CURRICULUM

CONSTRUCTION
Curriculum Construction/
पाठ्यचर्या निर्माण

 Curriculum Construction is a logical step by step

procedure based on behavioral or managerial
approaches to curriculum and rooted in scientific
principles of education.
 पाठ्यपाठ्यक्रम निर्माण पाठ्यक्रम या शिक्षा के वैज्ञानिक सिद्धांतों में निहित
व्यवहार या प्रबंधकीय दृष्टिकोण पर आधारित कदम प्रक्रिया द्वारा एक तार्कि क
कदम है।चर्या निर्माण
BASIC PRINCIPLES OF CURRICULUM
CONSTRUCTION

 (1) Aims of education and objectivity: शिक्षा और

निष्पक्षता का उद्देश्य
 Life is complex. A curriculum should reflect the
complexities of life. In other words, in farming the
curriculum one should take into consideration
the aims and objectives of education.
 (2)Child-Centric principle: बाल-के न्द्रक सिद्धांत
 The curriculum should be framed according to the actual
needs, interests and capacities of the child. That means a
curriculum must be child-centric as modern education is
child-centered.
 (3) Principles of civic and social needs: नागरिक और सामाजिक
जरूरतों के सिद्धांत
 Man is a social being. He lives in the society. The child
develops in the society. Modern education aims at both
developments of the individuality of the child as well as the
development of the society.
 (4) Principle of conservation: संरक्षण का सिद्धांत
 Man has conserved experiences very carefully for better
adaptability. Education is regarded as a means of
deserving the cultural heritage of humanity. The school
serves two-fold functions in this regard- preservation of
the past experiences and transmission of experiences.
 (5) Principle of creativeness: रचनात्मकता के सिद्धांत
 Education not only conserves that past experiences of
humanity but also helps an individual to develop his
innate potentialities.
 (6) Principle of forward-looking: दूरंदेशी का सिद्धांत
 The aim of life-centered education is not limited to the present
life-situations in the family and society. Hence, education must
prepare the child of shouldering future responsibilities. So in
farming the curriculum we must take into consideration the
future needs of the child as well as the needs of the society.
 (7) Principle of preparation for living: जीवनयापन की तैयारी का सिद्धांत
 The children should know the various activities of the
environment around them and how these activities are enabling
people to meet their basic needs of food, shelter, clothing,
recreation, health and education.
 (8) Principle of integration and correlation:
एकीकरण और सहसंबंध का सिद्धांत
 Subjects should be arranged logically and
psychologically in accordance with the child’s
developing interests.
 (9) Principle of learning ability: सीखने की क्षमता का
सिद्धांत
 Every item should be learnt. An item should not
only be learnable, it should also have utility.
 (10) Principle of individual difference:
व्यक्तिगत अंतर का सिद्धांत
 The curriculum should be framed in such a way that every
individual can have opportunity for self-expression and
development. The curriculum should be based on the psychology of
individual difference, which can meet the complexities of modern
democratic society.
 (11) Principle of social relevancy and utility:
सामाजिक प्रासंगिकता और उपयोगिता का सिद्धांत
 Subjects should not be determined on the basis of their disciplinary
value but on the basis of their intrinsic value, social relevancy and
utility.
 (12) Principle for utilization of leisure:
अवकाश के उपयोग के लिए सिद्धांत
 Variety of subjects such as games and sports, fine arts, subjects
of aesthetic value are to be introduced in the school programme
to utilize leisure.
 (13) Principle of variety and flexibility:
विविधता और लचीलेपन का सिद्धांत:
 The curriculum should include such activities and experiences,
which may facilitate his normal development. The curriculum
for girls should naturally be different from that of boys; boys
and girls have different needs and attitudes.
 (14) Principle of time: समय का सिद्धांत
 Relative significance and importance of each
subject in the curriculum has to be judged and
determined in the light of the time available in the
timetable, which is regarded as the mirror of the
school program .
Steps of Curriculum Construction
 Identification of Objectivesउद्देश्यों की पहचान
 Evidence for teaching- learning operation शिक्षण-
अधिगम अनुभवों का चयन
 Evidence of factors affecting learning
 Evidence of pupil behaviour pertaining objectives.
 i) Formulation of educational objectives (which
will be based on philosophy of education.
उद्देश्यों की पहचान
 ii) Selection of Teaching-Learning experiences
शिक्षण-अधिगम अनुभवों का चयन
 iii) Organization of Teaching-Learning experiences
शिक्षण-शिक्षण अनुभवों का संगठन
 iv) Evaluation of Learning Objectives/Outcomes
सीखने के उद्देश्यों / परिणामों का मूल्यांकन
Importance of Curriculum Construction

