Knowledge and Curriculum 1153

arious perspectiv es of curriculum developm ent and curriculum

V
piSCUSS
desiP· OR
• about discipline centered design, learner centned design and proti-
p1scus5 .
centered design.
CJ
Jed\ ,~--- ----- ----- ----· ----- --
~ : According to Rogers and Taylor, "Curricuhu n developm ent describes
~ays in which training or teaching organisation plans and guides learning.
th
aU_ ~arning can take place in groups or with individual learners. It can take place
~de or outside a classroom. It can take place in an institutio.nal setting like a
iOS1 el, college or training centre, or in a village or a field. It is central to the teaching
S(hOO II
d learning process.
an Here we discuss about curriculum developme nt and deliver.Y as a cyclic pro-
that involves :
cess • Identifying learning needs
• Assessing the audience
• Understan ding cultural diversity
• Developing goals and objectives
• Facilitating the learning process
• Selecting methods and aids
• Delivering the learning experience
• Developin g an action plan
The entire process is evaluation-oriented. The cycle starts with identifying train-
ing outcomes which set the framework of evaluation. It finds its way through the
phases shown above, frequently more than one phase is going on at ance and ends
after the learning experiences, when performan ce is assessed against the expected
outcomes. This assessmen t may point to the need for a new journey; a repetition of
part or all of the cycle to make adjustmen ts or add new materials that w .ill make the
learning experience more effective. Within the curriculum design and delivery cycle
there are close, yet flexible, interrelationships among the points.
The impact of decisions made in one part usually can be seen in the activities
in the following parts. Also, the cycle is designed so that the instructo1r/facilitatoi-
can either move sequential ly from part to part or modify the sequenc,e to best fit
audience learning needs. For example, the results of an initial needs assessmen t or
situation analysis might indicate a lack of knowledge concerning risk and resiliency
factors among various communit y groups. This might become the basis of a new
curriculum design and delivery effort. Even after the goals and ohjectives have
been finalized, new research results could still be incorporat ed in the remainder of
the process (design, developme nt, implementation, evaluation).
Types of Curriculu m Des.igns
In developing specific learning activities for a given set of objectives, curricu-
lum designers need to decide whether they want to place the subject matter, the
learners or problems at the center. The following sections discuss each category of
~~ l.
1. Discipline Centered Design or Subject Ce~te~d_: ~my ~arrung ac:
tivities in schools emphasize subject matter or academ1~ d1sc1p~e·~· Either a par
ticular subject-area the broader themes of a discipliine, mterd1sc1phnary concepts
or themes the cor;elation s among two or more subject areas, or par~1i;.;t"~lar-r:
' this organizing center. In each c,ase, the charactens J.CS o
cesses can serve as
 154 \ UUClfl B.Ed.-II Year [Paper-IJ
M.D.U.
. t-
subJee ma tter, an d the pro du cer s, con cep tua l str uc tur es or rel ati on shi
fou nd ·wi thi n or am on g the sub ps~h i,, \.
jec t-m att er, dieta te the kin ds o f ti · · '-'U h...
ac vitie s tha t Wi ll~
selected.
In cen ter ing activities on s~bject~m d .
ity that activities wi ll no t "fit" wi atter, es1gners h av e t o av oid .
th a giv en lea rne r or set of lea ~e POSsibU.
res ult s fro m the fact tha t sub jec rne rs. ~ p ossibili
t-m att er, at lea st as for mu lat e~
. • lin
d 1SC1p "' exp ert s is oft en hig hly abs tra ct. Ex per ts ~y sub1ect-matter ~
" '
ego riz ati on s (taxonomies) wh ich · ten d to uti liz e sch em es and
1
of the un ini tia ted . Try ing to tea
ha ve litt le ap pa ren ·
t r~ ati on s
ch 10 ye ar old abo u! ins ect s,
hi
r ~°. the experience cat.s
uti liz ed by ent om olo gis ts ma y uti liz ing fl:e schemes
be co un ter pro ductive . Th ere
sig ner s nee d to loo k for wa ys for e, cu rnc uh un de-
of lin kin g sub jec t-m att er to stu
an d con cen tra te on the dev elo de
. nts ow n experience,
pm ent al str uc tur e o f the sub 1ec
seq uen ce in wh ich the sub jec t-m t-m att er (th at is th
att er is m? st eas ily an ~ na tur all
De sig ner s wh o are dev elo pin g y lea ~e d). ' e
a cu rri cu lum org an ise d aro un
are a ,vi ll loo k at the facts, con d a giv en subject
cep ts, an d ski lls rel ate d to, or
subject are a, an d pla n act ivi tie s en co mp ass ed by, that
tha t wi ll lea d stu de nts fro m the
int o ma ste ry of the ele me nts ir pri or experiences
of the sub jec t are a.
A var ian t of the sub jec t are a cen
ter ed cu rri cu lum is on e tha t
discipline. In this case, the cen ter is focused on a
of the cu rri cu lum is the co nc ep
processes tha t def ine the dis cip tua l str uct ure s and
lin e an d inf orm the wo rk of pe
pline. Stu den ts eng age in activi op le wi thi n the disci-
ties tha t im ita te the act ivi tie s of
For exa mp le, his tor y or soc iol sch ola rs in the field.
ogy stu de nts ma y wr ite res ear
pri ma rf sou rce ma ter ial s; che ch pa pe rs tha t utilize
mi str y stu de nts wi ll pe rfo rm
the his tor y of che mi str y; or lite ke y exp eri me nts from
rat ure stu de nts wi ll wr ite , ed
ow n pla y (cf Bruner). it an d per for m their
Th e pro ble m wi th dis cip lin e-c
ent ere d cu rri cu lum is tha t the
no re the kn ow led ge an d skills y are likely to ig-
tha t lie be tw een an d am on g the
bu t wh ich ma y be cen tra l .in the va rio us disciplines
liv es or fut ure s of the stu de nts
de nts nee d to lea rn the rel ati on . Fo r example, stu·
shi p be tw een science, tec hn olo
rel ati on shi ps are usu all y ign ore gy , an d culture; these
d by the sci enc es the ms elv es.
pro ble m is to_ ce_nb~r activities On e wa y aro un d this
no t on a giv en dis cip lin e bu t on
mg sev era l disciplines. Ob vio us a bro ad field includ·
exa mp les are "Social Stu die s",
int eg rat e? ma the ma tic s, wh ich ge ne ral science, an~
me rge sev era l sep ara te" fields
na ry subJect ~rea._ Th ese ?ro ad " int o an interdiscipli·
fields , or int erd isc ipl ina ry sub
mo re cor rel a~ on , mt egr ati on , jec t are a allow for
an d ho lis m tha n str ict dis cip lin
Br oa d fields can als o be def ine ary stu die s.
d aro un d con cep tua l clu ste rs,
Te chn olo gy , an d Society", Da rw suc h as "Science,
ini sm , Th e Re nai ssa nce An cie
Ec on om y o~ ov era rc~ g the nt Gr eec e, or political
me s, suc h as "C olo nia lis ~" or
con ~~ pts , ski lls an d att itu des "R itu als ". Th e va rio ;
.rel ate d to .the se clu ste rs of con
uti liz ing a co nc ep t ma p. Th e cep ts, can be "mappe_cs
mt Pr- rel ati on shi ps am on g the
inv olv ed in th_e bro ad ~i~l~ 0 sub jec t are as an d topi
~ in th~ spe cif ic im pli
ca n be ~e b~s1s fo~ a~b~1hes cat ion s of an ov er- arc hin g lhetn:
m wl uc h stu de nts co mp are an
de ve lop ulg mt erd 1sc 1p lin ary
to organi7...e the com ple xit y of
un de rst an din g an d me ta cog
d co ntr ast rel ate d
nit ion s wh ich can set
are:;
rea l-w orl d kn ow led ge.
We b-~ites des i?1 'ed to sup po ..
rt int erd i~i dp lin aiy or the ma tic
