ONLINE ASSIGNMENT

CURRICULUM AND SYLLABUS

Name: Shamna.N
Subject: English
Register Number:13371008



CONTENT

1. Curriculum
2. Types
3. Principles of construction
4. NCF 2005
5. KCF 2007
6. Difference-Curriculum and Syllabus
7. Syllabus types
8. State
9. CBSE
10. NCERT
11. ICSE
12. Critical Pedagogy
13. Problem Based Learning
14. Issue Based Curriculum





CURRICULUM
INTRODUCTION
Curriculum is the crux of the whole educational process. Without curriculum, we cannot
conceive of any educational endeavour. School curriculum of a country, like its constitution,
reflects the ethos of that country.
The term curriculum is derived from the Latin word Currere which means path. In this
sense curriculum is the path through which the student has to go forward in order to reach the
goal envisaged by education. According to Arthur Cunningham Curriculum is a tool in the
hands of an artist [teacher] to mould his materials [pupil] according to his ideals [objectives]in
his studio[school]. Usually the term curriculum is understood to mean a group of subjects
prescribed for study is a particular course. But curriculum is not confined to this narrow
concept. The curriculum should in no way be considered as synonymous with courses of study.
The course of study lists much of the content to be learnt and indicate some of the major
activities but these form only part of the curriculum. Curriculum should be considered as a
broad-based term encompassing every aspect concerning the study of the course. It is now
considered as the totality of experiences to which a pupil is exposed within the boundaries of
the school and outside.
FUNCTIONS SERVED BY A CURRICULUM
A curriculum can be said to have the following major functions to realize:
1. Synthesis of subject and life: The primary aim of the curriculum is to provide the
educands experiences through the medium of the subjects of study, which will enable
them to bridge the gap between school life and life outside the school.
2. Acquisition and strengthening of knowledge: Acquisition of relevant knowledge in
various subjects may be considered as the most fundamental requirement for making
the above synthesis possible. Hence it should be considered as a primary objective of
the curriculum. By providing and integrating knowledge in the various fields, the
cognitive structure gets strengthened.
3. Complete development: The aim of education is to achieve the physical, mental,
emotional, personal, social, moral, religious and spiritual development of the educand.
The curriculum aim at making such a development possible.
4. Development of Democratic values: In all democratic countries, the curriculum of
education must aim to develop values of equality, liberty and fraternity, so that the
educands may develop into efficient citizens of democratic society. Special emphasis
should be laid on the development of values such as tolerance, respect for others, co-
operation, we feeling and civic sense. This development should aim not at national
outlook but also at introducing a spirit of internationalism.
5. Satisfaction of the educands needs: It is seen that a variety of interest, skill, abilities,
attitudes, aptitudes, etc. exist among educands. A curriculum should be so designed as
to satisfy these multifarious needs and requirements of the educand.
6. Realization of values: The ultimate aim of education is the development of character
and what is required for this is to help the educand internalize various desirable values.
Hence, one of the objectives of curriculum is to provide experiences that would enable
the educand to build up a desirable value system.
7. Harmony between individual and society: A success of a democracy depends upon the
efficiency of the individuals as revealed in ones personal life as well as social life. The
society has to look after the individual while the individual has to contribute for the
development of the society. Hence, the curriculum must create an environment which
enables the individual to achieve his own development and at the same time contribute
to the betterment of the society.
8. Creation of suitable environment: Whether all above objectives could be realized
depends on the efficiency of the learning environment provided. Such an environment
must must assist the educand in achieving the maximum possible development of his
intellect, emotions and skills. Hence, practical suggestions for the creation of objective-
based environmental conditions appropriate for each situation is a very important
objective of the curriculum for developmental education.











