PRINCIPLES FOR THE CURRICULUM DESIGNING

INTRODUCTION

The term curriculum derives from the Latin word ‘currere’ which means ‘race course/ to run/ run way’ or a kind of route which the learner travels. It refers to the course of deeds and experiences through which children grow to become mature adults. All the activities going on the school or out side of the school is called curriculum. It is basic to the intellectual, physical, moral and emotional development of the child.

CURRICULUM

Curriculum has numerous definitions, which can be slightly confusing. In its broadest sense a curriculum may refer to all courses offered at a school. “Curriculum is the totality of learning experiences provided to students so that they can attain general skills and knowledge at a variety of learning sites.”

·        Curriculum comprises all the learning which is planned and guided by the school, whether it is carried on in groups or individually inside or out side of the school.           - Kerr

·        Curriculum is the totality of experiences that pupils receive through the manifold activities that go in the school, in the classroom, library, laboratory, workshop, play ground and in the numerous informal contacts between the teachers and pupils.                                                       -The Secondary Education Commission (1952-1953)

·        Curriculum is a tool in the hands of the Artist (Teacher), to mould his/her materials (Students), according to his/her ideals (objectives) in his/her studio (College/ School).                                               -Cunningham.

·         Tanner (1980) defined curriculum as “the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners’ continuous and wilful growth in personal social competence” (p.13).

·         Schubert (1987) defines curriculum as the contents of a subject, concepts and tasks to be acquired, planned activities, the desired learning outcomes and experiences, product of culture and an agenda to reform society.

·         Pratt (1980) defines curriculum as a written document that systematically describes goals planned, objectives, content, learning activities, evaluation procedures and so forth.

·         Goodlad and Su (1992) define curriculum as a plan that consists of learning opportunities for a specific time frame and place, a tool that aims to bring about behaviour changes in students as a result of planned activities and includes all learning experiences received by students with the guidance of the school.

·         Cronbleth (1992) defines curriculum as answering three questions: what knowledge, skills and values are most worthwhile? Why are they most worthwhile? How should the young acquire them?

·         Grundy (1987) defines curriculum as a programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives.

·         Hass (1987) provides a broader definition, stating that a curriculum includes “all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice” (p.5).

·         Curriculum means two things: (i) the range of courses from which students choose what subject matters to study, and (ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study. – Kelly (2009).

Syllabus vs. Curriculum

Syllabus	Curriculum
Syllabus is an outline of a specific course prepared by the instructor.	Curriculum refers either to all of the courses offered by an educational institution or to the courses offered in a specific program.
Syllabus is the content, the list of topics/concepts to be taught. It included the topics to be covered, their order, often the required and suggested reading material, and any other relevant information.	Curriculum is a consideration of the objectives, the content, methods chosen to achieve those objectives.
By contrast, a syllabus is typically created by each individual teacher, so it focuses on a particular class.	The curriculum is usually developed by the school district, or college administration so that teachers are aware of what they are expected to teach throughout the year.
It usually offers an overview of the goals of the course so that students know what is expected of them by the end of the term.	It typically breaks down what needs to be taught, as well as ideas on how it should be presented to the students.
One of the most useful aspects of a syllabus is that it frequently gives students an idea of the course schedule, listing the dates and descriptions of assignments and tests.	The curriculum usually lets teachers know how to measure the effectiveness of their teachings, often through standardized testing.
This allows them to plan accordingly, ensuring that vacations do not coincide with test days, or the start of new concepts.	It can be used as a guideline for teachers, as many depend on it to develop their coursework.
Teachers hand out the syllabus on the first day of class, especially in college, where students are expected to take a particular interest in their education.	The curriculum is not usually distributed among students unless it is specifically asked for.
the syllabus may vary somewhat from one teacher to another.	the curriculum will be the same for all
Syllabus is the subset of curriculum.	The curriculum is the superset

MAJOR DEFECTS IN THE PRESENT CURRICULUM

According to Secondary Education Commission or Dr.A.Lakshmanaswami Muthaliar Commission (1952-53) the following are the defects of our curriculum:

v      Narrowly conceived

v      Bookish and theoretical

v      Dominated by too many examinations / examination oriented

v      Overcrowded, without giving rich and significant content

v      Emphasis on theory not practical / Inadequate provision for practical/ other kinds of activity

v      Not cater to various need and capacities of the students

v      Text Book based examinations

v      Heavy syllabus

v      Rote learning is encouraged

v      Not to life oriented

v      not include technical or vocational subjects / not helpful to vocation

v      Not developing the whole personality

PRINCIPLES OF CURRICULUM CONSTRUCTION

Curriculum organisation is a scientific process which involves basic principles on which its credibility exists. It is not just collection of topics, because it reflects ethos (philosophy / culture) of the society: themes of the subject and learning variability.