elu de a wi de sel ect ion of res 1 un its might :
c urc es, alo ng wi th a me nu of
qu est ion s de sig ne d to fos ter act ivi tie s or essen 1
stu de nt inquiJCy int o rel ati on
the ir res ou rce s. A fin al wa ~ shi ps tha t exist aJl'\0~
tha t sub jec t-m att er can be org
ric ulu m is to foc us on cer tai an izi ng cen ter of a c~ -
n pro ces ses , suc h as "pr ob lem
-so lvi ng ", "decision·tl\"
 Knowledge and Currlculum 1155
og r~ g" , or "qu esti oni ng" . Each of
these pro ces ses can in-
., JJ\puter pr of
. var iety of sub Jec t-m atte rs or spe cifi c pro ble ms and is61UeS. A var iety
;,,g'', co de
hist icat ed mo del s of the pro -
Vot_v~ ~ W::an gui de stu den ts tow ard inc rea sing ly sop
ich the pro ces s is var ied to me et diff ere.
nt
,cll ~tl ~el s tha t inc lud e the way s in wh
cess-JJ\
: Wit h the adv ent of progreNive educa-
.
2_
goa}5 Lea me r-C ent ere d C~ cu lum
in the 19t h cen tury , ~d the infl uen ce of psy cho log ists , edu cat ors hav,e Jar ~ly
"group
ti0~ ced trad itio nal , cur ricu lum
app roa che s wit h "ha nds -on " acti viti es and
n and wh at he wan ts to do in clas s.
ref'1:.. whi ch the lea rne r det erm ine s on his ow
tha t stu den ts a~v ely con stru ct the ir
w:r ~o ngs t the se ~ai ,~e s is the pro mis e
lear ning . The oris ts like Joh n Dew ey, Jea n Pia get, and Lev Vyg otsk y wh ose
J( Y ve
lea rn is prim aril y resp ons ible for the mo
~ec tive wo rk foc use d ~n how lear ner s
iearner-centered lear run g. tras t to
to 1,ea rne r-ce ntre d lear nin g, tha
t is put ting stu den ts first, is in sha rp con
blis hm ent / teac her cen tred lect urin g and care eris m. The lear ner -ce ntre d .
fXisting esta es
~s, abil~ties, inte rest s, and lear nin g styl
iearninS is foc uss ed on ~~ stu den ts' nee
g. Thi s da_s sro om teac hin g method ac-
with the teac her as a fac ilita tor of lea nun .
the lea rnin g exp erie nce for eve ry lear ner
1,:nowledges stu den ts voi ce as cen tral to ts
at its cen tre in an acti ve role and studen
Teacher-centred lea rnin g has the teac her ve,
d lear nin g req uire s stu den ts to be acti
in a passive, rec ept ive role . Stu den t-ce ntre
nin g.
responsible par tici pan ts in the ir ow n lear
chi ld-c ent red lear nin g) is an app roa ch
Stu den t-C ent red lea rni ng (als o call ed
the stud ent s, rath er tha n tho se of oth ers
to education foc uss ing on the nee ds of
h a~ teac her s and adm inis trat ors . Thi s ap-
involved in the edu cat ion al pro ces s, suc
ign of cur rict tlum , cou rse- cen tent , and
proach has ma ny imp lica tion s for the des
interactivity of cou rses . e of cur ricu lum is pla nne d prio r to
3. Pro ble m-C ent red De sig n : This typ
to fit nee ds of stu den ts. This pro ble m can
arrival of stu den ts, but wil ling to adj ust
ns, to car e des ign s soc ial pro ble ms, social
be interdisciplinary, rela ted to life situ atio -
iall y affe ct soc ial cha nge thro ugh cur ricu
reconstructionism. The edu cat ors pot ent -
lum dev elo pm ent . The y eng age lear ner
s in ana lyz ing sevEire pro ble ms faci ng man
kind.
Exa mpl e Pro ble ms (Cl ift and Sha me ): of tech nol ogy ?
• Wh at pol icie s sha ll gov ern our futu re use
ls, and how can we rea ch them ?
• At a glo bal leve l, wh at sha ll be our goa .
?
• Wh at sha ll we ide ntif y as the "go od life" in me etin g the nee ds of van -
es
• Ho w sha ll we dep loy Qur lim ited reso urc
ous gro ups of peo ple ? how sha ll we red uce the gap
• Ho w sha ll we equ aliz e opp ortu nity and
bet we en the "ha ves " aI)d "have-nots"?masr, me dia , esp ecia ~y tele visi on?
• Ho w can Wf! ma xim ize the val ue of
mical,, and electroruc app roa che s
Wh at sha ll be ma de of psychological, Che .
. ..
to beh avi our al mo difi cati on? ure the integrity' of our pol itic al, eco non uc,
• Wh at ste ps can we tak e to ens
. 1
and mil itar y sys tem s? we wil ling to relinquiHh,_ and in WQclt ,order
• Wh at, if any thin g, are
• An d, wh at hon our abl e com pro mis es and solu tion s sha ll we 1nake as we
?
abo ve que sti•ons . . ul hasizes development
con tem pla te the em p
cum c upt
Hu ma nis tic Cu rric ulu m : Thi s typ e of
 1561 UIXHI E:.Ed.-II Year [Paper..[] M.D.U.
of fully-functioning students, through focus on subjective, feeling, perce~
coming valuing, growing (M~slow); curriculum encourages th~ t~~ping of per; ·
resources of self-understandmg, self concept, personal responsibility (Carl RogOita)
• Confluent Education: Strive lo blend subjective and intuitive
objective.
wiut:),
e
• Curriculum should provide students with alternative from which the
can those what to feel. Y
• Participation, non-authoritarian.
,, Development of self as most important objective.
Components Required In Currlccllum Dtvtlopmvnt
□ What do you understand by curriculum development? Discuss diff~
phases of curriculum developme ,t.
OR
□ What is Curriculum Design Models? Discuss the components required in
curriculum development.
Ans : Curriculum qevelopment describes all the ways in which training or
tea.ching organisation plans and guides learning. This learning can take place in
groups or with individ_u¥-learners. It can take place insid1e or outside a classroom.
tt can take place in an institutional setting like a school, college or training centre, or
in a village or a field. It is central to the te"ching and leaming process (Rogers and
Taylor 1998). In other words the curriculum development can take place in many
settings, and may involve many people. Typically, curriculum development involves
four main elements :
1. Identify what learning is needed and decide on the type of training. You
need to provide to meet these learning needs.
2. Plan the training carefully, so that learning is most likely to take place.
3. Deliver the training so that learning does take place.
4. Evaluate the training so that there is evidence that learning has taken
place.
Essential Considerations or Phases for Curriculum Development
1. Issue/Problem/need is identified (issue -wh,1t),
2. Characteristics and needs of learners (target audience-who),
3. Changes intended for learners (intended outcomes/objectives - what
the learners will be able to do),
4. The important and relevant content - (what),
5. Methods to accomplish intended outcomes - (how),
6. Evaluation strategies for methods, content and inl'ended outcomes (what
works).
These components relate to each other and to the curriculum development
process. It begins when an issue, concern, or problem needs to be addressed. If
education or training a segment of the population will help s1olve the problem, then
curriculum to support an educational effort becomes a priority with human and
financial resources allocated. The next step is to form a curriculum developm~nt
team. The team makes systematic decisions about the leamer characteristics; 1.f\•
tended out comes (objectives), content, methods, and evaluation strategies. Wi th
input from the curriculum development team, draft curriculum products are deve!·
oped, tested, evaluated and redesigned - if necessary. Whe·n the final product 15
 Knowledge and Curriculum 1157
roduced, volunteer training is conducted. The model shows a circular process where
~olunteer trainin g provid es feedback fox: new materials or revisions to the existing
curriculum.