TYPES OF CURRICULUM
Corresponding to the differences in the nature of the various educational systems there
have been variations in the concept and nature of their curricula too. The modern concept of
education Is much different from that of the traditional one. New systems of education have
developed in tune with new philosophical and outlooks. In tunes with this new types of
curricula that would suit the requirements of the new educational system also have emerged.
Some of the major types of curricula are discussed below.
1. Traditional or Subject-centred Curriculum: The traditional curriculum which was in
vogue for a sufficiently long time, is conceived of in terms of subjects of study. Such a
curriculum is organized with the greatest emphasis on knowledge including facts,
concepts, principles, process and skills in the subject concerned. All stress was on the
cognitive attainment of the learners rather than on their personal and social
development.
2. Activity-centred Curriculum: Comenius suggested that,Whatever has to be learnt,
must be learnt by doing. This shows the activity principle in education which laid the
foundation for activity- cantered curriculum. In activity-centred curriculum, subject
matter is translated in terms of activities and knowledge is gained as an outgrowth and
product of those activities. Activity is used as the medium for imparting knowledge,
attitudes as well as skills.
3. Child- centred Curriculum: This is learner oriented. Subjects should be chosen and
taught keeping in view of the social, emotional and intellectual needs of children as well
as their capabilities and developmental status.
4. Experience-centred Curriculum: This lays stress on the experience which the individual
is to get while participating in the process of learning. Under this pattern, experience of
the individual is the starting point of learning and not the subject matter or the interest
of the individual.
5. Undifferentiated Curriculum: This means a curriculum which is does not aim at the
specialized study of various subjects. Specialization should come at the Higher
Secondary and College level only. At the primary and secondary stages we should have
undifferentiated or integrated curriculum. Development of all- personality is possible
only through integrated experiences and the only means of bringing about this
integration is the unification of the subjects. Herein lies the importance of
undifferentiated curriculum.


PRINCIPLES OF CURRICULUM CONSTRUCTION
Educationists have laid down certain general principles for developing curriculum. Some of
these basic principles are indicated below.
1. The Principle of Child- Centerdness: Curriculum should be child-centred. It must be
based on the present needs, requirements and circumstances of the child. The child
needs more experiences than instructions. If we wish our pupil to reveal initiative, co-
operation and social responsibility, we should develop these qualities in them by means
of meaningful activities appropriate to their stage of psychological development. True
education can be acquired only through activity and experiences. Curriculum meant for
any particular stage, therefore, should be framed in accordance with the childs
developmental characteristics and needs at that stage.
2. The Principle of Community-Centredness: Besides treating each child as an individual,
we should also view him as a member of community to which he belongs. In fact the
learner is going to be an active member of the community as a citizen. It is, therefore,
quite desirable that his needs and desires must harmonize with the needs and desires of
those amongst whom he has to live. The child cannot be educated in a vacuum. He is to
be educated in a school established by the society and by interacting with the other
members of the society. The goals formulated by the school which depends upon the
purpose of the society determines the content of education, that is the curriculum. But
the society is not static. It is dynamic and continuously changing. Living in this ever
changing modern world is not as simple as it is used to be in the past. Any curriculum
has to prepare the learners to phase this challenge with efficiency.
3. The Principle of Activity-Centredness: Action is the sign of life. Man is an active being.
Therefore, the curriculum should provide for a variety of activities both physical and
mental in which children are naturally interested. The activity must be connected with
the childs desires and needs as well as societal requirements. Emphasis should be given
to learning by doing through the activities of hands, head and heart. These may be play
activities at the pre-primary stage, project activities at the primary stage and
constructive and creative activities at the secondary stage. At the same time, it has to be
remembered that physical activities should lead to mental reflections.
4. The Principle of Integration: By integration we do not merely mean integration of
subjects. What is required is the integration of the childs needs on the one hand and
the needs of the democratic society on the other hand. In other words, integration
warrants that activities carried on in a school and the experiences thus gained should
not be treated in watertight compartments. Instead, these should be so designed as to
lead the child to establish a functional unity with the environment. Such a curriculum
will safeguard the general and liberal aspects of education.
5. Forward looking Principle: The aim of education is to prepare the child for an effective
adult life. Therefore, the curriculum should reflect an insight into the future life of the
child. It should enable the child to prepare for a worthy life. It should prepare him for a
vocation. It should equip him with the calibre to meet the challenges of life in future.
6. Conservative Principle: The curriculum should preserve and transmit the traditions and
culture of human race. It should embrace such subjects, topics or activities by which the
student should cultivate a sense of respect for their traditions and culture. Selection of
such material should, however, be made with great care, according to the mental
development of the child.
7. Renewal Principle: While conserving and transmitting the cultural heritage, education
should cater to renewal of the culture to suits the requirements of changing time. Hence
the curriculum should be so constructed as to facilitate renewal of the society.
8. Creative Principle: God has created universe and men have created other things in it. By
nature man is creative. Therefore, education should be so moulded as to enable to
develop ones creativity. The curriculum should consist such subjects that would enable
children to exercise their creative powers which in turn will enable them to modify their
environment according to the needs of time.
9. Motivation Principle: The curriculum should be tailored to suit the needs and interests
of the pupil. It must be goal directed. It should thus motivate the pupils to actively
participate in the learning process with an innate desire that is with intrinsic motivation.
10. Maturity Principle: T he curriculum should be suited to the mental and physical
maturity of the pupil.















