Unit-IV: CURRICULUM AND TEACHING

1. Meaning and Importance of Curriculum

Meaning of Curriculum

The word "Curriculum" comes from the Latin word 'currere', which means 'to run' or 'a race course'.

• Narrow Meaning: Traditionally, curriculum simply meant the list of subjects or the "course of study" to be covered in school.
• Broad Meaning: In the modern sense, curriculum includes the totality of all experiences that a child receives inside and outside the school, under the guidance of the school. This includes academic subjects, co-curricular activities, the school's environment, and the interactions (the "hidden curriculum").

Cunningham's Definition: "Curriculum is a tool in the hands of the artist (the teacher) to mould his material (the pupil) according to his ideals (the aims) in his studio (the school)."

Importance of Curriculum

• Achieving Aims: It translates educational aims (like democratic citizenship, vocational efficiency) into concrete action.
• Provides Guidance: It provides a clear roadmap for both teachers (what to teach, how to teach) and students (what to learn).
• Ensures Balanced Development: A good curriculum ensures all aspects of a child's personality (intellectual, physical, social, emotional) are addressed.
• Sets Standards: It helps in setting uniform standards of learning and allows for meaningful evaluation.
• Organizes Learning: It organizes learning experiences in a systematic and sequential manner.

2. Curriculum and Syllabus

These terms are often confused, but they are different.

Syllabus

A syllabus (from the Greek 'sittuba' for 'title slip, label') is an outline or summary of the topics to be covered in a specific subject within a particular class. It is a part of the curriculum.

Difference between Curriculum and Syllabus

Curriculum vs. Syllabus

Basis	Curriculum	Syllabus
Scope	Very broad. Includes all school experiences (academic, activities, environment).	Narrow. It is a list of topics for one subject.
Nature	Prescriptive (what ought to happen) and descriptive.	Descriptive (what is to be taught).
Term	Covers the entire course (e.g., 2-year B.Ed. curriculum).	Typically covers one year or one semester.
Set By	School boards, government, or university.	Exam board or individual teachers.
Example	The total B.Ed. program.	The paper "DSC-101: Principles of Education".

3. Principles of Curriculum Construction

A good curriculum is not just a random collection of subjects. It is designed based on certain principles:

• Principle of Child-Centricity: The curriculum must be based on the needs, interests, abilities, and developmental stage of the child.
• Principle of Community-Centricity: It should be related to the life and needs of the local community and society.
• Principle of Utility: It should include subjects and activities that are useful to the child in their present and future life (e.g., vocational skills).
• Principle of Integration: Knowledge should not be presented in isolated compartments. The curriculum should integrate different subjects (e.g., teaching history through literature).
• Principle of Flexibility: It must be flexible and adaptable, allowing for individual differences and changing social needs. A rigid curriculum fails many students.
• Principle of Activity and Experience: It should emphasize "learning by doing" and provide hands-on experiences, not just textbook memorization.
• Principle of Leisure: It should include activities that train students for the constructive use of their leisure time (e.g., hobbies, sports, arts).
• Principle of Correlation: Subjects should be correlated with each other and with the child's life outside the school.

4. Procedure for Developing Curriculum

Curriculum development is a systematic, cyclical process. The main steps are:

1. Formulation of Aims and Objectives: The first step is to be clear about *why* the curriculum is being designed (e.g., based on the national aims of education).
2. Selection of Content and Learning Experiences: Based on the objectives, relevant subjects, topics, and activities (learning experiences) are chosen.
3. Organization of Content and Experiences: The selected content is arranged in a logical and psychological sequence.
   • Logical Sequence: Based on the logic of the subject (e.g., simple to complex).
   • Psychological Sequence: Based on the child's psychology and readiness to learn.
4. Implementation: This is the actual transaction of the curriculum in the classroom, which involves teaching methods, instructional materials (textbooks, aids), and the teacher.
5. Evaluation: This is the final step, which assesses the effectiveness of the curriculum. It involves:
   • Assessing student learning (examinations).
   • Evaluating the curriculum itself (Did it meet its objectives? Does it need revision?).
   This evaluation provides feedback for the *next* cycle of development.

5. Defects of Present Curriculum

The current curriculum, particularly in India, is often criticized for several defects:

• Examination-Dominated: The curriculum is designed to help students pass exams, not to gain real knowledge or skills. It encourages rote memorization.
• Bookish and Theoretical: It lacks practical work, projects, and hands-on activities.
• Overcrowded: It is often loaded with too many subjects and too much information, creating a heavy burden on students.
• Inflexible and Rigid: It often does not cater to the individual differences, interests, or needs of students or the local community.
• Lacks Vocational Aim: It is highly academic and does not adequately prepare students for the world of work.
• Lack of Correlation: Subjects are taught as isolated blocks of information with little connection to each other or to real life.

6. Co-curricular Activities: Meaning, Types and Importance

Meaning of Co-curricular Activities

These are activities that are undertaken alongside (co-) the academic curriculum. They were formerly called "extra-curricular," but "co-curricular" is the modern term because they are now considered an integral part of the educational program, not "extra."

They are essential for the all-round development of the child, complementing the academic learning.

Types of Co-curricular Activities

• Physical Development: Sports, games, athletics, yoga, drilling.
• Literary Activities: Debate, elocution, quiz, creative writing, school magazine.
• Aesthetic and Cultural Activities: Music, dance, drama, painting, art and craft.
• Social and Civic Activities: NSS (National Service Scheme), NCC (National Cadet Corps), scouting, social service camps, student council.
• Leisure and Hobby Activities: Gardening, photography, stamp collecting, model-making.

Importance of Co-curricular Activities

• Holistic Development: They cater to the physical, social, emotional, and moral development of students, which academics alone cannot.
• Development of Social Skills: Activities like sports and drama teach teamwork, leadership, cooperation, and sportsmanship.
• Training for Citizenship: Student councils and mock parliaments provide practical training in democratic living.
• Channelizing Energy: They provide a constructive outlet for students' abundant energy.
• Training for Leisure: They help students develop hobbies and interests for the worthy use of their free time.
• Develops Self-Confidence: They provide opportunities for students to express their talents and gain recognition, boosting their confidence.