Need for Curric ulum Curricu lum Develop-

Materi als Identif ied ment Team

Volunteer Makes Systematic

Training Decisions about

t
Curric ulum Learner
Materials Characteristic

t Evalua-
tion-- ---
..__Intende d
outcomes
Evalua tion
Methods Content

in Curric ulum Development

Phases an·d Steps .
. f essential phases of the curncu lum development pro-
There are followmg our
cess :
1 Planning ods
Conten t and Meth d
2·
. Implem entatio n an .
3 that progress from one to the next.
· 1 ation and Reporting ti 1steps with each other as depicted in the
4. Eva u h ses include 12 essen a ting
These four p a lated and inter-ac
e inter-re
The four phases ar
follow ing figure :
1581 UIXHI B.Ed.-lI Year [Paper-I] M.D.U.
Planning
- Identity Issue
- Form Curriculum
y Development
- Conduct Needs
· Assessment and Analysis
0
Evaluation
u Content & Method > - Design Evaluati
- State Intended Outcomes -'<;;,_--7• Strategies on
- Select Content - Formative
T - Design Experiential - Summative id
H Method - Reporting Secunn f
Resources g
Implementation
- Produce Curriculum Product
- Test and Revise Curriculum
- Recruit and Train Facilitators
- Implement Curriculum

Each phase has several steps or tasks to complete in logical sequence. These
steps are not always separate and distinct, but m_a~ over lap _and occur concurrently. d
For example, the curriculum development team 1s involved mall of the steps. Evalu- J
ation should occur in most of the steps to assess progress. The team learns what
works and what does not and determines the impact of the curriculum-on learners
after it is implemented. Each step logically follows the previous. It would make no
sense to design learning activities before learner outcomes and content are described
and identified. Similarly, content cannot be determined before learner outcomes are
described. The following steps are essential to successful curriculum development
and need to be emphasized: .
1. Needs Assessment: If not conducted, wonderful curriculum could be
developed, but the appropriate needs of the target audience may not be
met.
2. Involving Youth : The target audience and volunteers (or staff) who will
be the implementers of the curriculum must be involved (i.e. they par-
ticipate as full members of the curriculum development team).
3. Recruiting and Training Volunteer Facilitators : Competent and skilled
curriculum implementers are critical (the printed word cannot teach ex-
periential group process, it does not provide feedback).
4. Evaluating and Reporting on the Impact of the Curriculum : Is critical
for securing human and financial support from key policy decision mak-
ers and for assessing whether the curriculum has achieved the intended
outcome.
Two types of evaluation are included in the phases and steps of illustrations:
1. Formative provides feedback during the process of developing the cur·
riculum, and
2. Summative answers questions about changes (impact) that have occur~d
in learners because of their learning experiences. Summative evaluation
provides evidence for what works, what does not work, and what needs
to be improved.