NATIONAL CURRICULUM FRAMEWORK -2005

The National System of Education will be based on a national curricular framework,
which contains a common core along with other components that are flexible. The common
core will include the history y of Indias freedom movement, the constitutional ob ligations and
other content essential to nurture national identity. These elements will cut across subject
areas and will be designed to promote values such as Indias common cultural heritage,
egalitarianism, democracy and secularism, equality of sexes, protection of environment,
removal of social barriers, and observance of small family norm and inculcation of scientific
temper. All educational programmes will be carried on in strict conformity with secular values.
India has always worked for peace and understanding between nations, treating the whole
world as one family. True to this hoary tradition, education has to strengthen this world-view
and motivate the younger generations for international cooperation and peaceful co-existence.
This aspect cannot be neglected. To promote equality, it will be necessary y to provide for equal
opportunity for all, not only in access but also in the conditions of success. Besides, awareness
of the inherent equality of all will be created through the core curriculum. The purpose is to
remove prejudices and complexes transmitted through the social environment and the accident
of birth.
connecting knowledge to life outside the school,
ensuring that learning is shifted away from rote methods,
enriching the curriculum to provide for overall development of children rather than remain
textbook centric,
making examinations more flexible and integrated into classroom life and,
nurturing an over-riding identity informed by caring concerns within the democratic polity of
the country.

Aims of Education

Educational aims turn the different activities undertaken in schools and other
educational institutions into a creative pattern and give them the distinctive character of being
educational. An educational aim helps the teacher connect her present classroom activity to a
cherished future outcome without making it Instrumental, and therefore give it direction
without divorcing it from current concerns. Thus, an aim is a foreseen end: it is not an idle view
of a mere spectator; rather, it influences the steps taken to reach the end. An aim must provide
foresight. It can do this in three ways: First, it involves careful observation of the given
conditions to see what means are available for reaching the end, and to discover the hindrances
in the way. This may require a careful study of children, and an understanding of what they are
capable of learning at different ages. Second, this foresight suggests the proper order or
sequence that would be effective. Third, it makes the choice of alternatives possible. Therefore,
acting with an aim allows us to act intelligently. The school, the classroom, and related learning
sites are spaces where the core of educational activity takes place. These must become spaces
where learners have experiences that help them achieve the desired curricular objectives. An
understanding of learners, educational aims, the nature of knowledge, and the nature of the
school as a social space can help us arrive at principles to guide classroom practices.

Language education

Today, we know for certain that bilingualism or multilingualism confers definite
cognitive advantages. The three-language formula is an attempt to address the challenges and
opportunities of the linguistic situation in India. It is a strategy that should really serve as a
launching pad for learning more languages. It needs to be followed both in letter and spirit. Its
primary aim is to promote multilingualism and national harmony. The following guidelines may
help us achieve this aim:
Language teaching needs to be multilingual not only in terms of the number of
languages offered to children but also in terms of evolving strategies that would use the
multilingual classroom as a resource.
Home language(s) of children, as defined above should be the medium of
learning in schools.
If a school does not have provisions for teaching in the child's home
language(s) at the higher levels, primary school education must still be covered through
the home language(s). It is imperative that we honor the child's home language(s).
According to Article 350A of our Constitution, It shall be the endeavour of every State
and of every local authority within the State to provide adequate facilities for instruction
in the mother-tongue at the primary stage of education to children belonging to
linguistic minority groups.
Children will receive multilingual education from the outset. The three-
language formula needs to be implemented in its spirit, promoting multilingual
communicative abilities for a multilingual country.
In the non-Hindi-speaking states, children learn Hindi. In the case of Hindi
speaking states, children learn a language not spoken in their area. Sanskrit may also be
studied as a Modern Indian Language (MIL) in addition to these languages.
At later stages, study of classical and foreign languages may be introduced.




KERALA CURRICULUM FRAMEWORK 2007

The curriculum revision programme in Kerala was conceptualised on the basis of the
recommendations of the National Curriculum Framework (N.C.F-2005). The curriculum revision
initiated in 1996 in Kerala had a strong influence in the formation of National Curriculum
Framework. Kerala could display the active working model of a learning process that has its
foundation in the principles of Constructivism and a learner-centred, activity-based and
process-oriented pedagogy. Therefore, we must now envision educational reforms that go
beyond the National Curriculum Framework, making it a springboard for further research.

