TYPES OF CURRICULUM
Mrs.R.Kohila Devi
Asst. Prof. in Education
Thiagarajar College of Preceptors
Madurai -9

Elements of curriculum
Aims and objectives
Content
Evaluation
Teaching Strategies

Subjected-centered view of
curriculum
The fund of human knowledge
represents the repository of
accumulated discoveries and
inventions of man down the centuries,
due to man’s exploration of the world.

Learner-centered view of
curriculum
Relates knowledge to the individual’s personal
and social world and how or she defines
reality.
Jerome Bruner: “Knowledge is a model we
construct to give meaning and structure to

Purpose of content
 To help organize materials
 To help a sequential relationship of
material
 To present material basic to a general
understanding of a course
 To furnish a source of valuable
information
 To present application

The content is:
United with the goals and
objectives of the basic education
curriculum.
Responds to the needs of the
learner.
Includes cognitive skill and
affective elements.

United with the goals and
objectives of the basic education
curriculum.
Responds to the needs of the
learner.
Includes cognitive skill and
affective elements.

Fully and deeply covers the
essential to avoid the “mile-wide-
and-inch-deep” impression.
That is of use to the learners.
That is practical and achievable

 Facts are basic in the structure of
cognitive subject matter. But content
must go beyond facts.
 Working out a process of conceptual
understanding means teaching and
learning beyond facts. This can be
done by the use of the thematic or the
integrated approach

Criteria for Content
Selection

Criteria for Content Selection
Economy means less teaching effort
and educational resources, less
learner’s effort but more results and
effective learning outcomes.

Significance
It is significant if
When content or subject matter will
contribute to basic ideas, concepts,
principles, and geberalization
to achieve the over all aim of the
curriculum.
It will develop learning abilities, skills,
processes and attitude

It is significant if
It will develop the cognitive,
effective and psychomotor
skills of the learners
The cultural aspects will be
considered

 Relevance to life: Learning
experience must be released to the
learner’s real life situations in and out
of school;
 Variety: Learning experiences must
cater to the needs of different types of
learners by providing different types
of experiences;

 Suitability: Learning experiences
must be suitable to the learners
present state of learning and
characteristic:

Validity: - it relates to the
authenticity of the content selected.
this refers to the relevance of the
stated learning experience to the
stated goals of the curriculum;
Means two things, is the content
related to the objectives and is the
content true or authentic;

 Interest: the content should suit the
personality and intellectual
capabilities of the students.
 Is the content interesting to the
learner? Or can the content be made
interesting to learners?

Interest: the content should suit the
personality and intellectual capabilities
of the students.
Is the content interesting to the learner?
Or can the content be made interesting
to learners?

Utility:
it is concerned with the usefulness of the
content.
Here the question is whether the content
selected is useful i.e. will lead to the
acquisition of skills and knowledge that are
considered useful by society?
is the content selected such that learners and
understand given their present level.

Learnability: this criteria
emphasizes on the optimal
placement and appropriate
organization and sequencing
of the content

Feasibility it compels the planners
to analyze and examine the content in
the light of the time and resources
available to the students, cost
involved, sociopolitical climate etc.

DISADVANTAGES OF DISCIPLINE
ORIENTED CURRICULUM
We discussed some teacher-controlled
instructional methods, namely, lecture
Demonstration, team teaching and activity-
based instruction, In this unit, we shall focus
on some of the learner-controlled instructional
methods,. Learner-controlled instruction,
unlike teacher controlled instruction, gives
importance and role in the teaching-learning
activity. It lays stress on individualized
learning or self-learning.

Individualised learning requires
careful monitoring students working
on their own or in small groups on
practice a new skill, Before assigning
students to work in independently,
you as a teacher, have to provides
necessary guidance to insure that
they are prepared to work on their
own. Thus, learner-controlled
instruction demands your active
participation in the teaching-learning
process. The students may need
periodic review with corrective
feedback on their work.

There are various methods of self-learning. Self-
learning be more structured or less structured. In
this unit, we discus programmed instruction.
personalised system of instruction and
computer-assisted instruction under more
structured self-learning methods and the project
work under less structured self-learning method.

Disadvantage
It requires a longer time for
students so it is difficult to achieve
curriculum targets.
Take a long time for teachers so
that teachers in general do not want
to use cooperative learning
Specific nature of students
demands, such as the nature likes
work together.

Discipline Based
Curriculum
Subject centered
Independent subjects
Learning fragment
Rote learning
Repetition
Less relevance & interest

Thank You