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ONLI NE ASSI GNMENT

TYPES OF CURRI CULUM

Submittedfrom Submittedto
SimiliaS. . DivyaTeacher
NaturalScience NaturalScience
RollNo.64,MCTE MCTE

Date

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I N D E X

Sl.No. CONTENT PAGENO.
1. INTRODUCTION 34
2. CONTENT 57
3. CONCLUSION 8
4. REFERENCE 9

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INTRODUCTION

We have seen that science is taught to pupils as it would help to

realize certain Values and aims by which they could become better individuals.
But goals cannot be reached through a vaccum. We require some appropriate
medium through which the anticipated charges could be brought about. The
science curriculam is the medium required fro the purpose. Every science
teacher has to get a clear and thorough knowledge about the importance,
meaning, scope and nature of a good science curriculam together with the
principles for its development and transaction. Curriculam is the cruse of the
whole educational process. Without curriculam we cannot conceive any
educational endeavour. School curriculam oif a country like its constitution
reflectstheethosofthatcountry.
The tem curriculam is derived from the latin word currere which
means path. In this sense curriculam is the paththrough which the student has
to go forward in order to reach the goal envisaged by education. Usually the
term curriculam is understood as a group of subjects prescribed for study in a
particular course. