This document provides an overview of the meaning and nature of curriculum. It begins with definitions of key curriculum terms like objectives, outcomes, and components. It then covers curriculum design principles like determining objectives and outcomes. It discusses approaches to curriculum development like competency-based vs academic approaches. The document outlines the four phases of curriculum process: design, development, implementation, and evaluation. It provides details on factors that influence curriculum implementation effectiveness and criteria for curriculum evaluation. Overall, the document provides a comprehensive overview of curriculum concepts, principles, processes, and evaluation.

1. MEANING AND NATURE OF CURRICULUM
UNIT VI
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Sep 20201
Assistant Professor of History,
V.O.C. College of Education,
Thoothukudi – 628 008. Tamil Nadu.
9629256771
cthanavathi.tuty@gmail.com
thanavathic@thanavathi-edu.in
Dr. C.Thanavathi

2. 2

3. 1. Meaning of curriculum
2. Definition of curriculum
3. Concept of curriculum
4. Attributes of Curriculum
5. Components of Curriculum
6. Characteristics of Curriculum
7. Need of Curriculum
8. Overview of Curriculum
9. Determinants of Curriculum
10. Principles of Curriculum
11. Types of curriculum
12. Difference between Curriculum and Syllabus
OVERVIEW OF THE PRESENTATION
3

4. 13. Criteria of Curriculum
14. Approaches of Curriculum development
15. Four phases of curriculum process
16. Factors influencing the Effectiveness of
curriculum Implementation
17. Structure of Curriculum
18. Dynamics of Curriculum
19. Changing Concepts of Curriculum
20. Factors affecting Curriculum
21. Emerging Trends in Educational Process
22. Recommendations for the improvement of curriculum
23. Summary
OVERVIEW OF THE PRESENTATION
4

5. 5

6. 6

7. 7

8. 8

9. CONCEPT OF CURRICULUM
A systematic group of courses or sequence
of subjects required for graduation or
certification in a major field of study
9

10. 10

11. ATTRIBUTES OF CURRICULUM
1. Related to an occupation
2. Objective oriented content
3. Planned learning experiences for the entire duration of
the program
4. Criteria for evaluation of student’s performance and
Certification
11

12. Components of Curriculum
1. List of Courses (Including Core & Elective)
2. Program Educational Objectives (PEOs)
3. Program Outcomes (POs)
4. Student Learning Outcomes (SLOs)
5. Program Specific Outcomes (PSOs)
6. Syllabus of each Course
7. Details of Evaluation of Students’ Performance
8. Criteria for certification
12

13. 13

14. 14

15. 15

16. 16

17. 17
Principles of Curriculum

18. 18

19. 19

20. 20

21. 21

22. 22

23. 23

24. 24

25. 25

26. 26

27. 27

28. 28

29. Differences between Curriculum and Syllabus
Curriculum Syllabus
1 Three dimensional document
(Students + Contents +
Instructional Methodology)
Unidimensional document
(Only Subject matter)
2 Made and operated at Institute
level or Program level
Made and operated at
Course level
3 Prescriptive Descriptive
4 Contains list of entry criteria, list
of courses, evaluation details
and certification details
Contains the content to be
taught, time details and
resource materials
5 Wide and holistic Narrow and specific
29

30. SYLLABUS as subset of CURRICULUM
30

31. SYLLABUS
• Content outline for each Course
• Broad time Allocations for individual units
• Learning resources prescribed and
recommended
31

32. What are the defects / deficiencies in
the syllabus of a course you are
teaching?
32

33. DEFICIENCY IN THE SYLLABUS
POSSIBLE EFFECT ON THE
TEACHING-LEARNING PROCESS
1 a) Non-availability of guidelines
regarding depth of treatment
b) No indication of the specific
competencies to be developed in the
students
Previous question papers will be
used to define these
2. Topics and content not sequenced
logically.
Gaps or discontinuity in the
learning process.
Contd.
Deficiencies in the syllabus and their possible effects
on the teaching-learning process
33

34. DEFICIENCY IN THE SYLLABUS
POSSIBLE EFFECT ON THE
TEACHING-LEARNING PROCESS
3. No indication of the links
between various Courses.
Compartmentalisation of
teaching; isolation from other
related Courses.
4. No indication of the links
between syllabus and
instructional methods.
Selection of teaching methods
based on precedence and the
needs of examinations. Contd.
Deficiencies in the syllabus and their possible effects on the
teaching-learning process - 2
34

