of socialisation which is commonly known
as adjustment with the social environment.

CURRICULUM AT DIFFERENT LEVELS

3.2.1 NATIONAL LEVEL
Curriculum at national level is a common program of a study in school that is designed to ensure
nationwide uniformity of content and standards in education. National Council of Educational
Research and Training

[NCERT] is the apex body located at New Delhi capital city of India. It makes the curriculum
related matters for school education across India. The NCERT provides support, guidance,
technical assistance to a number of school in India and overseas many aspects of enforcement of
education policies.

Aims of curriculum at National Level:-

 Protection of environment, protection of natural resources.

 Without any discrimination of caste, race, gender, providing compulsory education to all
children.

 Providing equal opportunity to all children not only to the admission but also the
successful outcome of the situation.

 Being 10+2+3 pattern into existence.

 Framing the national curriculum framework.

  Fixing minimum level of learning to each level of education.

 Development of knowledge, skills, competence, attitudes, values that improve the quality
of life of our children.

 Ensuring the learning shifts from rote methods.

 Flexible learning programmes providing diverse and integrated learning experiences to

children.

Features of National Curriculum work

 Development human resources to achieve aims of national development.

 Broad foundation of general education to all who are studying at primary and secondary
levels.

 Common learning methods to primary and secondary levels.

 Selection of content which helps in achieving minimum level of learning.

 Child centred and activity based approaches in executing curriculum.

 Restructuring the examination system, being continuous comprehensive evaluation which

includes school and out of school activities.

Curriculum related issues at Nation Level

 Focus on product instead of process.

 Focus on societal needs as compared to individual.

 Standards are written and enforced by non-educators.

 Usually has a subject matter focus rather than personalize for each student.

 Lack of professional freedom and judgement to teachers.

3.2.2 STATE LEVEL
Curriculum at state level define what students should know and be able to do at each grade level
in their content areas – Languages, science, Social Science , Physical Education, Technology
Education, Mathematics are studied.
Most of the state government have at least one state board of secondary school education. The
boards set curriculum from grades 1 to 12 and curriculum varies from state to state has more
local appeal with examination conducted in regional languages in addition to English.

State level curriculum is considered less rigorous than central curriculums such as CBSE or
ICSE/ISC. Other organizations that frame curriculum at state level are:

 National Institute of Open Schooling.

 Islamic Madarasas.

 Autonomous School - like Sri Aurobindo’s International School of Education,

Pondicherry etc.

 International School
3.2.3 CURRICULUM AT SCHOOL LEVEL
School curriculum refers to a particular set of courses that a school or governing body
designates but may also refer to a variety of activities designed to foster education and meet
the needs of a learning community.

AIMS OF CURRIRULUM AT SCHOOL LEVEL:-

 To enhance self-awareness and explore innate potentials.

 To promote capabilities relates to goal setting.

 To inculcate values.

 Help to acquire the ability to utilize technology and information for the betterment of
human kind..

 Provide total learning experience.

 Promote skill development.

POINTS TO BE CONSIDERED WHILE FARMING

CURRICULUM AT SCHOOL LEVEL
  Curriculum in school must be based on legitimate, pedagogical concerns. These concerns
include teaching material/classroom expression.

 The school curriculum can be enriched with local stories, history and community
experiences.

 In the secondary education, two stages are controlled by the state and the central boards.

FUNCTION OF CURRICULUM AT SCHOOL LEVEL

 Develop The School’s Vision of a High-Quality Curriculum Building on the Districts

Vision.

 Supplement The District Educational Goals.

 Develop Its Own Program Of Studies Within Districts Guidelines.

 Determine Nature And Extent Of Curriculum Integration.

 Develop Learning Cantered Schedule.

3.3 DETERMINANTS OF CURRICULUM

Curriculum development is an integral part of teaching-learning process. In fact, curriculum is the field
where the process of teaching learning goes on. The process of teaching-learning tries to improve the
curriculum and curriculum in return thereto, makes teaching-learning process better and better.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating
objectives and developing instructional opportunities and evaluations.

NEEDS AND IMPORTANCE OF CURRICULUM DEVELOPMENT

1 Means For Achieving Educational Aims And Objectives:

It is impossible to realize the aims of education without framing appropriate curriculum.

