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By- Ms Deepty Gupta
   Derived from latin word “Currere” meaning is „to
    run‟
   It is a runway(one runs to reach the goal) or a
    „race course referring to the course of deeds and
    experiences through which children grow and
    mature in becoming adults for success in
    adult society .
   It is totality of all the learning to which students
    are exposed during their study in the school.
   It is content, programme of planned activities,
    intended learning outcomes, cultural preservation,
    experience, agenda for social reconstruction.
   For student – It is the thing the teacher make
    us learn.
   For teacher – The courses of study provided
    us to follow.
   For principal – The courses for which units of
    credit are given.
   For parent – The facts that are in the
    textbook.
   Curriculum is the heart of schooling
   It is totality of all the learning to which
    students are exposed during their study in
    the school.
   Acc to CUNNINGHUM‟ “It is a tool in the
    hands of the artist(the teacher) to mould his
    material(the pupil) in accordance with his
    ideal in his studio(the school).”
   Acc to G.Hass‟ “The curriculum is all of the
    experiences that individual learners have in a
    programme of education whose purpose is to
    achieve broad goals and related specific
    objectives, which are planned in terms of a
    framework of theory and research or past and
    professional practice.”
   Fulfillment of objectives
   Determined by factors - social, human
    development, nature of learning and nature
    of knowledge
   Cater individual differences
   Pre- planned but can be changed
   It is a blue print
   It is a tool in hands of a teacher
   More than teaching and learning
   Describe environment in motion
   All learning inside and outside school
   National development
   Developing democratic life
   Raising standard of living
   National integration
   Modernizing the society
   Personal development
   Education of whole man
CURRICULUM
                        PLANNING




CURRICULUM                                  CURRICULUM
EVALUATION                                    DESIGN




        CURRICULUM                  CURRICULUM
     IMPLEMENTATION/
       TRANSACTION                  DEVELOPMENT
   Acc to Beans, “it is a process in which
    participants at many levels make decisions about
    what the purpose of learning ought to be, how
    these purposes might be carried out through
    teaching learning situations and whether the
    purposes and means are both appropriate and
    effective.”
   CP is the process of gathering, sorting, selecting,
    balancing and synthesizing relevant information
    from many sources in order to design those
    experiences that will assist learners in attaining
    goals of the curriculum.
   CP is ultimately concerned with experiences
    of learners
   CP Involves decisions about both context and
    methods
   CP Involves decisions about a variety of
    issues.
   CP Involves many groups
   CP Takes place at many levels.
   CP Is a continuous process
   Acc to William M. Alexander of university of
    Florida, “the school curriculum has a
    framework or structure commonly called
    „design‟, just as a building, a dress or an
    automobile has. Although less
    tangible(perceptible) and hopefully less fixed,
    the curriculum design provides a basis for
    classifying and organizing the curriculum
    opportunities offered by the school.”
   It is the pattern or structure of a curriculum.
    CD is arrangement or organisation of the
    components of curriculum.
   It is a specialized area of work which expects
    a teacher to have a deep understanding of the
    underlying concept of curriculum and also
    the skill to systematically design learning
    experiences to achieve socially desired goals.
   It is continuous and never ending process.
   All round development
   Involves human experiences
   Develop moral character, discipline, honesty
   Develop thinking, reasoning
   Consider stages of growth and development
   Right type of feeling
   Democratic attitude
   Integrate various subjects
   Determine mode of interaction
   The conservative principle
   The forward looking principle
   The creative principle
   Activity principle
   Preparation for life
   Child centered
   Principle of maturity
   Individual differences
   Vertical and horizontal articulation
   Linking with life
   Comprehensiveness and balance
   Loyalties
   Flexibility
   Core and common subjects
   Leisure
   All round development
 Means management of curriculum
 And management refers to conscious preference from
  variety of alternative plus proposals and further the
  more that such choices involve purposeful
  commitment to recognize and derived objectives
 Bases of transaction of curriculum
* social philosophy of the society
*National needs
*Nature of course of study
*Type of examination system
*Form of government
*Theory of human organisation
*growth and development of students
*recommendation of commissions and committees
   It is a process of delineating, obtaining and
    providing information useful for making
    decisions about curriculum development and
    implementation.
   The process of evaluation is undertaken in
    order to determine the strengths and
    weaknesses of an existing or an under
    construction curriculum so that
    improvements can be made.
   It is not one shot affair
   It is dynamic and cyclic process.
 It means –
• Assessment of students to find how much of
  the intended curriculum has been transacted.
• What actually happens in classroom as
  experienced by students when they are
  learning and can include hidden curriculum.
It is of two types-
 * formative – takes place during the formative
  year of students
 * summative – used at the end of term course
  or programme of grading certification, for
  effectiveness of curriculum.
   Acc to Meighan(1981), “the hidden curriculum is
    taught by the school , not by any
    teacher….something is coming across to the
    pupils which may never be spoken in the English
    lesson or prayed about in the assembly. They are
    picking up an approach to living and an attitude
    to learning.”
   It is defines as some of the outcomes or by
    products of schools or of non school settings,
    particularly those states which are learned but
    not openly intended. Any setting include
    traditionally recreational and social activities,
    may teach unintended lessons since it is not
    necessarily to schools but rather to learning
    experiences.
FUNCTIONS
• Inculcation of values
• Political socialization
• Training in obedience
• Reinforcement of social inequality

