The document discusses the key concepts of curriculum. It defines curriculum as the totality of learning experiences students are exposed to in school. Curriculum includes the content, intended outcomes, cultural aspects, and experiences planned for students. It also discusses different perspectives on curriculum from the point of view of teachers, principals, parents and others. The document outlines the principles and factors that influence curriculum planning and design, as well as the processes of implementation, evaluation, development and transaction of curriculum. It also defines and explains the concepts of hidden curriculum and curriculum evaluation.

1. By- Ms Deepty Gupta

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