2. To Meet the Needs of the Learner: The learner-the child comes to the school for his proper
growth and development.

3. Continuity in Teaching-Learning Process: It will go on varying the needs and requirement of the
children. Only the fast changing type of curriculum will suit them.
4. All-round Development of the Child: In each learner we find changes in physical, mental, social
and cultural aspects.

5. Proper Administration: The Head of the institution/ the administrator the supervisor wants to do
his job in better and better ways with the passage of time.

6. Selection of Appropriate Methods of teaching: All the topics and subjects cannot be taught to
the students by using only one teaching method.

SALIENT FEATURES OF CURRICULUM

1. Integration of Studies: The different subjects may look like separate entities but they are not made
to stand separately when dealt with. The water tight compartments are ended.

2. Liberty for the Teacher and Learner: This type of curriculum provides sufficient freedom to the
teacher. A teacher may continue to teach a topic of study for a long period keeping in view the interests of
the learners.

3. Activity Centered: It centers round the different activities which are capable of sustaining interest of
the learners.

4. Child Centered: This type of curriculum is child centered. Here learner's interest, his attitude,
aptitude, capability and capacity-all these characteristics form the basis of teaching-learning process.

5. Mutual Co-Operation: A group of students works on a problem and tries to solve it with combine
efforts.

ADVANTAGES OF CURRICULUM
1. All-around development in the personality: It brings about all-around development in the
personality of the learner.

2. Diversification of courses: There being diversification of courses, every type of learner is benefited
suitably.

3. Real life experiences: Whatever is learnt by the learner is closer to real life situations, naturally that
is valuable and meaningful for the learner.

4. Freedom to the Teacher: It provides sufficient freedom to the teacher who can work better and
whole heartedly in the process of teaching learning

5. Activity centered Teaching: Teaching, being activity centered, makes the students learn things
actively and interestingly,

6. Development of Leadership Qualities: It imbibes the qualities of leadership in the learners. They
become creative, independent, confident, bold and courageous.
7. Preparation of The Individual For future: Here rich experiences of life are provided to the
students with the help of different crafts and activities.

8. Values of citizenship: It helps the individual to come out as a better citizen who fully understands
his responsibilities.

DISADVANTAGES OF CURRICULUM
1. Lack of capable teachers: There is need of really capable teachers for making the use of such a
curriculum all successful in every type of situation.

2. Overcrowded classrooms: Many class-rooms are overcrowded and are packed with students. In
such situations, we cannot put to practice this type of curriculum in its true spirit.

3. Burden of extra subjects: Education for a balanced life is aimed at here the fact is that the different
subjects, crafts and activities may fail to provide education for complete and effective living.

CURRICULUM DETERMINANTS
3.3.1. Philosophical Determinants:

 It aims at the all-round development of the individual. It is based on the philosophy of the nation.

 It reflects the ideals and aspirations of the people.

 It helps in the development of proper philosophy of life and it is in accordance with the aspiration level
of the individual.

 It enables the learners to learn the desirable cultural values, intellectual virtues, societal norms and
moral doctrine.

3.3.2. Sociological Determinants:

 As the sociological approach to education demands we should bear in mind the needs, requirements,
imperatives, and aspirations of the community for which the curriculum is being prepared.

 The curriculum should be dynamic, flexible and reversible to be progressive with the changing times.

3.3.3. Psychological Determinants:

 Knowledge of the nature of the learner and learning process and the condition facilitating optimum
learning.

 Knowledge of growth and development.

 Curriculum to be child centered, learning experiences should be provided in accordance with the mental
development of the learner.
3.3.4. Scientific Determinants:

 To achieve complete development of an individual & to prepare for complete living i.e. human
activities in 5 categories:

a) Self-preservation,

b) Self-protection,

c) Promote human prognosis & its protection,

d) Social & political protection

e) Proper utilization of leisure time.

3.3.5. Political determinants:

Politics can be defined as: The process used by any society to determine how power, wealth,
opportunity, statue and other social goods are distributed to the members of that society.

 The role of politics in curriculum decision making is to develop democratic values of social justice,
equity, socialism, rights & duties.

3.3.6. Economic determinant:

 Enables the youngsters to participate efficiently in their economic life. It inculcates in them respect for
different vocations and professions and creates the dignity of labor.