~ t s:::-
 Knowledge and Curriculum j 159
In every step f th t
° curriculum development process, e mos important task
. is
(to keep the 1 .
lum team m eamer) in mind and involve them in process. For example, the curncu-
involved · embers, who have direct knowledge of the target audience, should be
the probl~c0nducting the needs assessment. From the needs assessment procesS,
need to kn areas_ are identified, gaps between what youth know and what they
The resultsow are identified, and the scope of the problem is clarified and defined.
velopment tmay prompt decision makers to allocate resources for a curriculum de-
eam to prep . .
A brief d . are curriculum materials.
scribed beIow.escnption
After re
of each of the curriculum development components is de-
· ·
'dea of ho th
1
viewing these descriptions, you should have a very cIear
w e components in each of the phases and what each step includes.
!-U'ing Phase-I: Planning
ThThe Planning phase lays the foundation for all of the curriculum development
steps. e steps in this phase include :
1. Identifying Issue/Problem/Need
2. Formation of Curriculum Development Team
3. Cond~c~g Needs Assessment and Analysis
1. ldenhfymg Issue/Problem/Need: The need of curriculum development
rr'hese usually ~erges fr~m a concern about a major issue or problem of one or more
iently. target audience. This section explores some of the questions that need to be ad-
~Valu- dressed to define the issue and to develop a statement also serves to broadly iden-
What tify the scope (what will be included) of the curriculum content.
Lrners 2. Formation of Curriculum Development Team : Once the nature and
keno scope of the issue has been broadly defined, the members of the curriculum devel-
:ribed opment team can be selected. Topics covered in this section include: (1) The roles
es are and function of team members, (2) a process for selecting members of the curricu-
ment lum development team and (3) principles of collaboration and te:\II\work. The goal
is to obtain expertise for the areas included in the scope of the curriculum content
Id be among the team members and develop an effective team.
1o tbe 3. Conducting Needs Assessment and Analysis: There are two phases in
the needs assessment process. The first is procedure for conducting a needs assess-
twill ment. A number of techniques are aimed toward learning what is needed and by
par- whom relative to the identified issue. Techniques covered in this section include :
KAP - Knowledge, Attitude, and Practice Survey; focus groups, and environmental
illed scanning.
~ ex- Analysis, the second part of this needs assessment step, describes techniques
on how to use the data and the results of the information gathered. Included are:
ways to identify gaps between knowledge and practice; trends emerging from the
data; a process to prioritize needs; and identification of the characteristic of the
target audience.
Phase-II : Content And Methods
~ns: Phase-II determines intended outcomes (what learners will be able to do after
cur-
Participation in curriculum activities), the content (what will be taught), and the
Inethods (how it will be taught). Steps included :
~~
!eds
1. Defining Objective
2. Selection of Contents
3. Designing Experiential Methr·is
 160 I UIXlfl B. Ed.-11 Year {Paper-I] M.D. U
1. Definin g Objective : Once the issue is defined, the curricul
formed, the needs assessed, analyze d and prioritized. The next step is t:"'t~earn is
restate the issue, if needed, to develop the intended outcome s or educati re ~ ~
tives. An intende d outcom e stales what U1e learner will be able to do as:'a ob;ec.
particip ating in the curricul um activities. result Of
This section include s: (1) a definition of intende d outcomes, (2) the
nents of intende d outcome s (condition, performance, and standards), (3) excornPo-
of intende d outcomes, and (4) an overview of learning behaviours. A morantples
plete e~planation of the types and levels of learning behavio urs is include de·ct
Addend um as well as intende d outcome examples from PAO population educ~
materials. on
2. Selection of Contents : The next challenge in the curriculum develo
ment process ~ selecting c_ontent that will mak~ a r~al differe.r:1ce in the lives ofl
learner and ultimate ly society as a whole. At this pomt, the pnmary questions are.
"If the intende d outcome is to be attained, what will the learner need to know;
What knowled ge, skills, attitude s; and behavio urs will need to be acquired and
practised?"
The scope (breadth of knowledge, skills, attitude s, and behaviours) and the
sequence (order) of the content topics is provide d in the Addend um section as an
example and application of how intende d outcomes are linked witli content
3. Designing Experiential Methods : After the content is selected, the next
step is to design activities (learning experiences) to help the learner achieve apprer
priate intende d outcomes. An experiential learning model and its components (ie.
experience, share, process, generalize, and apply) are discusse d in this section.
Additional topics include :
1. Leamin g styles and activities appropr iate for each style;
2. a list of types of activities (with descriptions);
3. an activity design workshe et for facilitators; and
4. brief discussions on learning environ ments and delivery modes.
Ten populat ion educatio n sample activity sheets along with tips for facilita-
tors working with youth and dealing with sensitive topics are included in the Ad-
dendum .
Phase-III: Implemention
The steps in this phase include :
1. Product ion of Curricu lum Material
2. Testing the Revision of Curricu lum
3. Recruiting and Training Facilitators
4. Implem entation of Curricu lum
1. Production of Curriculum Materials: Once the content and experiential
methods have been agreed upon, the actual product ion of curricul um materials
begins. This section includes : (i) Suggestions for finding and evaluati ng existing
materials; (Ii) evaluati on critena, and (iii) suggest ions for produci ng curriculum
materials.
2. Testing and Revisio n of Curricu lum : This step include s suggestion~ to
select test sites and conduct a formativ e evaluati on of curricu lum materials duril\8
th~ product ion phase. A sample evaluati on form is provide d.
3, Recruit ing and Trainin g Facilita tors : It is a waste of resources to de-
velop curricul um materia ls if adequat e training is not provide d for facilitators to
 implement. Knowledge and Curriculum j 161
sample n, __1t. Sugges . . .
..... ';_'ee-day tra~s for recruting appropriate facilitators are provided with a
4
veloped 11\_Plell\ent . g program.
promote curr1cu.Ium p ation of ~urriculum: "Effective implementation of newly de-
and Use the c:d~cts is unlikely to occur without planning." Strategies to
Pb ase-Iv: E riculum are discussed in this step.
Valuation A
The steps in this nd Reporting
l. Desion,.,, phase include ·
2· Reporti.nO•...... lg Evaluati ·
:lp, on Strategies
1. D es1gning
• g and Securing Resources
the E al
re: ·ve d evelop
lum d ment model ll Stra tegi es: Evaluation
v asuation • lS• a phase in the curricu-
ti an
tions a Summ we as a if st
ative are used d . spec . ic ep. Two types of evaluation, forma-
W?
re ~sed during the needs urmg curriculum development. Formative evalua-
nct Summa~ve evaluations are un~ssessment, product development, and testing steps.
the cumcuium. This step re . ertaken to measure and report on the outcomes of
he du.res to produce valid and r:~:;: ~valuati~n strateg_ies and suggests simple proce-
rn procedures to produce valid d 1 ~formation. Asenes of questions suggests simple
'd th
to gw e e summative evaluati
an reliable informati'on. A senes
• of questions
. are posed
rxt gested. . on process and a sample evaluation format is sug-
0-
2. Reporting and Securin
e. strategy is delivering th f ~ Resources : The final element in an evaluation
who can use them) In ~ay O f (1.e.; getting the results into the hands of people
shareholders, es eciall fun s~ep, sugges?ons f~r_what and how to report to key
includes a brief ck ! dmg and policy dec1s1on makers, are provided. It also
cuss1on on how to secure resources for additional programming.
Currlcolam Change : Meaning. Need and factors
Affecting Carrlcalam Change
3-
□ What do you mean by Curriculum Change? Discuss its relevance in present
l- day Indian Society.
OR
□ Write an essay on National Curricular Framework (NCF-2005).
Ans: Meaning: Curriculum is a runway for attaining goals of education. It is
considered as a blueprint of an educational programme. The basis for any major
curriculum change is significantly to improve the existing curriculum. The process
of curriculum change helps in the assessment of future needs of the existing cur-
riculum along with a determination of what needs to be changed and the selection
of possible solutions to problems and the means by which the necessary changes
l
can be achieved.
f
r
Curriculum change or revision means making the curriculum different in some
way, to give it a new position or direction. This often means alteration to its philoso-
phy by way of its aims and objectives, reviewing the content included revising its
method and re-thinking its,evaluatory procedures.