35. DEFICIENCY IN THE SYLLABUS
POSSIBLE EFFECT ON THE
TEACHING-LEARNING PROCESS
5. Insufficient information on the
instructional materials and
learning resources to be used.
Use of ‘Cook-book’ type of notes
and guides.
6. Insufficient information on the
design and use of various tools
for evaluation of students’
performance
Most of the tests and
examinations lack validity and
reliability.
Deficiencies in the syllabus and their possible effects on the teaching-
learning process – 3
35

36. CRITERIA OF CURRICULUM
While making various decisions during the process
of curriculum development three criteria, described
below, are usually employed:
 CRITERION OF UTILITY
 CRITERION OF VARIETY
 CRITERION OF FLEXIBILITY
36

37. 1. UTILITY CRITERION
CONTENT
Must know
Should know
Nice to know
37

38. 2. CRITERION OF VARIETY
Interesting Variety of learning experiences
• Blended Learning
• Project Based Learning
38

39. 3. CRITERION OF FLEXIBILITY
• Horizontal and Vertical mobility
• Modular approach
• Fully Flexible Credit System
• Core and Elective Courses
39

40. APPROACHES OF
CURRICULUM DEVELOPMENT
Two approaches to Curriculum Development.
1. Academic Approach
2. Competency based Approach
40

41. COMPETENCY
Competency is the ability to
perform a specific task which is
part of a job or profession
A competency will include the
required Knowledge, Skills and
Attitudes.
41

42. Differences between the two approaches
COMPETENCY BASEDACADEMIC
Subject Approach
Knowledge Based
Analysis of Subject
Matter & Disciplines
Systems Approach
Job / Occupation Based
Analysis of Policies, Labour
Market and Occupations
Contd.
42
New

43. Differences between the two approaches - 2
Determining Level and
Prerequisites
Organise Curriculum According
to Logic of the Discipline
Develop Instruction
Analysis of Job
and Tasks
Contd.
Develop Instruction
Organise Curriculum According
to way the job is done
COMPETENCY
BASED
ACADEMIC
43
New

44. Differences between the two approaches - 3
Who are the Learners?
What Learning Objectives?
What Learning Strategies?
What Resources Needed?
How Evaluate?
What is to be learned?
How will it be learned?
What Texts / Materials?
What Tests / Exams?
COMPETENCY
BASED
ACADEMIC
44
New

45. FOUR PHASES OF CURRICULUM PROCESS
Design Phase
Development
Phase
Implementation
Phase
Evaluation
Phase
Curriculum Process
FEEDBACK LOOPS
45

46. CURRICULUM DESIGN
PHASE
46

47. CURRICULUM DESIGN PHASE
The main objective of this
phase is to determine the
general and specific
objectives of the particular
U.G. / P.G. programme.
47

48. CURRICULUM DESIGN PHASE
a)What abilities the students must possess before
he/she is admitted into the course? (Pre-
requisites)
b)What abilities the students will acquire on leaving
the course?
THE DIFFERENCE BETWEEN (a) and (b) IS THE GAP
THAT MUST BE BRIDGED WHEN DESIGNING THE
CURRICULUM
48

49. Formulation of the OBJECTIVES of the curriculum
Job analysis
Identification of knowledge and skill requirements
Formulation of Programme Educational Objectives
and Programme Outcomes
Specification of entering behaviour
CURRICULUM DESIGN PHASE
49

50. Programme Outcomes &
Objectives
Student outputStudent input
Programme
Outcomes Objectives
50
Slide # 50
50

51. 51
Objectives are long term goals & results
expected.
Outcomes are immediate results.
OBJECTIVES & OUTCOMES
Slide # 51
51

52. 52
Slide # 52
52

53. OBJECTIVES & OUTCOMES
53
Slide # 53
Outcomes
Objectives
Goals
Specificity
Increases
53

54. Course Objectives
Describe the professional competencies expected of
students on completion of a course
Competencies include
i. Knowledge/Understanding of Theoretical concepts
ii. Application/Analytical abilities
iii. Skills
iv. Attitudes
54