Aims of Education

Social justice
The education system that is envisaged should be capable of promoting a social order
based on equality and justice. This is more so when we think of the liberation of a society where
disparities in terms of religion, caste, wealth, gender and region exist. Education in such a
society should help in building up a culture of living coexistence.
Awareness on environment
A comprehensive awareness on the need to protect environment is the need of the
hour. Keeping in mind the vision of sustainable development, we need todevelop an attitude in
our learners to see meaning in all developmental activities in tune with the environment. They
should also develop a sense in preserving all available resources in nature and to utilize them
judiciously.
Citizenship
There is a need for empowering each child to grow up and develop as a responsible
citizen of the society. The civic sense should ideally include historical awareness and a balanced
political vision.
Nationalism
Creating a generation upholding nationalism rooted in a universal vision is the need of
the times. Human progress and universal love form the basic dimensions of such a vision. While
recognising the plurality of Indian society the nationalistic vision should help in capturing the
meaning of unity in diversity.
Awareness of ones rights
Realizing the rights accorded to every individual by our constitution is of great
significance. Education needs to actualize the rights ensured in our constitution and also the
rights enumerated in UN conventions on children's rights (CRCConvention on the Rights of
Children), women's rights (CEDAW The Convention on the Elimination of All Forms of
Discrimination against Women) and human rights (UNCHR-United Nations Commission on
Human Rights). All children need to develop an awareness of one's own rights and the rights of
others.
Awareness of Science and Technology
All learners should get opportunity toacquire current developments in the field of
science and technology and apply the same in real life situations. They need to enrich their
knowledge and skills in tune with such developments. The process of education should have
scope for this.
Scientific temper
There is a need to differentiate between science and pseudo-science. Learners should
approach a problem based on cause and effect relationship. An education that develops logical
reasoning in children is crucial in this context. They should play a key role in freeing the society
from superstitions and prejudices and should propagate the need for a scientific outlook in life.
Cultural identity
Regional and traditional forms of knowledge (related to agriculture, irrigation, resource
management, art and handicraft) can be utilised for the development of the society. The
process of education we envision should help the learners to identify such sources and preserve
what is useful and relevant.
Vocational skills
Knowledge and labour are complementary. We must realize the value of labour in
developing and transforming the society. In this context education should focus on the
development of a positive attitude to labour and inculcate in all children the ability to work.
Democratic values
Education should help the learner in imbibing democratic values - equality, justice,
freedom, concern for others' wellbeing, secularism and respect for human dignity and rights.
This should be donein such a way that the learner gains a better insight into democracy.
Resistance
Strength to resist all sorts of invasions (cultural, economic, geographical) and
undesirable tendencies triggered by globalisation is vital for a democratic society. Education
needs to recognise this reality and develop the required strength among the learners to address
thechallenges posed by globalisation.
Construction of knowledge
Knowledge is a common good. Any attempt to hide or mystify it must be questioned.
The process of constructing knowledge has its unique features. Knowledge is never viewed as a
finished product. It is refined in every act of sharing. The process of education must develop in
learners, the ability to construct knowledge through interaction and sharing.
Critical approach
The education we envision should have the space for learners to engage in critical
dialogue. The practice of passive listening has to be discarded and in its place learners need to
become active participants in the process of constructing knowledge. They should view their
experiences in a critical manner and should question all social evils. Efforts to resist
temptations, obstinacy and prejudices are equally important. Looking at different ideas and
generating an integrated view is crucial. Learners must be able to analyse the ideas in vogue at
social, political and cultural levels, discern errors and take positions by responding to them. The
educational system should prepare the learners toshift from the position of passive listeners to
active constructors of knowledge.

The Teacher

KCF vision of language teachers suggest that they:
demonstrate keen interest in reading and developing knowledge. They also engage in
cultivating reading habits in children
should be capable of interacting with the learners effectively
should be capable of clarifying the doubts raised by the learners and kindle the spirit of
enquiry in them
should have the ability to ask thought provoking questions and lead the learners in the
process of learning
should be creative and possess the ability to provide constructive suggestions on the work of
the learner
develop a critical perspective of the world around them and also equip the learners to do the
same.

Learning English

Language learning has great importance in empowering the individual. As a universal
language, English has been given due importance in the curriculum. In Kerala, learning of
English language begins at class I. At the higher secondary level, English is taught as the First
Language.
We must provide essential conditions for the acquisition of language in a natural
manner. The basic premises are:
there is an innate linguistic ability in children
language learning is a non-conscious process
language-learning takes place by developing an intuitive theory construction in the learner
language ability is the development of an inner competence to make use of all language skills
language learning is a spiral process
language learning takes place from whole to part
texts that generate organic experience must be provided to the child to help him/her traverse
through a variety of discourse forms
the language used should influence the emotional orbit of the learner
the quality of the language used matters more than its quantity
language exists as meaningful discourses and the child gains experiences at the discourse
level
free thinking and the expression of ideas need to be stressed at all levels
DIFFERENCE BETWEEN SYLLABUS AND CURRICULUM
Essentially, a syllabus is a descriptive outline and summary of topics that are to be covered in an
education or training course. The syllabus will usually provide specific information about the said
training course and is often drafted by the governing body or by the instructor of the course. A
curriculum is the set of courses, and their content, offered at a school or university. A general
curriculum, in the broadest sense of the word, may list all courses offered at a specific school. A
curriculum is prescriptive, which means that is issued by the governing body and lists topics the must be
understood by the student at the end of the course, and what level to achieve a particular grade or
standard.





