 Develops desirable economic attitudes and aids them in promoting the economic progress.

 To develop each individual to the optimum possible progress level.

 It aims at educating for the vacation and vocation. It is functional and economically utilitarian.

3.3.7. Culture determinant:

 cultural curriculum is the integration of ideals into a schools courses of study that nurture the practice
that hopes to transform the ways in which students are instructed by giving equal attention to the
contributions of all the groups in a society.

 It must be well-conceived, sensitive, thorough, and include the histories, experiences, traditions, and
cultures of students in the classroom.

 Cultural curriculum recognizes language diversity and promotes the attitude that all languages and
dialects are valid communicating systems for some groups.
CONCLUSION
Curriculum is organized and designed to achieve the social purpose of education. It is an effective
instrument of social control. Education is not to be confined to the study of a few subjects alone but is to
present any epitomized study of the diversified social life. It lead to the development of genuine" we
feeling" i.e. of a group having a spirit of social interaction."

3.4. BASIC CONSIDERATION OF CURRICULUM DEVELOPMENT

INTRODUCTION:
Curriculum is the basis for all academic and non – academic programmes of the school. According to
Prof. Ramont curriculum is “the outward expression of the ideals and aspiration of a community, not of
the broad lines which instruction should follow in its school with due deference to the opinion of the
professional as to what constitutes suitable mental food for children”.

THREE FACETS OF CURRICULUM

1. Goals of education

2. Process of curriculum

3. Evaluation of end products

Curriculum development is not as easy it is generally taken to be . It is rather a challenging job.

Moreover, curriculum development is never ending process.

BASES OF CURRICULUM

The bases of anything and everything is very important, the bases of the school building is the site of the
school the ground on which the whole edifice of the school stands. Sound bases make the building strong.
the bases of curriculum are:

1 The individual learners

2 The community

3 The society

4 The nation

PRINCIPLES FOR CURRICULUM DEVELOPMENT

“According to the best modern education thought, curriculum does not mean only the academic subjects
traditionally taught in the school but it includes the totality of experience that pupil receives through the
manifold activities that go in the school, in the classroom, library, laboratory etc.
1 PRINCIPLE OF BALANCED PERSONALITY:

A good curriculum is one that helps in the harmonious development of personality. the different
aspects of personality i.e. physical, moral, cultural, emotional, economic etc. are equally emphasized.

2 PRINCIPLES OF FLEXIBILITY:

Curriculum is of flexible type. There is enough variety and elasticity in the curriculum to allow
for individual differences and adaptation of needs and interest of the individuals.

3 PRINCIPLE OF CHILD CENTEREDNESS:

Curriculum should be based on the interests, needs and requirements of the learners

4 PRINCIPLES OF ATTAINMENT OF OBJECTIVES:

The curriculum is framed in order to fulfill the objectives of education

5 PRINCIPLES OF BROADER VISION:

The curriculum has to be broad based and not narrowly conceived one. The simple reason behind
being that society by and large is its basis. It should help the child to raise his standard of life and hence
the standard living of the society in general.

6 PRINCIPLR OF ACTIVITY CENTEREDNESS:

A good curriculum is both practical and theoretical. It is not just a combination of a few subjects
making the individual literate.

7 PRINCIPLES OF CREATIVITY:

“In a curriculum that is suited to the needs of today and of the future, there must be a definite bias
towards definitely creative subjects”

8 PRINCIPLES OF INTEGRATION:

In a good curriculum, there is scope for integration of subjects and integration of activities. That
place learning on firm footing Pupil interest in learning is also aroused.

9 PRINCIPLES OF DIVERSIFICATION:

Diversification is the most important feature of modern curriculum. In this age we have persons
with varied interests, different likings/ disliking’s, varying attitudes and aptitudes.

10 PRINCIPLES OF UTILITY:

The learner has to be benefited, his family, his community the society and the nation.”Principle of
utility is the most important principle underlying the formation of curriculum”.
11 PRINCIPLES OF BEING UPTO DATE:

A good curriculum is one which is up to date in every way. In this age of knowledge explosion
and technological advancements the curriculum must take of all these areas.

12 PRINCIPLES OF COMPREHENSIVENESS:

Curriculum construction is not an easy job. A good curriculum is the result of efforts made by
experienced persons.