55. Course Objectives – 2
Integrate learning of individual Units/Modules in the course
 Start with a verb such as
• Comprehend/Understand
• Apply
• Analyze
• Design
• Develop
•Appreciate
•Evaluate/Assess
55

56. Example of Course Objectives
Title of the course: Knowledge and
Curriculum
On completion of the course, the student will be able to:
1. explain the epistemological and sociological bases of education.
2. understand the principles of democratic curriculum
3. discuss the nature, principles and resources of curriculum
4. comprehend curriculum process and practice
56

57. COURSE OUTCOMES
COURSE
DESCRIPTION
(CONTENT)
PREREQUISITES OUTCOMES
What the learner has to know before
he/she starts the course
What the learner measurably knows after
successful completion of the course
CHANGE IN THE BEHAVIOUR OF THE
LEARNER
Course Outcomes
57

58. COURSE OUTCOMES
Course Outcomes are statements that communicate in
behavioural terms the expected performance of students at
the END of the course
58

59. Knowledge
(intellectual)
Cognitive
Domain
Affective
domain
Attitudes
(values)
Skills
(Manual)
Psychomotor
Domain
Bloom’s Taxonomy of Learning Outcomes
Main categories of Human Behaviour 59

60. Employers need people who can
perform tasks rather than those who
only know about tasks
60

61. Examples of Course Outcomes
Title of the course:
Knowledge & Curriculum
61

62. On Completion of the course, the student will be able to:
1. explain the epistemological and sociological bases of education
2. explain the nature and principles of child-centered curriculum
3. describe the relationship of nationalism, universalism and
secularism with education
4. understand the principles of democratic curriculum
5. discuss the educational thoughts of great educational thinkers
on child centered education
6. discuss the nature, principles and resources of curriculum
7. comprehend curriculum process and practice
8. explain the need for hidden curriculum.
62

63. CURRICULUM
DEVELOPMENT PHASE
63

64. CURRICULUM DEVELOPMENT PHASE
Development of the instructional resources
necessary for achieving the PEOs, POs, Course
Objectives and Course Outcomes
64

65. 1. Sequencing the various courses
2. Selecting the content for each Course
3. Sequencing the units (modules) and topics
4. Selecting instructional methods and instructional resources. (materials and
media)
5. Preparation of plans for instruction
6. Development of tests and other materials needed for evaluation of students
performance
7. Orienting the teachers to the new curriculum.
TASKS TO BE UNDERTAKEN:
CURRICULUM DEVELOPMENT PHASE
65

66. PROGRAMME
COURSE 1 COURSE n
UNIT
1 n
UNIT
TOPIC 1 TOPIC n
TEACHING
POINT
1
TEACHING
POINT
n 66

67. Components of Syllabus of a course
1. Course Code and Title of the course
2. Pre-requisites/Co-requisites/Anti-requisites (if any)
3. No. of Hours allotted for Lecture (L), Tutorial (T), Practical
(P), Project (J) etc.
4. Credit Assigned
5. Couse Objectives
6. Course Outcomes
7. Student Learning Outcomes (SLO)
67

68. Components of Syllabus of a Course - 2
8. Module-wise/Unit-wise
• Course Content
• No of Hours
9. Textbooks
10. Reference books
12. Laboratory Work
- List of Experiments (Indicative)
- List of Challenging experiments (Indicative)
13. Mode of evaluation of students. 68

69. CURRICULUM
IMPLEMENTATION PHASE
69

70. Curriculum, Instruction & Evaluation
CURRICULUM
INSTRUCTION
EVALUATION
What to teach?
How to teach?
How to assess
achievement of
learning outcomes?
70

71. INTENDED CURRICULUM Vs. OPERATIONAL
CURRICULUM
INTENDED CURRICULUM:
Refers to the PRESCRIPTIONS in the curriculum
document
The intended curriculum is an inert document containing
the objectives of the curriculum, content matter, time
schedules and the performance standards expected
Contd.
71

72. INTENDED CURRICULUM Vs. OPERATIONAL
CURRICULUM
OPERATIONAL CURRICULUM:
When an “intended curriculum” is enacted in a classroom
or given life through teaching it becomes an
“OPERATIONAL CURRICULUM”
It deals with the processes of teaching and learning,
organization of the class and the milieu in which
instruction takes place.
72