SYLLABUS TYPES
A syllabus is an outline and summary of topics to be covered in an education or training
course. It is descriptive (unlike the prescriptive or specific curriculum). A syllabus is often either
set out by an exam board, or prepared by the professor who supervises or controls the course
quality. It may be provided in paper form or online.
Both syllabus and curriculum are often fused, and usually given to each student during
the first class session so that the objectives and the means of obtaining them are clear. A
syllabus usually contains specific information about the course, such as information on how,
where and when to contact the lecturer and teaching assistants; an outline of what will be
covered in the course; a schedule of test dates and the due dates for assignments; the grading
policy for the course; specific classroom rules; etc.
Within many courses concluding in an exam, syllabuses are used to ensure consistency
between schools and that all teachers know what must be taught and what is not required
(extraneous). Exams can only test knowledge based on information included in the syllabus.
Grammatical syllabus
Lexical syllabus
Situational syllabus
Text-based syllabus
Skill-based syllabus
Task-based syllabus
Learner-generated syllabus
Mixed syllabus
Online course syllabus











STATE SYLLABUS

The State Council Educational Research and Training (SCERT), Kerala is a board of
school education in India, conducted by the Government of the state of Kerala, India. The board
prepares the syllabus for schools affiliated with it. Their main academic focus is on medical
care, engineering and telemarketing.
The whole schooling structure is divided into kindergarten (LKG and UKG), LP(lower
primary, classes/standard 14), UP(upper primary, classes/standard 57),(H.S)High
School(classes/standard 810) and Higher Secondary (+1 equals 11th class/standard and +2
equals 12th class/standard). Usually the whole system of KG, LP, UP and HS are collectively
referred as High School. Students completing this complete course (12 years including KGs,
which is optional* and otherwise 10 years of education) will be awarded with School Leaving
Certificate abbreviated as SSLC. Based on the results in SSLC students are enrolled into Higher
Secondary Education (HSE) which was previously known as pre-degree and was conducted in
colleges. Now HSE is integrated to the school system and most educational institution now
offer classes from LKG to +2. Higher secondary offers a wide range of subjects according to the
candidate's preference. After completing +2 students were awarded with HSE certificate which
is indeed a passport to degree and similar courses.











CBSE
History
The first education board to be set up in India was the Uttar Pradesh Board of High
School and Intermediate Education in 1921, which was under jurisdiction of Rajputana, Central
India and Gwalior. In 1929, the government of India set up a joint Board named "Board of High
School and Intermediate Education, Rajputana". This included Ajmer, Merwara, Central India
and Gwalior. Later it was confined to Ajmer, Bhopal and VindhyaPradesh. In 1952, it became
the "Central Board of Secondary Education".
Affiliations
CBSE affiliates all Kendriya Vidyalayas, all Jawahar Navodaya Vidyalayas, private schools and
most of the schools approved by central government of India
Examinations
The board conducts final examinations every spring for All India Senior School Certificate
Examination (AISSCE) for Class 10 and 12. The board also annually conducted the AIEEE exam
for admission to undergraduate courses in engineering and architecture in numerous colleges
spread over India. However the AIEEE exam was merged with the IIT-Joint Entrance Exam (JEE)
in 2013. The common examination is now called JEE (Mains). CBSE also conducts AIPMT (All
India Pre Medical Test) for admission to major medical colleges in India. In 2014, the conduct of
the National Eligibility Test for grant of junior research fellowship and eligibility for assistant
professor in institutions of higher learning was outsourced to CBSE.
[1]
Apart from these tests,
CBSE also conducts the central teachers eligibility test and the Class X optional proficiency
test.
[1]
With the addition of NET in 2014, the CBSE has become the largest exam conducting
body in the world.