      1. Principle of Child-Centeredness

                         Curriculum is mainly for the students. So, the age, interest, capability, capacity, aspiration, needs and psychology of the learner should be taken in to an account.

      2. Principle of Community-Centeredness

                        The social needs and the local needs of the learner should be taken in to account while we construct the curriculum. It should be reflect the values of democracy, ethos and main concerns of the country.

      3. Principle of Balance / Integration (Child = Community)  

It is also called principle of Integration. The curriculum should integrate:

1. Cognitive, affective and psychomotor objectives and abilities

2. Knowledge and experience

3. Objectives and content

4. Child’s activity and needs with the society needs and activity.

It should be related to the social environment of the students.  Here the equal/ balance importance should be given to the need of the Child and need of the Community.  

      4. Principle of Need

                        Curriculum helps in fulfilling the various needs of the learner. Each learner has his needs which are generally related to physical, emotional and social development. A well planned curriculum provides all such opportunities through many fold activities which satisfies the need of the learner. It should not be merely the academic but it should include all other equally important activities too.

      5. Principle of Utility

                        One of the purposes of education is to prepare the child for living and learning. This is the most important consideration, so that the child can live a fruitful and self-fulfilling life. Curriculum should provide rich experiences, both academic and social to the students. The content, activities and experience of the curriculum at a particular stage / grade are useful to the learner for the further/higher studies.

      6. Principle of Creativity

                        It should place the pupil in the place of the discoverer and provision should be made the creative type of activities.

      7. Principle of Preservation/Conservation

                        It should help in the preservation /conservation and transmitting the knowledge, traditions, standards of conduct on which the culture and civilization depend.

      8. Principle of Variety

                        In a classroom there are different types of the students on the basis of intelligence, ability, aptitude and attitude.

                        The curriculum should satisfy the variety of knowledge, varying interest, needs of the students.

      9. Principle of Elasticity / Flexibility

                  Flexibility is an important parting curriculum development. It should given enough time and sufficient chance to the students, to search their own examples and experience from the surroundings.

10. Principle of Contemporary Knowledge    

                  Curriculum should give the modern or current knowledge and theories to the students. That will give the knowledge of utilization of local resources (salt, plants, soil) to the students.

      While organizing the curriculum the following principles also should be followed:

     

      11. Principle of Sequencing

      12. Principle of Continuity

      13. Principle of Accuracy

      14. Principle of Adequacy

      15. Principle of Interest

      16. Principle of Readiness

      17. Principle of Meaningfulness

      18. Principle of Continuous Evaluation

CONCLUSION

            The curriculum is the totality of experiences that the child gains through the multifarious activities in the school. The review of the present curriculum is reveal that it is subject oriented, examination ridden, not in conformity with the aims and objective of the teaching science, rigid and outfits the different age group. So, it is imperative that the present curriculum should be reorganized in the light of the principles mentioned above.

  

REFERENCE

1.      Kerr John F., Changing the Curriculum, UNI Books, University of London, 1974.

2.      Report of the Secondary Education Commission, Govt. of India, Ministry of Education, New Delhi, 1953, p.65.

3.      National Curriculum for Primary and Secondary Education: A Frame Work, NCERT, New Delhi, 1985, (From Preface).

4.      Das R.C., Curriculum and Evaluation, NCERT, New Delhi, 1984, p.42.

5.      Sood J.K., New directions in Science Teaching, Kohli Publishers, Chandigarh, 1989, p.103.

6.      Sharma R.C., Modern Science Teaching, Dhanpal Rai Publishing Company, 1975, p.82.