73. FACTORS INFLUENCING THE EFFECTIVENESS OF
CURRICULUM IMPLEMENTATION
1. FACTORS RELATED TO THE STUDENT:
 Aptitude for the subject
 Proficiency in the language which is used as the
medium of instruction
 Entering behaviour
 Motivation
Contd. 73

74. FACTORS INFLUENCING THE EFFECTIVENESS OF
CURRICULUM IMPLEMENTATION
2. FACTORS RELATED TO THE TEACHER:
Teacher preparedness
Teacher’s resourcefulness
Contd.
74

75. FACTORS INFLUENCING THE EFFECTIVENESS OF
CURRICULUM IMPLEMENTATION
3. FACTORS RELATED TO THE INSTRUCTIONAL ENVIRONMENT:
 Appropriateness of curricular objectives
 Adequacy of instructional time
 Instructional resources
 Instructional methods and procedures
 Task orientation of the class
 Evaluation procedures used
 Feedback provided to students 75

76. CURRICULUM
EVALUATION PHASE
76

77. CURRICULUM
EVALUATION PHASE
Curriculum evaluation can be defined as the collection
and provision of evidence, on the basis of which
decisions can be taken about the efficiency,
effectiveness and educational value of curricula
77

78. Why should we evaluate a curriculum?
1. To bring the curricular content abreast of modern advances
2. To remove the ‘Dead Wood’ from the curriculum
3. To improve the EFFECTIVENESS of the curriculum
4. To improve the EFFICIENCY of curriculum Implementation
process
Why?
Contd…
78

79. Why should we evaluate a curriculum? - 2
5. To review the entry behaviour requirements for admission into
the course
6. To Identify
How an “Intended Curriculum’ is enacted
How it becomes operational
The factors which may affect it and result in unintended effects
Why?
79

80. EFFECTIVENESS
DOING RIGHT THINGS
EFFICIENCY
DOING THINGS IN THE RIGHT WAY
80

81. EFFECTIVENESS
Determination of the extent to which the
objectives of the curriculum have been
achieved
81
𝑬𝑭𝑭𝑬𝑪𝑰𝑽𝑬𝑵𝑬𝑺𝑺 =
𝑨𝒄𝒕𝒖𝒂𝒍 𝑶𝒖𝒕𝒑𝒖𝒕
𝑷𝒍𝒂𝒏𝒏𝒆𝒅 𝑶𝒖𝒕𝒑𝒖𝒕

82. EFFICIENCY
 Efficiency is related to the various kinds of COSTS (Money / Time
/ Space / Instructional Resources etc.) associated with the
educational programme
82
EFFICIENCY =
𝑶𝒖𝒕𝒑𝒖𝒕
𝑰𝒏𝒑𝒖𝒕

83. CURRICULUM
EVALUATION PHASE
1. Outcomes
2. Processes
3. Fit to Standards
CRITERIA FOR THE EVALUATION:
83

84. CRITERIA FOR
CURRICULUM EVALUATION - 2
• Outcomes should cover both short range
and long-range ones. It should also take
cognizance of the unintended outcomes.
• Assess the extent of Student’s achievement
of Course Outcomes
1. Outcomes:
84

85. The Processes include:
2. Processes:
CRITERIA FOR
CURRICULUM EVALUATION - 3
(i) Student participation in certain activities
(ii) Interest in the program and
(iii)The desired pattern of communication between
students and teachers
85

86. Standards may have their roots in:
3. Fit to Standards:
a) Pedagogical principles:
Appropriate provision of feedback, reinforcement, sufficient amount of
repetition etc.
b) Communication principles:
Clarity of presentation, proper significance, vocabulary control,
multisensory cues, etc.
c) Curricular principles:
Correspondence between objectives and planned activities.
CRITERIA FOR
CURRICULUM EVALUATION - 4
86

87. 1.Formative evaluation
2.Summative evaluation
3.Curriculum Revision
Tasks to be undertaken:
CURRICULUM EVALUATION
87

88. This is carried out during the process of curriculum
development and implementation. The evaluation
results provide information to curriculum
developers and enable them to correct flaws
detected in the curriculum.
1. Formative evaluation:
CURRICULUM EVALUATION - 2
88