NCERT

The National Council of Educational Research and Training is an organization set up by
the Government of India, with headquarters located at Sri Aurbindo Marg in New Delhi, to
assist and advise the central and state governments on academic matters related to school
education. It was established in 1961.
Objectives
National Council for Indian Education (NCIE) and National Council for Education Research and
Training (NCERT) are two different concerns. Among the top priorities of NCERT are:
1. Implementation of National Curriculum Framework
2. Universalisation of Elementary Education (UEE)
3. Vocational education
4. Education of groups with special needs
5. Early childhood education
6. Evaluation and examination to reform IT education
7. Competitive Value education
8. Education of girl child
9. Production of teaching-learning experience
10. Improvement in teacher education
11. Improvement of thought of student
Actions
NCERT has comprehensive extension programme in which departments of the National
Institute of Education (NIE), Regional Institute of Education (RIE), Central Institute of Vocational
Education (CIVE) and offices of the Field Advisers in the states are engaged in activities. Several
programmes are organised in rural and backward areas to reach out to functionaries in these
areas.
It acts as the Secretariat of the National Development Group (NDG) for Educational
Innovations. The NCERT has been offering training facilities, usually through attachment
programmes and participation in workshops, to education workers of other countries. The
NCERT publishes textbooks for school subjects from Classes I to XII. NCERT publishes books that
are used in government and private schools across India that follow the CBSE curriculum.
Ever since its establishment, the organization has faced a great deal of controversy and
continues to do so today. The controversy centers around the charges of an attempted
"saffronized" rewriting of Indian history (i.e., making lessons consonant with the Hindutva).
Allegations of historical revisionism with a Hindu nationalist agenda arose in two periods: under
the Janata Party government 1977 to 1980 and again under the Bharatiya Janata
Party government from 1998 to 2004. In 2012, the organization has been blamed for publishing
'offensive' cartoons against B.R. Ambedkar, the framer of the Indian Constitution and thus
lodging an insult to the Constitution, in its textbooks. The controversy led to the resignation of
NCERT chief advisors Yogendra Yadav and Suhas Palshikar and an apology from the
government.











ICSE
The Indian Certificate of Secondary Education (ICSE) is an examination conducted by
the Council for the Indian School Certificate Examinations, a private, non-governmental board
of school education in India, for class 10, i.e. grade 10. It has been designed to provide an
examination in a course of general education, in accordance with the recommendations of
the New Education Policy 1986 (India), through the medium of English.
The examination allows secure suitable representation of Governments responsible for
schools (which are affiliated to it) in their States/Territories. Private candidates are not
permitted to appear for this examination.
Subjects
The subjects that are offered are divided into three groups. Group I includes Compulsory
Subjects - English, History, Civics & Geography, and Indian Language, Group II which includes
any two from Mathematics, Science, Environmental Science, Computer Science, Agricultural
Science, Commercial Studies, Technical Drawing, A Modern Foreign Language, A Classical
Language and Economics, and Group III has any one from Computer Applications, Economic
Applications, Commercial Applications, Art, Performing Arts, Home Science, Cookery, Fashion
Designing, Physical Education, Technical Drawing Applications, Yoga, and Environmental
Applications. All subjects have components of internal assessment, that are carried out by
schools, on the basis of assignments/project work, practicals and coursework. There is 20%
weightage for internal assessment in group I and II and 50% weightage for group III.
In subjects where there are more than one paper(E.g., Science), the marks obtained in
the subject are calculated by taking the average of all the papers in the subject. Candidates
appearing for the examination have to study six subjects, with anywhere from 1 to 3 papers in
each subject. For subject HC&G the paper 1 consists of History & Civics and paper 2 consists of
Geography. Science consists of 3 papers each for Physics, Chemistry, and Biology. This makes
for a total of 8-11 papers, depending on the subjects.