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Curriculum- Basic Concept

  • 2. Derived from latin word “Currere” meaning is „to run‟  It is a runway(one runs to reach the goal) or a „race course referring to the course of deeds and experiences through which children grow and mature in becoming adults for success in adult society .  It is totality of all the learning to which students are exposed during their study in the school.  It is content, programme of planned activities, intended learning outcomes, cultural preservation, experience, agenda for social reconstruction.
  • 3. For student – It is the thing the teacher make us learn.  For teacher – The courses of study provided us to follow.  For principal – The courses for which units of credit are given.  For parent – The facts that are in the textbook.  Curriculum is the heart of schooling  It is totality of all the learning to which students are exposed during their study in the school.
  • 4. Acc to CUNNINGHUM‟ “It is a tool in the hands of the artist(the teacher) to mould his material(the pupil) in accordance with his ideal in his studio(the school).”  Acc to G.Hass‟ “The curriculum is all of the experiences that individual learners have in a programme of education whose purpose is to achieve broad goals and related specific objectives, which are planned in terms of a framework of theory and research or past and professional practice.”
  • 5. Fulfillment of objectives  Determined by factors - social, human development, nature of learning and nature of knowledge  Cater individual differences  Pre- planned but can be changed  It is a blue print  It is a tool in hands of a teacher  More than teaching and learning  Describe environment in motion  All learning inside and outside school
  • 6. National development  Developing democratic life  Raising standard of living  National integration  Modernizing the society  Personal development  Education of whole man
  • 7. CURRICULUM PLANNING CURRICULUM CURRICULUM EVALUATION DESIGN CURRICULUM CURRICULUM IMPLEMENTATION/ TRANSACTION DEVELOPMENT
  • 8. Acc to Beans, “it is a process in which participants at many levels make decisions about what the purpose of learning ought to be, how these purposes might be carried out through teaching learning situations and whether the purposes and means are both appropriate and effective.”  CP is the process of gathering, sorting, selecting, balancing and synthesizing relevant information from many sources in order to design those experiences that will assist learners in attaining goals of the curriculum.
  • 9. CP is ultimately concerned with experiences of learners  CP Involves decisions about both context and methods  CP Involves decisions about a variety of issues.  CP Involves many groups  CP Takes place at many levels.  CP Is a continuous process
  • 10. Acc to William M. Alexander of university of Florida, “the school curriculum has a framework or structure commonly called „design‟, just as a building, a dress or an automobile has. Although less tangible(perceptible) and hopefully less fixed, the curriculum design provides a basis for classifying and organizing the curriculum opportunities offered by the school.”  It is the pattern or structure of a curriculum. CD is arrangement or organisation of the components of curriculum.
  • 11. It is a specialized area of work which expects a teacher to have a deep understanding of the underlying concept of curriculum and also the skill to systematically design learning experiences to achieve socially desired goals.  It is continuous and never ending process.
  • 12. All round development  Involves human experiences  Develop moral character, discipline, honesty  Develop thinking, reasoning  Consider stages of growth and development  Right type of feeling  Democratic attitude  Integrate various subjects  Determine mode of interaction
  • 13. The conservative principle  The forward looking principle  The creative principle  Activity principle  Preparation for life  Child centered  Principle of maturity  Individual differences  Vertical and horizontal articulation  Linking with life  Comprehensiveness and balance  Loyalties  Flexibility  Core and common subjects  Leisure  All round development
  • 14.  Means management of curriculum  And management refers to conscious preference from variety of alternative plus proposals and further the more that such choices involve purposeful commitment to recognize and derived objectives  Bases of transaction of curriculum * social philosophy of the society *National needs *Nature of course of study *Type of examination system *Form of government *Theory of human organisation *growth and development of students *recommendation of commissions and committees
  • 15. It is a process of delineating, obtaining and providing information useful for making decisions about curriculum development and implementation.  The process of evaluation is undertaken in order to determine the strengths and weaknesses of an existing or an under construction curriculum so that improvements can be made.  It is not one shot affair  It is dynamic and cyclic process.
  • 16.  It means – • Assessment of students to find how much of the intended curriculum has been transacted. • What actually happens in classroom as experienced by students when they are learning and can include hidden curriculum. It is of two types- * formative – takes place during the formative year of students * summative – used at the end of term course or programme of grading certification, for effectiveness of curriculum.
  • 17. Acc to Meighan(1981), “the hidden curriculum is taught by the school , not by any teacher….something is coming across to the pupils which may never be spoken in the English lesson or prayed about in the assembly. They are picking up an approach to living and an attitude to learning.”  It is defines as some of the outcomes or by products of schools or of non school settings, particularly those states which are learned but not openly intended. Any setting include traditionally recreational and social activities, may teach unintended lessons since it is not necessarily to schools but rather to learning experiences.
  • 18. FUNCTIONS • Inculcation of values • Political socialization • Training in obedience • Reinforcement of social inequality