89. This is carried out after offering the
curriculum once or twice. Such an
evaluation will summarize the merits (as well
as the weaknesses) of the programme, hence
the notion of summative evaluation.
2. Summative evaluation:
CURRICULUM EVALUATION - 3
89

90. A curriculum that operates satisfactorily over a
certain period of time may gradually become
obsolete or deteriorate over time.
Curriculum evaluation will reveal whether some or
all portions of the programme should be revised.
3. Curriculum Revision
CURRICULUM EVALUATION - 4
90

91. 1. Design
2. Development
3. Implementation
4. Evaluation
Curriculum
Process
91 91

92. 92

93. 93

94. 94

95. 95

96. 96

97. 97

98. 98

99. 99

100. 100

101. பாடத்திட்டத்தின் இயக்கவியல்
 பாடத்திட்டத்தின் இயக்கவியல் என்பது
தற்பபாததய பபாக்குகளுக்கு ஏற்ப படிப்புகதையும்
பாடங்கதையும் மாற்றுவதாகும்.
 தடனமிக் என்றால் இயக்கம் மற்றும் மாற்றம்.
 எனபவ, பாடத்திட்டத்தின் இயக்கவியல் என்பது
சமூகத்தின் புதிய கண்டுபிடிப்பு மற்றும் கல்வி
குறித்த புதிய ககாள்தகயின் பததவகளுக்கு ஏற்ப
பாடத்திட்டத்தில் மாற்றம் என்பதாகும்.
101

102. 102

103. சமூக பததவகள்
 பாடத்திட்டத்தில் மாற்றம் சமூக பததவகைால்
அவசியம்.
 பாடத்திட்டம் சமூகத்தில் தனிநபருக்கு கல்வி
கற்பது மற்றும் வாழ்க்தக முதறதய
பமம்படுத்துவதத பநாக்கமாகக் ககாண்டுள்ைது.
 சமுதாயத்ததப் பற்றிய நல்ல அறிவு, அவர்கைின்
நலன்கள், பததவகள், அபிலாதைகள்,
எதிர்பார்ப்புகள் மற்றும் மதிப்பு அதமப்பு
ஆகியதவ இன்றியதமயாததவ.
 இவ்வாறு பாடத்திட்டம் மாறும் மற்றும்
சமூகத்திற்கு பசதவ கசய்வதாகும்.
103

104. 104

105. புதிய கண்டுபிடிப்பு
 கல்விமுதறயில் புதிய கண்டுபிடிப்பு காரணமாக,
சமூகத்தின் வைர்ச்சிக்காக ஒன்றிதணந்து
கசயற்படுவதற்கு பாடத்திட்டத்தத மாற்ற
பவண்டியது அவசியம்.
 கற்பித்தல் முதறகைில் புதுதமகள், கற்றதல
மதிப்பிடுவதற்கான புதிய வழிகள், அறிவியலில்
கண்டுபிடிப்புகள் மற்றும் கற்றலில் புதிய
கதாழில்நுட்பங்கள் உள்ைன.
105

106. 106

107.  இந்த மாற்றங்கள் பாடத்திட்ட வடிவதமப்பு
மற்றும் கட்டதமப்பில் மாற்றங்கதை
அவசியமாக்குகின்றன.
 கல்வியாைர்களும் நிர்வாகிகளும் தங்கள்
மாற்றத்தில் இந்த மாற்றங்கதைச் கசய்கிறார்கள்.
 வகுப்பதற கற்பித்தல்-கற்றல் கசயல்முதற புதிய
கதாழில்நுட்பத்திற்கு ஏற்ப மாற்றப்பட பவண்டும்.
107

108. 108

109. கல்வி குறித்த புதிய ககாள்தக
 கபாருைாதாரம் மாறிவிட்டது. இது திறதமயான
ஆண்கதையும் கபண்கதையும் பகாருகிறது.
 நம் நாட்டில் கல்வியின் பநாக்கங்கள்
மாற்றப்பட்டுள்ைன, எனபவ புதிய பநாக்கங்கதை
பூர்த்தி கசய்ய பாடத்திட்டத்தத மாற்ற பவண்டும்.
109