 Achievement of educational aims

 Limits of teaching and learning
 Dissemination of knowledge
 Development of Character
 Development of personality
 Development of citizenship
 Discoveries and research
Modern trends in curriculum construction
पाठ्यक्रम निर्माण में आधुनिक रुझान

 1) Digital Diversity / डिजिटल विविधता

 2) Need based Curriculums
 3) Modular Curriculum with credit base system
 4) Online courses
 5) 21st century skills (collaboration, critical
thinking, effective communication, multitasking
stress management, empathy)
 6) International Understanding
 7) Constructivism/ रचनावाद
Curriculum development
 Curriculum development is defined as planned, a
purposeful, progressive, and systematic process to
create positive improvements in the educational
system. Every time there are changes or
developments happening around the world, the
school curricula are affected. There is a need to
update them to address the society’s needs.
Objectives of Curriculum Development

 All round development of curriculum and students

 To involves human experiences
 To develop values of morality, character, discipline, and
honesty
 To develop thinking, reasoning and scientific attitude.
 To create democratic attitude
 To integrate various subjects
 Introduce the new subjects.
 Keep the students updated.
 Prepare a child for present and future life.
Principles of Curriculum Development

 Principle of relevance
 Principle of Flexibility
 Principle of Continuity
 Principle of Efficiency
 Principle of effectiveness
Steps
 Diagnosing Needs
 Formulating specific objectives
 Selecting the content
 Organizing the content
 Selecting and Organizing learning experiences.
 Evaluation
 Checking the balancing and sequencing.
Importance
 Clear purpose and goals:-  Curriculum construction
provide written curricular goals which are nothing but
intended student development outcomes. These goals and
objectives are specified in considerable detail and in
behavioral language.
 Continuous assessment and improvement of
quality:- Valid and reliable assessment of the curriculum is
necessary. The curriculum followed by an institution
should be reviewed regularly in order to maintain it’s
effectiveness in regards to the changing needs of the
society as a whole.
 A rational sequence:- In a curriculum educational
activities are carefully ordered in a developmental
sequence. This developmental sequence helps to
form a well planned (or coherent)curriculum based
on intended goals and outcomes of the curriculum
and its constituent courses.
 Making strategy in teaching and
learning:- Curriculum development helps in
suggesting suitable teaching-learning strategies,
teaching methods, instructional materials, etc. It
helps in providing for the proper implementation of
the curriculum on the part of teachers and learners.
 Helps in the selection of learning
experiences:- Curriculum development is needed
for appropriate selection and organization of
learning experiences. It helps in the selection of
study matter and other activities so that learners are
able to acquire goals and objectives of teaching.
 The process of curriculum development is needed
for conceptualizing a curriculum in terms of the
determination of educational objectives for
teaching-learning at a particular grade of school
education.
 Helps in continuous and comprehensive education
  Realization of Educational Objectives
 Proper use of Time and Energy:
 Acquisition of Knowledge
 Determining Structure Of Content
 Development of Personality
 Preparation of Text Book
 Conducting Examination
 Decision about Instructional Method
 Organising Teaching And Learning Situation
 Development of Knowledge, Skill And Attitude
Curriculum design पाठ्यक्रम प्रारूप
 Curriculum design is a term used to describe the
purposeful, deliberate, and systematic organization
of curriculum (instructional blocks) within a class
or course.
 In other words, it is a way for teachers to plan
instruction. When teachers design curriculum, they
identify what will be done, who will do it, and what
schedule to follow.
Curriculum Designs
Student oriented Teacher oriented

Problem Based Information Gathering

Integrated Discipline based

Community Oriented Hospital based

Elective Uniform

Systematic Apprenticeship/ Opportunistic

THE IDEAL MODEL?

