2. • Introduction
• Meaning of curriculum
• Definitions of curriculum
• Nature of curriculum
• Scope of curriculum
• Need and Importance of curriculum development
• Principles of Curriculum development
• Structure of Curriculum
• Concept of Curriculum Development
• Curriculum and Syllabus
• Role of Teacher in Curriculum Development
• Reference Books

3. Introduction

6. Meaning of Curriculum

7. MEANING OF CURRICULUM
• The word ‘curriculum’ is derived from a latin word
‘currere’ that means ‘course to run’. or ‘course of
study’ or ‘training leading to education/reach a
goal’. (or) It is a course of subject-matter studies.
• Thus curriculum is the medium to realize the goals
and objectives of teaching a particular course of
study.

8. Definitions of Curriculum

9. DEFINITIONS OF CURRICULUM
“Curriculum is a tool in the hands of the artist
(teachers) to mould his material (pupils) according
to his ideals (aims and objectives) in his studies
(school)” – Cunningham

10. Curriculum: Definitions
• Curriculum includes all the learning experiences
offered to all the learners under the direction of the
school – C.Ronald
• It is a plan for action or a written document that
includes strategies for achieving desired goals or
ends – Ralph Taylor & Hilda Taba
• It is the total efforts of the school to bring about
desired outcomes in and out of school situation –
Alexander & Saylor

11. Cont.,
• “Curriculum is the total effort of the school to bring
about desired outcomes in the school and out of
school situations”
– Alexander and Sayler

13. Content / subject matter
• Curriculum was nothing but the different subjects
taught in schools.
• In fact content or subject matter does not stop just
by the facts and information but involves many
more things right from planning to that of
reconstruction.

14. Program of planned activities
• It can be the overall activities planned by the
teacher as to how to teach, what to teach, how to
motivate, what devises are required to draw their
attention, and so on; all that is planned in advance
before the real teaching – learning process
commences.

15. Curriculum as an Objective
• B.F. Skinner views the curriculum as being
formulated according to behaviouristic objectives.
• The curriculum is the series of experiences which
children and youth must have by way of attaining
activity-based objectives.
• W. W. Chatters (1923) viewed curriculum as a series
of objectives that students must attain by way of a
series of learning experiences

16. Intended learning outcomes
• Johnson (1977) and Posner (1982) contended that
curriculum as the intended learning outcomes. i.e,
there is a clear shift from means to ends as
criticized in the earlier approach. Here the specified
ends are before the planner; they go by their
precise planning by their intentions and achieve
the same.

17. Cultural reproduction
• The curriculum is the reflection of the culture of a
particular society. They identify appropriate skills
and knowledge for e.g values, religion, and political
system etc. Concepts will be incorporated with the
curriculum, which in turn reflects their belief and all
cultural aspects.

18. Curriculum as experience
• Dewey says curriculum as a single experience. He
says that these two are inseparable. Curriculum
provides experiences to respond and react and
reflect on various processes of learning. It
depends on the learner as what he experiences.

19. Discrete tasks and concepts
• This can be related to training or industry where
individual gets exposed to different tasks to
master over the task and attain the concepts. For
instance rules of grammar, mathematical problem,
other mechanical skill-oriented tasks in various
professions, expose the learner to the relevant
tasks to acquire the concepts.

20. Agenda for social reconstruction
• Dewey, says that schools should provide an agenda
of knowledge which guides students to enrich
society and the cultural institutions, beliefs and
activities support it, i.e the students are prepared
well with adequate knowledge and skills to adopt
in their future life.

21. Curriculum as currere
• It is not meaning a mere race course. Meaning
Gurmet (1980) says here the individual are
expected to re-conceptualize their own
autobiography. An individual gets into his own
entire past events, recollects, and tries to
reconstruct his own future. By sharing this with
others they also become better in understanding
themselves.

22. Curriculum as a system
• Curriculum can be considered as a system for
dealing with people and the processes or
organization of personnel and procedures for
implementing the system (Babcock, McNeil,
Untruth).

23. Scope of Curriculum

24. Introduction
• Curriculum, is therefore, very comprehensive in its
scope. It touches all aspects of the life of the
pupils- the need and interest of the pupils,
environment

25. Touch all aspect
of life of pupil
Scope of
Curriculum

26. Need and Importance of
Curriculum Development

27. a. Realisation of Educational Objectives:
• An organisation of education is based on the
curriculum. The curriculum development is
done in view to realise the objectives of
education. Thus the curriculum is the means
for achieving the educational objectives.

28. b. Proper use of Time and Energy:
• It provides the guidelines to the teachers as
well as to students, what a teacher has to
teach and what the students to learn?

29. c. Acquisition of Knowledge:
• The curriculum is the mean for the acquiring
knowledge. Actually human knowledge is one but is
divided in to subject for the convenience and
organisation point of view. Thus the curriculum is
designed for the different subjects.

30. d. Determining Structure Of Content:
• Every subject’s content has its wide structure which
is to be taught lower level to the higher level. Thus
the main task of curriculum development is
determining structure of content for a particular
stage teaching. Thus the curriculum of different
subjects is designed from primary level to
university level.

31. e. Development of Personality:
• The curriculum is also important and significant
from personality development of the student. The
curriculum is designed which helps in development
in good qualities in students. It helps in developing
physical, social and moral qualities of learners.

32. f. Preparation of Text Book:
• The curriculum provides the guide line and
bases for preparing text book for the use of
students and subject teacher. If the
curriculum is changed or codified, the test
books are also changed. A good text has wide
coverage of curriculum content of subjects.