CRITICAL PEDAGOGY

Critical pedagogy provides an opportunity to reflect critically on issues in terms of their
political, social, economic and moral aspects. It entails the acceptance of multiple views on
social issues and a commitment to democratic forms of interaction. This is important in view of
the multiple contexts in which our schools function. A critical framework helps children to see
social issues from different perspectives and understand how such issues are connected to their
lives. For instance, understanding of democracy as a way of life can be chartered through a path
where children reflect on how they regard others (e.g. friends, neighbors, the opposite sex,
elders, etc.), how they make choices (e.g. activities, play, friends, career, etc.), and how they
cultivate the ability to make decisions. Likewise, issues related to human rights, caste, religion
and gender can be critically reflected on by children in order to see how these issues are
connected to their everyday experiences, and also how different forms of inequalities become
compounded and are per peculated.
Critical pedagogy facilitates collective decision making through open discussion and by
encouraging and recognizing multiple views. A matter of serious concern is the persistence of
stereotypes regarding children from marginalized groups, including SC and ST, who traditionally
have not had access to schooling or learning. Some learners have been historically viewed as
uneducable, less educable, slow to learn, and even scared of learning. There is a similar
stereotype regarding girls, which encourages the belief that they are not interested in playing
games, or in mathematics and science. Yet another set of stereotypes is applied to children with
disabilities, per peculating the notion that they cannot be taught along with other children.
These perceptions are grounded in the notion that inferiority and inequality are inherent in
gender, caste and physical and intellectual disability. There are a few success stories, but much
larger ar e the numbers of learners who fail and thus internalize a sense of inadequacy.
Realizing the constitutional values of equality is possible only if we prepare teachers to treat all
children equally.
We need to train teachers to help them cultivate an understanding of the cultural and
socio-economic diversity that children bring with them to school. Many of our schools now
have lar ge numbers of first generation school goers. Pedagogy must be reoriented when the
childs home provides any direct support to formal schooling. First-generation school goers, for
example, would be completely dependent on the school for inculcating reading and writing
skills and fostering a taste for reading , and for familiarising them with the language and culture
of the school, especially when the home language is different from the language of school.
Indeed they need all the assistance they can get. Many such children are also vulnerable to
conditions prevailing at home, which might make them prone to lack of punctuality, ir
regularity and inattentiveness in the classroom. Mobilising intersectoral support for freeing
children from such constraints, and for designing a curriculum sensitive to these circumstances,
therefore is essential. When children and teachers share and reflect on their individual and
collective experiences without fear of judgement, it gives them opportunities to learn about
others who may not be a part of their own social reality. This enables them to understand and
relate to differences instead of fearing them. If childrens social experiences are to be brought
into the classroom, it is inevitable that issues of conflict will need to be addressed. Conflict is an
inescapable par t of childrens lives. They constantly encounter situations that call for moral
assessment and action, whether in relation to subjective experiences of conflict involving the
self, family and society, or in dealing with exposure to violent conflict in the contemporary
world. To use conflict as a pedagogic strategy is to enable children to deal with conflict and
facilitate awareness of its nature and its role in their lives.
Learning to question received knowledge critically, whether it is found in a biased
textbook, or other literary sources in their own environments, can be built by encouraging
learners to comment, compare and think about elements that exist in their own environment.
Women and dalit activists have used songs as a powerful medium for discussion, comment and
analysis. Repositories of knowledge exist in different mediums, hence all these forms, whether
television programme, advertisements, songs, paintings, etc., need to be brought into create a
dynamic interaction among learners themselves.
A pedagogy that is sensitive to gender, class, caste and global inequalities is one that
does not merely affirm different individual and collective experiences but also locates these
within larger structures of power and raises questions such as, who is allowed to speak for
whom? Whose knowledge is most valued? This requires evolving different strategies for
different learners. For example, encouraging speaking up in class may be important for some
children, while for others it may be learning to listen to others.
The role of teachers is to provide a safe space for children to express themselves, and
simultaneously to build in certain forms of interactions. They need to step out of the role of
moral authority and learn to listen with empathy and without judgement, and to enable
children to listen to each other. While consolidating and constructively stretching the limits of
the learner's understanding, they need to be conscious of how differences are expressed. An
atmosphere of trust would make the classroom a safe space, where children can share
experiences, where conflict can be acknowledged and constructively questioned, and where
resolutions, however tentative, can be mutually worked out. In particular, for girls and children
from under-privileged social groups, schools and classrooms should be spaces for discussing
processes of decision making, for questioning the basis of their decisions, and for making
informed choices.