110. 110

111. பாடத்திட்டத்தின் இயக்கவியலின்
பண்புகள்
 பாடத்திட்டத் திட்டத்தத தீர்மானிப்பதில்
கற்பவர்கைின் பததவகள் மிக முக்கியமானதவ.
 பாடத்திட்ட இயக்கவியல் என்பது வைர்ச்சிதயக்
தகயாள்வதற்கான மிகவும் யதார்த்தமான
வழியாகும்.
 முன்பனற்றங்கள் மிகவும் பயனுள்ைதாக
இருக்கும்.
111

112. 112

113.  இது கநகிழ்வுத்தன்தமதய வழங்குகிறது.
 கற்பவர்கைின் பததவகளுக்கு ஏற்ற பாடத்திட்ட
கசயல்பாட்டின் எந்த கட்டத்திலும்
முன்பனற்றங்கள் கதாடங்கலாம்.
 பாடத்திட்டத்தில் எந்தகவாரு பசர்த்ததலயும்
விரும்புவதற்கு பாடத்திட்ட கசயல்பாட்டின்
நிதலகதை மீண்டும் கபற இது அனுமதிக்கிறது.
 வகுப்பதற சூழ்நிதலகளுக்கு மிகவும்
கபாருத்தமான கற்பித்தல் சூழ்நிதலதய
பிரதிபலிக்கிறது.
113

114. 114

115.  இது மாணவர்கள் மற்றும் ஆசிரியர்கைின் பின்னணி மற்றும்
அனுபவத்தத கவனத்தில் ககாள்கிறது.
 இது பாடத்திட்டத்தத பவண்டுகமன்பற மாறும்.
 இது பாடத்திட்டத்தின் நிதலயான திருத்தத்தத
அனுமதிக்கிறது.
 இது பாடத்திட்ட மதிப்பீட்தட அனுமதிக்கிறது மற்றும்
அதடயாை கற்பித்தல் மற்றும் கற்றலுக்கு உதவுகிறது
மற்றும் எங்கள் பாடத்திட்ட வடிவதமப்தப
வழிநடத்துகிறது.
 இது பாடத்திட்டத்தின் முதறயான அதமப்புக்கான
கட்டதமப்தப வழங்குகிறது.
115

116. 116

117. 117

118. 118

119. 119

120. 120

121. 121

122. 122

123. 123

124. 124

125. EMGERING TRENDS IN EDUCATIONAL PROCESS
12
5
Sl.
No
TRADITIONAL PRACTICE EMERGING TREND
1 Uniform Curriculum for all
students of a program
Flexible curriculum based on
individual student’s choice (Fully
Flexible Credit System)
2 Single point entry (of
students) and single point exit
system
Multi-point entry and multi-point
exit system
3 Classroom based (offline)
teaching
Blended instruction (online and
offline)
4 Teacher-student ratio is fixed Teacher-student ratio will vary in
online and offline instruction
12
5

126. EMGERING TRENDS IN EDUCATIONAL PROCESS – 2
12
6
Sl.
No
TRADITIONAL PRACTICE EMERGING TREND
5 Focus is on development and
maintenance of Physical
infrastructure
Focus will be on development of
DIGITAL infrastructure
6 Examination
I. Held on a fixed date for all
students
II. Closed book exam
III. Proctored by invigilators
Examination
I. On-demand examination
II. Open book exam
III. Un-proctored or surveillance by
electronic tools 12
6

127. 127

128. SUMMARY
1. Meaning of curriculum
2. Definition of curriculum
3. Concept of curriculum
4. Attributes of Curriculum
5. Components of Curriculum
6. Characteristics of Curriculum
7. Need of Curriculum
8. Overview of Curriculum
9. Determinants of Curriculum
10. Principles of Curriculum
11. Types of curriculum
12. Difference between Curriculum and Syllabus
13. Criteria of Curriculum
12
8

129. SUMMARY
14. Approaches of Curriculum development
15. Four phases of curriculum process
16. Factors influencing the Effectiveness of
curriculum Implementation
17. Structure of Curriculum
18. Dynamics of Curriculum
19. Changing Concepts of Curriculum
20. Factors affecting Curriculum
21. Emerging Trends in Educational Process
22. Recommendations for the improvement of
curriculum
23. Summary
12
9

130. 130
13
0