-
National Curriculum Framework (2005)
The National Curriculum Framework as a means of evolving a national sys-
tem of education recommending a core component derived from the vision of na-
tional developm~nt enshrined in the constitution. The prog~a~e of Action_ (POA;
1992), elaborated this focus by emphasising relevance, flexibility and equality.
 ,,, ,
1621 I.RXHI B.Ed.-II Year [Paper-I} M.D.U. _
· • •d basis for radical changes
The National Curnculum Framework (2005) provi cs_a u1 2008 made
in the Indian education system. The Indian Educati.on Review, Jfr~~ how educ:rne
interesting observations, recommending some radical ~an~c~lude : on
~
.1s mparte
. dm . Ind'1an classrooms. These recommendations in .
. , t-of-school expenences;
1. Linking school knowledge with the child 5 ou
2. Discouraging rote learning;
3. Broadening the scope of classroom learning
prescribed textbook;
. 50 that it does go beyond the

. fl 'bl and responsive to the child's

,,~
4. Making the examination system ex1 e

~
overall developm~n~; and l) identity consistent with democratic
5. Developing a participatory (schoo
governance. . ew. but have been endorsed by eminent
None of these recommendatt.ons a_re n It ~ itv that, in India, we have at best
international and national educatio~ali:• th v~ b~en propounded and effectively ~poll
been paying lip service to the~e theon:ci:nt ~es. However, a beginning has been ,ei1ta1
practised around the world smc~ theth .t of child centered approach to educa- >11~d
made by NCERT by acknowledgmg ~ : ~e recommended for vocalizing some U\'ill
tion and the framers for the NCF 2005
~~
of the problems rooted in our syster,· 'ding principles for curriculum develop-
So, the present NCF proposes ive gui ~I
In
ment:
1.
Connecting knowledge to life outside the school; . ~.P
ensuring the learning shifts awa~ from rote methods, . rihi
2.
enriching the curriculum so that it goes beyon~ textbooks,.
3. making examination more
4.
life; and
s. nurturing
flexible and integrating them with classroom

democratic policy of the country.