PROBLEM BASED LEARNING
Problem-based learning (PBL) is a student-centered pedagogy in which students learn
about a subject through the experience of problem solving. Students learn both thinking
strategies and domain knowledge. The PBL format originated from the medical school of
thought, and is now used in other schools of thought too. The goals of PBL are to help the
students develop flexible knowledge, effective problem solving skills, self-directed learning,
effective collaboration skills and intrinsic motivation.
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Problem-based learning is a style of active
learning.
Working in groups, students identify what they already know, what they need to know,
and how and where to access new information that may lead to resolution of the problem. The
role of the instructor (known as the tutor in PBL) is to facilitate learning by supporting, guiding,
and monitoring the learning process. The tutor must build students' confidence to take on the
problem, and encourage the students, while also stretching their understanding. PBL represents
a paradigm shift from traditional teaching and learning philosophy, which is more often lecture-
based. The constructs for teaching PBL are very different from traditional classroom/lecture
teaching.
Demands of Implementing
Implementing PBL in schools and Universities is a demanding process that requires
resources, a lot of planning and organization. Azer discusses the 12 steps for implementing the
"pure PBL":
1. Prepare faculty for change
2. Establish a new curriculum committee and working group
3. Designing the new PBL curriculum and defining educational outcomes
4. Seeking Advice from Experts in PBL
5. Planning, Organizing and Managing
6. Training PBL facilitators and defining the objectives of a facilitator
7. Introducing Students to the PBL Program
8. Using 3-learning to support the delivery of the PBL program
9. Changing the assessment to suit the PBL curriculum
10. Encouraging feedback from students and teaching staff
11. Managing learning resources and facilities that support self-directed learning
12. Continuing evaluation and making changes
The first being centrality, the projects are the curriculum in this case so everything the
student needs to learn should be centered around the project that he or she is working on. The
second criterion that a teacher must meet is that there must be a driving question that the
student must answer through completing the project. This question is the most important
aspect to a successful project based learning environment because it is what motivates the
student to learn as well as gives the student an idea of what knowledge is expected to be
learned from the project. Also the question can not have a predetermined outcome, it should
require the student to use prior knowledge to come up with a conclusion; however, the project
should not be able to be put together based solely on prior knowledge. The other criteria are
constructive investigations, autonomy, and realism, all of these are important for the student
because it helps pull the student into the project and capture the attention as well as allows for
the student to make connections to real world situations. This is more beneficial than a test
because the students have to make these connections on their own and gather information
that interests them instead of just memorizing facts for a test.
















ISSUE BASED CURRICULUM

Issues-Based Approach (IBA) to curriculum transaction is a novel and unique
one in the history of school curriculum development in Kerala. This approach is a clear
departure from the traditional knowledge transmission models of curriculum transaction and
focuses on knowledge generation by the learners. The IBA aims to sensitize the learners about
the numerous issues faced by our society through the learning material itself. These issues are
developed and sensitized using various discourses which provide a linguistically rich
environment in the class room.Being a novel one, the IBA poses a number of challenges to
facilitators with respect to the preparation of teaching manual, lesson transaction, learner
assessment etc. in the classroom. It is really a hard task to the facilitator to bring in various
social issues in an appropriate form into the framework of formal education. The challenge of
the facilitator is to generate contextualized knowledge in developing and transacting IBA
lessons.
Issue based curriculum is framed on behaves of learner centered approach. Learner
centered education means putting students at the center of their own learning. Hence the
responsibility of learning is placed on the students while the teachers become the facilitator. In
a learner centered environment, students are actively engaged in creating, understanding and
exercising control over learning. Therefore, learner centered education is grounded in a
constructive perspective where teachers center their planning, teaching and assessment
according to the different capabilities of the students. So, instead of the teachers being the sole
instructors, they become collaborators with students in creating knowledge.
The revised curriculum for Classes I, III, V, VII, VIII and IX focuses on issue-based learning
that links education with the problems of society. For instance, sections of the texts are divided
into various problem areas such as lack of scientific land and water management, issues related
to agriculture, lack of cohesive universal vision, lack of human resource development, lack of
eco-friendly industrialization and urbanization and issues related to public health. Each area is
linked to chapter dealing with the corresponding topic enabling students to gain a holistic and
comprehensive view of the society they live in. The emphasis of the books has also been mostly
on science, technological and social problems with very little reference to co-scholastic
subjects. Though the National Curriculum Frame Work 2005 envisages co-scholastic subjects to
progress towards scholastic or core curriculum subjects in due course the ground realities are
rather bleak.
Issue based curriculum get supports from constructivist psychology as its main
assumption is that,
Knowledge is socially constructed: It is not something that exists outside of language and
social subject who use it. Learning obtaining knowledge and making meaning is thus a social
process rather the work of the isolated individual mind; it cannot be diverse from learners
social context.
Learning is an active process: Students learning by doing by highlighting issues through
various strategies rather than by passively absorbing information.
Knowledge is constructed from experience: Students bring prior knowledge into a learning
situation, which in turn forms the basis for their construction of new knowledge. Upon
encountering something new, learners must first reconcile it in some way with their previous
ideas and experiences.
An issue is basically defined as a topic with no clearly-defined single outcome or answer
something about which reasonable people might be expected to disagree. Issues can also be
framed in terms of a case study, particularly those known as decision cases or dilemma
cases, or a problem, as in problem-based learning. Issues most useful for teaching science are
characterized as data-rich, so students have an opportunity to consider and evaluate
potentially contradictory evidence, as well as to understand how that evidence was generated.
Issues should make clear connections to the course objectives with respect to both content and
skills, and instructors should work to reinforce and support these connections through all
phases of the educational process.












REFERENCE
www.wikipedia.org
Dr.Shivarajan: English Language Education