33. g. Conducting Examination:
• Our education is examination centred. The students
have forced obtain good mark in the examination.
• Thus examination paper is prepared as per
curriculum of the subject and students also
prepare the content for the examination. Thus,
curriculum is basis of teaching, learning and testing.

34. h. Organising Teaching And Learning
Situation:
• The teaching and learning situation are
organised in view to the curriculum teaching
work is also assigned with help of curriculum

35. i. Decision about Instructional method:
• The instructional method is selected and
used in view of the curricular. The same
content is taught from memory to reflective
level. It may be teacher centred or learner
centred.

36. j. Development of Knowledge, Skill And
Attitude:
• The nature of curriculum provides the basis
for the developing knowledge, skills, attitude
and creative ability. It also helps in
developing leadership qualities.

38. Principles of Curriculum Development:
Introduction
• After having studied the various defects and
drawbacks found in the curriculum, Mudaliar
Commission and other educationists have laid
down the following principles.

39. Principle of Child - Centeredness
• According to the needs, capacities and
capabilities of the child at the particular
age level the curriculum should be
constructed.

40. Principle of community - Centeredness
• The curriculum is centered round the
needs of the society because the needs
of the society are greater day by day.
Considering this, curriculum should be
framed.

41. Principle of Experience
• Education, in order to be successful and
useful, should include not only the teaching of
the traditional subjects, but also the totality of
the experience that the pupils receive in the
manifold activities of the life. Learning by
doing should form the basis of the curriculum
construction.

42. Principles of Integration
• Curriculum must integrate the child’s
activities and his needs on the one hand
and the needs of the 21st century
democracy on the other hand. It should
be related to the social environment of
the students.

43. Principle of creativity
• Curriculum must place the pupil in
the place of discover and provision
must be made for creative type of
activities.

44. Principle of Elasticity and variety
• The curriculum should not be rigid but
should be changed to suit the changing
needs of the pupils and the society. It
should be flexible and broad-based.

45. Principles of Diversification
• The curriculum should bear in mind the
individual differences, diversification in the
interests and variety of the talents of the
learners. Unless, the curriculum is diversified
and flexible, it would not be useful for the like
of the students.

46. Principle of common Subjects
• The curriculum especially into the
secondary stage of education should
provide common and general knowledge
to the students.

47. Principle of Earning of Livelihood
• The curriculum should be such as to
equip the students to be able to earn
their living after entering life. Earning of
livelihood is an essential item of society.

48. Principle of Utilization of Leisure
• The curriculum should have the capacity
to train the students to be able to utilize
their leisure properly. In other words,
the curriculum should include such other
activities that may be taken up during
leisure.

49. Conclusion
• The curriculum should be well
balanced, properly graded, fairly
broad-based and approximately
designed for meeting the needs of
the society and the individual.

50. Structure of Curriculum

51. STRUCTURE OF CURRICULUM
Structure of
Curriculum
Learner and
Society
Aims and
Objectives
Content /
Subject
MatterTeaching
Methodology
Evaluation

52. Cont.,
• The five components are interdependent. The
structure of the curriculum is compared to the
system of human body such as muscular,
respiratory, and circulatory, nervous, etc. Any
alternation in one system (component) affects the
structure and functioning of the others.

53. 1. The Learner and Society
• The curriculum in concerned with the learner
and the society in which he or she lives. The
curriculum puts emphasis on both individual
and the society needs.

54. 2. Aims and Objectives
• Aims and objectives are statements that reflect the
needs of the learner and society. They serve as
basis for selection of subject matter and student
experiences.

55. 3.Content or Subject-matter
• Contents or subject matter are facts, concepts or
principles intended for developing knowledge,
skills and values among the learners. Contents are
organized to achieve the aims and objectives, the
learner’s requirements and the demands of the
society. Subject-matter is usually presented
through textbooks.

56. 4. Teaching Methodology
• It refers to the techniques and methods chosen by
the teacher to present the subject matter. Teaching
methodology results in learning outcomes. Students
acquire knowledge, skills or attitudes through
teaching methodology.

57. 5. Evaluation
• Evaluation measures learning outcomes of the
learner in terms of the proposed objectives.
Evaluation provides information on student’s
learning. It helps the teacher in taking up the next
instructional activities.

58. Concept of Curriculum Development

59. Concept of Curriculum Development
Curriculum Development means
*recreating or modifying what is taught to students.

61. Curriculum Development
TOP-DOWN
1.The curriculum presented
to the teachers
2.The curriculum adopted by
teachers
3. The curriculum assimilated
4.The evaluated curriculum
BOTTOM- UP
1.What the society or the
parents want
2. Responses provided by
teachers in the schools
3. The collection of theses
responses and the effort to
identify some common
aspects
4. The development of
common standards and their

62. Curriculum and Syllabus

65. Role of Teacher in Curriculum
Development

66. Role of Teacher in Curriculum
Development
• Teachers play essential role in developing,
implementing, assessing and modifying the
curriculum.
• Teachers are essential pillars in the teaching
process. with their knowledge ,skills,
experience they are central to any curriculum
improvement effort.

67. Cont.,
• Teacher's participation in planning: They
know their students' needs better than
others involved in curriculum process.
They can provide insights into the types
of materials, activities and specific skills
that need to be in included in the
curriculum.

68. IMPLEMENER
• In this stage, the teacher gives life to the
written materials
• His role has shift from planning to doing such
as guiding, facilitating, and directing activities.

73. Conclusion

74. Reference Books
• Arulsamy, S.(2010). Curriculum Development.
Hyderabad: Neelkamal Publication.
• Mrunalini.T.(2014). Curriculum Development.
Hyderabad: Neelkamal Publication.
• Tholappan.A.(2016). Knowledge and Curriculum.
Trichy: Bharathidasan University, DDE Study
Material.