.
an over riding identity informed by canng concerns Wl
·thin th
e
,'~
5

fJa
iOCi
All our pedagogic efforts during the primary classe_s greatly depend on pro-
Th
fessional planning and significant expansion of Early Childhood Care and Educa-
ap
tion (ECCE). Indeed, the version of primary school syllabi and text books needs to
be undertaken in the light of the well-known principles of ECCE. . ~
1
NCF draws attention to four other curricular area; work, the arts and hentage ~dee1
crafts, health and physical education, and peace. In the context of work certain 5 refle
radical steps ground that work transforms knowledge into experience and gener- "I, Whi
ates important personal and social values, such as self-reliance; creativity and coop· toS(
eration. It also inspires new forms of knowledge and creativity. At the Senior level,
a strategy to formally recognize out-of-school resources for work is recommended
sei
le. I
to benefit children who opt for livelihood related education. pro
In the present context, there are new development and concerns to which our iende1
curriculum must respond. The foremost among these is the importance of includ·
ing and retaining all children in school through a programme that reaffirms value
of each child and enables all children to experience dignity and the confidence to ~~
learn.
Curriculum design must reflect the commitment to Universal Elementary Edu·
ca~on (UEE) no_t only in representing. Cultural diversity, but also by ensuring th~t
children from different social and economic backgrounds with variations in phys•·
~i the
Scho
cal, psychological and intellectual characteristics are able to learn and achieve sue• ~~e.
~~ ~,
cess in school. ·
(
 Knowledge and Curriculum 1163
In the co
impe rati ntex t
. Ve that w of a fast-chan ging worl d and a com peti.tive glob al. cont ext, it is
Chil dren
.
acql llre Vari d ~ resp ect childrens' nativ e w1s . . d d imau ,nati on.
obse rve lli e s s natu rally whil e grow ing up om an . t>-· t The y also
in their envi ronm en . th .
th
ques tion s e and ~ wor ld arou nd them. Whe n
impo rted into clas sroo ~, :
refo rms ~ d quen ~~ can enric h the curr iculu
m and mak e it mor e cre~ tive. 5 ~
cipa l of ~ facilitate the practice of the wide ly ackn owle dged cum
cula r pnn -
from "loca movmg from "Kno wn to the unkn own " from "Con
1 to global" crete to abst ract" , and
for its prot ectio n is ma kin.g child ren sensitive' to
the envi ronm ent and the nee d
The em anot her impo rtan t curr icula r concern.
ing the la t erge nce of new technological choices
and livin g style s witn esse d dur-
tw th s ~ent ury has led to envi ronm enta l degr adat ion
and vast imba lanc es be-
: e ~ ;ant age d and the disa dvan tage d. It has beco me
th ever e ore to nurt ure and pres erve the envi impe rativ e now mor e
ronment. Edu catio n can prov ide
e ~ece ssar y pers pect ive on how hum an life can be
reco ncile d with the crisis of the
~:io nm ~t so that su~i val, grow th and deve lopm
ent rema in poss ible. The Na-
tio Polic y on Edu catio n, 19&6 emp hasi sed the need to
crea te awa rene ss of envi -
ro~enta l concerns by integ ratin g it in the educ ation
cation ~d f~r all secti ons of society. al proc ess at all stag es of edu-
Livi ng m harm ony with in oneself and with one' s
natu ral and social envi ron-
ment is a basi c hum an need . A distu rbed natu ral
and psyc ho-s ocia l envi ronm ent
often lead s to stres s in hum an relat ions , trigg ering
intol eran ce and conflict.
Indi a is a mult icult ural socie ty mad e u p of n ume
rous regi onal and loca l cul-
rures. Peop le's relig ious belie fs, way s of life and their unde rstan ding of soci al rela-
tions hips are quit e disti nct from one anot her. All the
grou ps have equa l righ ts to co-
exist and flou rish, and the educ ation syst em need s
to resp ond to the cultu ral plur al-
ism inhe rent in our society. To stren gthe n our
cultu ral heri tage and n ation al iden -
tity, the curr icul um shou ld enab le the youn ger
gene ratio n to rein terp ret and re-
eval uate the past with refer ence to new prio ritie s and
eme rgin g outl ooks of a chan g-
ing soci etal cont ext.
The educ atio n syst em does not func tion in isola tion
from the soci ety of whic h
it is a part . Hier arch ies of caste , econ omic statu s
and gend er relat ions, cultu ral di-
versity as well as the unev en econ omic deve lopm
ent that char acte rize Indi an soci-
ety also deep ly influ ence acce ss to educ atio n and
part icipa tion of child ren in school.
This is refle cted in the shar p disp ariti es betw een
diffe rent soci al and econ omic
groups, whic h are seen in scho ol enro lmen t and
com pleti on rates. Thu s, girls be-
longing to SC and ST com mun ities amo ng the rura
l and urb an p oor and the disa d-
vant aged sect ions of relig ious and othe r ethn ic mino
ritie s are educ ation ally mos t
vulnerable. In urba n loca tion s and man y villages,
the scho ol syst em itself is strat i-
fied and prov ides chil dren with strik ingly diffe rent
educ ation al experiences. Unw
equa l gend er relat ions not only perp etua te dom inati
on but also crea te a~~ietie$ an~
stunt the free dom of both boys and girls to develop
their hum an capa citie s to their
fullest. It is in the inter est of all to liber ate hum an
bein gs from the exist ing ineq uali-
ties of gend er.
Scho ols rang e from the high -cos t 'Pub lic' (priv ate) .
schools, to whic h the urba n
elite send thei r chil dren , to the oste nsib ly 'Free ', poor
ly func tioni ng loca l-bo dy~ ~
Primary scho ols whe re child ren from hitherto educ
ation ally ~epr ived co~ uru ties
Pred omin ate. A strik ing rece nt featu re is the grow
th of mul hgra de scho ols m rura l
areas, base d on the mec hani cal appl icati on of 'teac her-
pupi l ratio s' to the need to
Provide a scho ol with in 1 km. of each habi tatio n,
yet unsu ppor ted by the nece ssary
 ar [Paper-I] M.D.U. ~
164 f LIIXHI B.Ed.-l
I Ye d
ch evelop1;11en ts Ullin.
cl · gogy. Su
Cl.lrricular concepts or . ~ nt y on materials or peda de m un e the con,. an d un
io na ll . ex cl us ion in education ucation .
tent
ti tu . Y re in fo rce priv il eg
of equality of oppo
e an d
rt un it y an d so ci al justice. If 'Free' ed
ucation, then w e
m us t realise U: fl
s d tionaI values ns tr ai nt s' to ed fadJitat.
moval of co r su pp or ti ng an d
~ erstood as the 're r se ctors of the state'
s so ci al po li cy fo
ad o t m ar ke t relations
to
an ce . of ot he d th e sp re
~ p o rt lisation an e <>ne hand
ent of VEE . Globa implications for educa~ion. O n th
m g the achievm
ciety have import
an t
ion of edu~a~on,
and, on the Ofh;
ev er y sp~ere of so creasing co m m er ci al is at
I ~ s t towards 'al.
it ne ss in g th e in an d th e of fie1~
we a ~ w r education ucation
nd , in ad eq ua te public funding fo a sh if ti ng o f re sp o n si b ~ ~ for ed t the
ha cate abau
These factors indi ed to be vigilant
ternative' schools. family and the community. We ne ~o ncepts to
from the state ~o
the ic at io n _o ! mark~t-related
th e ap pl to Which
su re s to co m m odify schools and ngly competitive en vu on m en t m
pres
ol quality. The in
creasi u~ burden
schools an d scho n~ o f pa re nt s place a tremendo
pi ra tio e n t of
ol s ar e be iq g drawn and the as in g th e ve ry y~ ung; t~ the d e ~
sc ho
d an xi et y on all children includ us ha m pe ri ng th e mculcahon of the
of stress an t, and th
r pe rs on al gr ow th and developmen
th ei
joy of learning. um.
t th e ne ed to ch ange the curricul
□ Tell in brief abou . OR
ange.
ct or s w hi ch af fe ct curriculum ch
□ What are the fa em atically organize
s. What
pr oc es s sy st
um development h component
A n s: The curricul , an d ho w it w ill be taught. Eac change
ill be ta ug ht , w ho will be taught s. B ut tim e to ti m e it is necessary to
w
s with other compo
nent wing steps
affects and interact lo pm en t in ed ucation. The follo
ve
cording to ne w de
the curriculum ac ge the curriculum : or abilities
are needed to chan ac co rd in g to th e ne ed s, interests
e the curriculum
1. To restructurr. ents.
o f the learne s, te ac hi ng m et ho ds an d cont
unnecessary un it ent new
2. To eliminate m et ho ds of te aching an d cont
te
3. To introducan e latest an d up da
ac tic es .
knowledge d pr cl in ic al ho ur s of instruct
ion.
lete nu m be r o f ical learning
4. To ad d or de ud en ts th eo ry courses an d clin
st
5. To c~rres elate between the
er than
practic .
en ce s ba se d on the objectives rath
ri
ical learning expe
6. To select clin e needs o f the hospital. m in g~
on the servic
e lit tle or n o ex perience in as su e
7
T he s~ ?~ ~ ts th~mselves receiv er yt hi ng is de ci ded for them by th ~s ·
. ev
sponsibilities or m making choices,
inis tr at or . ~roJ
teacher or the adm f · ge ac co rd in g to their need
s.
G·
m en si ch an e
There are some di ons curriculumm be r o f di m en si on s of change. Th
O
ch on the nu ~StiJJ
Cur · l m ay be classified ion.
d. ri ~ um an ge
al e, de gr ee , co nt inuity an d direct lirsini>
e, sc an g e.
unens1ons are;_rat ri es o f cu rr ic ul um ch th o,
m g ~r e th e br oa d ca te go ·
d st re am at e ~ St
;11e fi:odw tion of a whole ne w d pr og ra m o r specialise
· uc eg re e w. )~
vel.
undergraduate le · "Sllli
og ra m at the post
~ St~
uc ti on o f a w ho le w or k) de gr ee pr
2. Introd level. ne w (course•
graduate . subject.
~ ~e
tr od uc ti on o f a ne w sub· or de le ti on o f an existing to l~e
3. In
C ha ng e to or within first -1 ec t,
he r ca re su bj ec t, su ch as a change
4. ye ar o r ot
 Knowledge and Curriculum 165
1
5. the f
Ch lt'St 1anguage taught to
d
AI ~ e to or Within an electiundergraduate stu ents. .
Fact
ve subject, such as a change
in the ch 0f
guage used in a third year sub oice
ors Affecr ject.
ing Curriculum Change
General Factors .
(i) Influential ·
(ii) F' . or outspoken individu
(iii) s: :rc ia ~ P~s~ures, als.
inc luding resource availability.
(iv) E tv ail ab ~t y or wo
(v) Cmp oye_r or industry rkload.
viewpoints.
(vi) s: ::: nt or .P.r?specti~e
(vii) p d ent ~bilities or lim student view points.
itations, or
..
(Vl ll') Aecaago g_ical argument, or academiintake considerations.
c merit.
. .demi . c "fashion", me
. 1uding
institution. the desire to remain in step wi
th other
~~) iro.fessi?nal accreditation
need
ruvers1ty or Government req s, or syllabi set by professional bodies.
uirement or regulation.