VIEWS OF SECONDARY EDUCATION COMMISSION (1952-53)

ON CURRICULUM CONSTRUCTION:
➢ PRINCIPLE OF TOTALITY OF EXPERIENCES:

Total experiences of the child are needed for calling an individual fully grown and developed
personality.

• All experiences will form the bases of a good curriculum.

➢ PRINCIPLE OF ELASTICITY:

The curriculum should have a variety of objects and activities so that all types of learners are
satisfied.

Maximum flexibility is provided in the curriculum.

PRINCIPLE OF COMMUNITY CENTEREDNESS:

Curriculum takes the child nearer to the community

PRINCIPLE OF LEISURE TIME UTILITY:

The curriculum should give training to the youth for using leisure time rightly.

PRINCIPLE OF CORRELATION:

The different subjects should not be isolated. They should be correlated with life.

PRINCIPLE OF SOCIAL NEEDS:

The curriculum should be related with the needs of the society. it should be the real outcome of
the society.

STEPS FOR CURRICULUM DEVELOPMENT

STEPS 1: finding out educational needs and requirements of the community / the society / the nation.
STEPS 2: fixing up suitable aims and objective of education in the educational needs and requirements of
the people , aim and objective of education are fixed up.

STEPS 3: for the attainment of objectives, suitable types of experiences of life are enlisted.

STEPS 4: there is identification of resources –human as well –human.

STEPS 5: appropriate strategies are determined for giving experiences to the learners so as to achieve the
goals already fixed.

THE PROCESS OF CURRICULUM CONSTRUCTION HAS THE

FOLLOWING DIFFERENT STAGES:
1. The Planning Stages

2. The Try-Out Stages

3. The Implementation

PRE INGTEST AND POST TESTING NOR REFERENCED TESTING AND CRITERION
REFERENCED TESTING FORMATIVE EVALUATION SUMMATIVE EVALUATION

CURRICULUM EVALUATION MODELS:

A curriculum evaluation model is a plan to assess the effectiveness of different components of the
curriculum. Different models developed by the experts are as under:

1) TYLER’S MODEL OF CURRICULUM EVALUATION

Tyler’s model involves the following steps:

(1) Formulating the objectives

(2) Classifying the objectives

(3) Defining the objective in behavioral terms.

(4) Selecting situations is which achievement of objective will be shown.

(5) Selecting and trying promising methods of evaluation.

(6) Developing more improved and objective methods of evaluation.

(7) Developing means of interpreting and using the results of various instruments.

2) STAKE’S COUNTENANCE MODEL

3) CONTEXT, INPUT, PROCESS, PRODUCT MODEL (CIPP MODEL)

4) HILDA TABA MODEL

5) MICHAEL SERIVEN’S GOAL FREE MODEL

6) CURRICULUM EVALUATION MODEL IN INDIA

GOOD EVALUATION TOOLS A FEW CHARACTERISTICS:

VALIDITY: It us that quality which enables it to determine what it was designed to determine.

CONTENT VALIDITY: the content appearing in the curriculum should be valid.

PREDICTIVE VALIDITY: Every test which is constructed, it predicts the future achievement of the
students in predict the future achievement of the student in the particular area.

CONCURRENT VALIDITY: Concurrent validity of a test is measured on the bases of achievement

level of the student.

CONSTRUCT VALIDITY: test items are constructed to measure the intelligence interest, creativity
etc.

Reliability: it is the quality of consistency that the tool maintains over a period of time.

USABILITY: IN addition to validity and reliability, the evaluation procedure also meets some practical
requirements.

OBJECTIVITY: a learner may be assessed by the different persons but his score remains the same
there is no change in the scores achieved by the same child though there have been different persons
testing the students.

References:
 Sachdeva, M.S., K.K. Sharma & Sunita Sharma, Knowledge and Curriculum Patiala: 21st century
publications.

 P. But. Chvarov, (1970),The Concept of knowledge North Western University Press.

 Tayagi Shalni, Knowledge and Curriculum

 Gaur Mamta, Knowledge and Curriculum

 Sharma Deepak, Knowledge and Curriculum, Ludhiana: Tandon Publications

 Rathi Avtar, Knowledge and curriculum, Ludhiana: Vijaya Publications