The Three R’s
  reading, writing and arithmetic
Characteristics of Curriculum
Design
 It Is purposeful
 It is deliberate
 It is creative
 Operates on many levels
 It has stages
 Needs planning
 Is a continuous process
 It is flexible in nature
Elements of Curriculum Design
 Aims and objectives- tell the students what the
result of studying it is likely to be.
Content
 It is a list of subject for a grade or year, a discipline
and a specific subject.
 It has three components:
 1. Knowledge component which includes:
 concepts
 Principles
 Theories
 Laws
 2. Process includes:
 A. Mental Process
 B. Physical Process.
 3. Affective Component includes
 A. attitude
 B. values
 3. Method and Organization: it describes that how
will the skills , knowledge and values are
developed? What strategies can be used?

 4. Evaluation: It helps to find loop holes and

improvise the learning.
Dimensions of Curriculum design
 1. SCOPE - define as all the content, topics,
learning experiences and organizing threads
comprising the educational plan. - the terms broad,
limited, simple, general are few of the words that
can describe the scope. - refers to the coverage of
the curriculum. - can be divided into chunks called
units, subunits, chapters or sub-chapters.
 2. SEQUENCE - contents and experiences are
arrange in hierarchical manner where the basis can
either be logic of the subject matter or on the
developmental patterns of growth of the cognitive,
affective and psychomotor domains.
 1. Simple to Complex Learning 2. Prerequisites
Learning 3. Whole to Part Learning 4.
Chronological Learning
Major Principles for Organizing Content in Units

 1. World- related Sequence

 2. Concept – related Sequence
 3. Inquiry- related Sequence a. space b. time c.
physical attributes
 4. Learning- related Sequence a. empirical
prerequisites b. familiarity a. class relations c.
difficulty b. propositional relations d. interest
 3. continuity - vertical repetition and recurring
appearances of the content provide continuity in the
curriculum. This process enables the learner to
strengthen the permanency of learning and
development of skills. Become Bruner calls this “
spiral curriculum ” for learners to develop the
ideas, these have to be developed and redeveloped
in a spiral fashion in increasing depth and breath as
the learners advance.
 4. INTEGRATIION - “ Everything is integrated
and interconnected. Life is a series of emerging
themes ”. This is the essence of integration in the
curriculum design. - Organization is drawn from
the world themes from real life concerns. - Subject
matter content or disciplined content lines are
erased and isolation is eliminated.
 5. ARTICULATION - can be done either vertically
or horizontally. In vertical articulation, contents are
arranged from level to level or grade to grade so
that the content in a lower level is connected to the
next level. - Horizontal articulation happens at the
same time like social studies in grade six is related
to science in grade six.
 6. BALANCE - equitable assignment of content,
time, experiences and other elements to establish
balance is needed in curriculum design. - too much
or too little of these elements maybe disastrous to
the curriculum. - keeping the curriculum “ in
balance ” requires fine timing and review for its
effectiveness and relevance.
Must understand that……
Approaches
Approaches to curriculum design by Ornstein and
Hankins

 Behavioural approach
 Behavioral approach begins with educational plans
that start with the setting of goals and objectives.
 The evaluation of achievement of goals and
objectives is done by observing the changes in the
behaviour of the student.
 The change of behaviour indicates the measure of
accomplishment.
Managerial Approach
 Deals with POSDCoRB