I
In general factors there are
pattern, move towards urb oth er factors like populat
anization, consumption of na ion growth, population
The Health ~are changes tural resources.
for hea~th professional to wo to increase in government control. Increasing need
rk with other professionals as
~t Increasing the professiona well as the client system.
lization of health workers on
:nt health fiel~. It als~ incredses increasing socialization of
supply of the health workers
supply. It 1s a rapid obsoles perhaps resulting in more
cence of practice, skills, and
knowledge level.
Proces s of Curriculum Change
According to Fredgreaves
'leS change:
there are seven stages in pro
cessing curriculum
Stage-1 : If a curriculum
development and evaluation
exist, one should be formed. committee does not
?W It should act as a coordina
the planned curriculum ch ting group for implementing
ange.
Stage-2 : Appraise the ex
isting nursing and education
representative of the current al practices which are
operating curriculum. Study
riculum and identify its str carefully the existing cur-
engths and weaknesses by
tions and purposes, includ considering its overall inten
ing the basic values and belie -
of the institutes philosophy. fs which are currently part
In this stage consider the ex
lum is offering educational tent to which the curricu-
and training experiences for
the stu
Stage-3: Make a detailed
study of the existing curriculum dents.
it is still relevant and approp content to see whether
riate to meet a knowledge ba
ing role of the professional se adequate for the chang-
nurse.
Give consideration to wheth
er the skills, attitudes and kn
are still worth while and wh owledge to be learned
ether the present developing
nursing knowledge are suffi co nc eptual frameworks of
ciently represented in the cu
Stage-4 : Establish criter rriculum.
ia for decisions about what
riculum and what needs to needs to go into the cur-
come out and how the curri
ods might be changed. culum materials and meth-
st· Stage-5 : This involves the
design and writing of the ne
and these may include the w curriculum changes
revised-philosophy and aim
ing the new intentions and s of the curriculum includ-
tO purposes.
 ]M .D. u.
166 1UIJtHI B.Ed.-II Year [Paper-I rm ed co nt en t along With
es an d th e re fo es
e re vi se d obiectiv al ua ti·on procedur
It al so in cl ud es· th pr oa ch es .' Some of the ex is ti ng ev ho do lo gy .
n ew t eaching-Iea rr un g
ap t an d m et
li ne w it h ne w co nt en action. It
w ou ld ne ed ad ju
st m en t to fill in
em en ta ti on of ch an ge is p ~ t in to ici-
ge -6 : In th is st age th e actu al im
pl
ch an ge an d th e se cu rm g the part
, S ta le dg e of th e st u de nt s an d others
lves ha vi ng kn ow Teachers,
suc~essfully in vo e im pl em en ta ti on .
ta ke place.
eople to en ab le th an ge s th at ~ ~ t?
p at io n of th os e p ed w it h re sp ec t 10 th e ch
it is ~ ~ o rt an t to :Val
u-
w el l in fo rm w ch an ge s,
ne ed to be g im pl em en ta ti on
of ne st e JS con-
S ta ge -7 : Followin w it h ev al ua ti on th at th is fi na l ag
d it is
those changes an
at e th e effects of ti on o f da ta an d its anal
y-
cation an d co ll ec s and
ce rn ed . cted at the id entifi ea su re d an d ap pr op ri at e decision
E va lu at io n is dire s to be m
e effects of ch an ge
sis, in or de r for th ucationist
ts m ad e. ch an ge . O ne of th~ fa m ou s e~ r Tardif
ju dg em en ages of cu rr ic ul um di ng to Lachive
A bo ve al l these st sing of cu rr ic ul um ch an ge. A cc or
proces ep pr oc es s :
gives so m e st ep in ange is m an ag ed in a logical five st
(2002) cu rr ic ul um
ch d co nt ex t;
al ys is of th e cu rr en t offerings an m is si on st at em en t;
1. A n an ai m s in a
si on of ke y pr og ra m ra te gy ;
2. T he ex pr es
of re so ur ce s an d de ve lo pm en t st ;
on cu rr ic ul a ch an ge
3. A prioritizati n of th e ta rg et ed
ta tio es.
4. The implemen t of m on it or in g tools an d p rocess id e a ne w position
hm en ro v
S. The establis na l cu rr ic ul um w ill p te of
nu rs in g ed uc at io li ke ly th at the ra
So changes in the on in th e m od em
w or ld . It is un
e co m m on in the
n to ou r pr of es si pe ri od s th at w er
or directio th e st ab le ange
ge w ill ev er sl ow do w n to gi ve to ge t us ed to li vi ng w it h ra pi d ch
chan ve go t
ation is th at w e ha
past, so the implic
gly.
an d adjust accordin ib e va ri ou s fa ctors affecting
cur-
es cr
d ev el op m en t? D
□ What is curriculum t.
en
riculum developm Or en ce d , by
ul um d ev el op m en t is in fl u ct
oe s a teacher affe
ic
la in h ow th e pr oc es s- o f cu rr ct or s? H o w d
□ Exp og ic al fa
cial an d p sy ch ol
philosophical, so el op m en t Process?
ev
the Curriculum D ev er al fa ct or s af
fect all
ve lo pm en t: S
fe ct in g cu rr ic ul ar
de ar ners in both
. Ans. F ac to rs af th e ne ed s o f 21 st ce n tu ry le nting
i~ lu m de ve lo pm en t in m ee ti ng
at io n le ar n in g ce nt er s. Bluepri
cu rr co rp or ledge
ic set~ings an d s, de si gn in g know oup
or g~ m ze d ac ad em se le ct in g le ar ni ng go al
u al an d gr
lo p~ en t re q~ ir es o d s fo r in d iv id
~~~~:ulum de ve ea ti ng as se ss m en t m et h
ve rn m ent nonns,
ry m od el s w hi le cr cu rr ic ul um de ve lo pm en t in cl ud e go n d evelop1nent
affecting rr k u lw
P :~ ~ s . Factors ct or s in to th e pr oc es s. Valid cu cially
w . m tu m br in
gs ot he r fa
ta rg et co m m un it y so ci al ly, finan :
y of the. lo pi ne nt
s. ~ h ~ e di ve :s it ctors in fl ue nc e cu rr ic ul um de ve
;; t; ;c ~ :: r~ ~ = ~ Y.. foJlowm g fa
• Philg 1 fa ct or s
osop hi ca
• Political factors
• Soci al fa ctor s
• Economic fa ct ors
or~
• Technologicalfa ct
ct or s
• E nv ir on m en ta l fa
or s
• Psychological fa ct
 Knowledg~ and Curriculum 1167
philosophical Factors
National ideology and philosophy have a tremendous influence on the
education system. The education system and curriculum are based on the philosophy
prevalent in the society. Rationalists believe that true knowledge is achieved by the
,:nind and knowledge 1s a series of revelations. Curriculum should be subject matter
of symbol and idea. Empiricists believe that true knowledge is derived from evidence
and authentic knowledge comes from the senses. Curriculum should be subject
inatter of physical world. Pragmatists believe that knowledge changes constantly;
is experienced, cannot be imposed on learners, is a personal activity and is socially
constructed. On the teacher hand Existentialists believe that knowledge is personal
and subjective and depends on one's own unique perception of the world. Education
should be less formal, and the curriculum should.be diverse.
Political Factors
Politics influences curriculum design and development starts with funding.
Both private and public educational institutions rely on funding for hiring personnel,
building and maintaining facilities and equipment. All aspects of curriculum depend
on local, state and national political standards. From defining goals, interpreting
auricular materials to approving examination systems, politics affects curriculum
development. Politics has a tremendous influence on the education system because:
• Politics determine and define the goals, content, learning experiences and
evaluation strategies in education.
• Curricular materials and their interpretation are usually heavily
influenced by poiitical considerations.
• Political considerations may play a part in the hiring of personnel.
• Funding of education is greatly influenced by politi~s. .
• Entry into educational institutions and the examination systems are
heavily influenced by politics
Economic Factors
Economics influences curriculum development. One of the reasons why
education is financed by governments is to improve the country'~ economy£
0
Therefore the national curriculum should concern itself with the reqwremei;;s
the econo~y. Perhaps you are wonderin~ how the becono~y ofdth~:o:i:In:e~:
the curriculum. The children you teach will need to e emp _oye . .
1
by industry should be translated into the content and le~mdmbg e~p;r ~nc:::e:
kills kn 1 dge base and attitudes reqmre y m us ry
children. The s , ow e . ht have noticed some advertisements for vacant
developed in the classroo~- You mif have basic requirements. Educational
posts in your local media. Emp oye:eet these basic requirements academically
institutions find themselve~ ~or~~ t~er academic or professional qualification
and professionally. Acgm~~g bnfh, The market forces dictate what should be
enhances ones upward soc1a mo I •' 1' btly determines the quantity of learners
. al curriculum, t a so su ch
included in the nation h require classroom supplies su as :
at different levels. As a teac er, you
• textbooks,
• charts,
• equipment, and iments
• chemicals for science expe~ dustry Without these materials, learning is,
These materials are products of m .
 168 f LIIXlf/ B.Ed.-II Year [Paper-I] M.D.U.
compromised: It is ~ere!ore crucial ~at serious consideration be given to econ---:-
de1:11~d~ while de~1grung the curriculum. Curriculum developed for in h::c
trairung m corporations focuses on educating employees for promotions that b . se
better returns in profits. Nations financing education expect an economic r nng
from e~~cate~. ~tu~ents c~nlri~uting to .the country's economy with g~::
competition abilities m technical fields. Curriculum content influences leamer g ls
standards for academic achievement with an underlying influence of the nati::,~
economy.
Technological Factors
Technology driven curriculum develop~ent is the norm of the 21st century.
The computer technology of the 21st century influences curriculum development
at every level of learning. If you are not computer literate, you may feel that you are
not up-to-date. In your area, you may have noticed that a number of schools have
introduced computing as one of the subjects. The intention is to equip the learners
with the requisite computer skills and knowledge. In addition to computers, other
forms of electronic media are being used in teaching. These have provided a variety
of learning experiences and have facilitated individualized learning. Leaming
centers and classrooms increasingly provide computers as requisite interaction for
studies among students. Technological multimedia use influences educational goals
and learning experiences among students. Curriculum designers cannot afford to
ignore technology and its influence on the curriculum.
Social Factors
When we examine the curriculum being offered in our country, one question
we may need to deal with is the extent to which social factors or social considerations
influenced the design of the curriculum. Society has its own expectations about the
aims and objectives that should be considered while designing the curriculum. It
also has a perception of what the product of the school system should look like. It is
therefore necessary for curriculum designers to take into account these societal
considerations. If this does not happen, the curriculum becomes irrelevant. As you
know, a number of religions co-exist in our country and include Christians, Muslims,
Hindus and adherents, of other religions. Their views must be considered while
designing a curriculum.
Social diversity including religion, culture and social groupings affe~ts
curriculum development because these characteristics influence the types of topi~s
and methods for teaching information. The design, of curricular materials and the~
presentation should accommodate the culture of tie society that the curriculum is
seeking to serve. You should, however, be sensitive to the fact that the curricuhull
can be used to perpetuate inequities. You may have a curriculum that is gender
biased against female children because it includes instructional materials that portray
negative attitudes towards women and girls. .
. Pause _for a moment and consider the number of groupings in the soc~ety ~
which you live. These can be professional associations, cultural groups and rcligiou:,
organizations. The list is endless. These groups can bring their views to bear on
curriculum design. This is so because any curriculum of value must result from the
broad consultation of a wide range of stakeholders.
Developing relevant curriculum takes into account society's expectations,
accommodating group traditions and promoting equality.
◄
Knowledge and Curriculum f 169
Psychological Factors
child Ap: f~m the fac!ors detailed above, curriculum design is also influenced by
hil 1:y . 0 .0 SY· Theories of learning and child development have to be considered
: e ~si~g the content of the curriculum and how it is delivered. Learning can
e mt~ch tebdl by ensuring that activities and experiences are introduced at the
mos ea a e' moment.
Environmental Factors
En~iro~~tal issues affect curriculum development. Over time, people have
become insensitive to their surroundings and natural resources. This has affected
the sky, the land and the sea. The end result is that humanity is being adversely
affected by these in-considerations. Industrial wastes have polluted the world. For
example, the ozone layer in the atmosphere, which protects us from harmful
radiation from the sun, is being depleted. People want this redressed. It is through
education that remediation can be effected. Consideration for the environment must
necessarily influence curriculum design to ensure the survival of future generations.
World awareness and action toward reversing and ending-pollution continues
affecting curriculum development. Typical elementary classrooms teach recycling
and healthy environmental practices. Higher education in the sciences offer
environmentally-focused degrees
In designing a suitable and .relevant curriculum, curriculum planners should
always consider political, social, economic, technological and environmental factors
and theories in the field of child psychology.
Role Of Teachers In The Curriculum D evelopment Process
The teacher's role in the curriculum process is critical because he/ she is
responsible for implementing the curriculum in the classroom. Many districts will
revise and update their curriculum every few years. .
Teachers often are invested in the writing and revision of the curnculum,
performing the majority of the work. .
• State and National Standards: When school board revise and update
their curriculum, teachers make sure that all of the state and nati~nal
standards for the grade level or course are being met by the class curricu-
lum. . .
• Textbook Adoption : The Schools often purchase rev_1sed copies or n~w
textbooks during curriculum revision. Teachers are given sample copies
to review and test in the classroom. Then, the tP.achers select th~ textbook
that fits the needs and present it to the school boar~ f~~ adopt~on.
• Develo ing Activities : Teachers develop new activ1bes continually to
transaci the curriculum. These activities help the teachers meet state

• ~:~~;::~g As?essmenl Prod~:!~:; !:•;~•::.!::~ ;1'ro~~~is'."f::~

1

curriculum proJects, and port th t the students are learning the

assessment products ensure a
curriculum. d•ff ntiate the curriculum for their
• Differentiate Instructi~n : T~c~:s t ~:~:rriculum so that all learning
students. Teachers revISe an ad ~ the curriculum to meet the needs of
modalities are met. They also a ap
students of various abilities in the classroom.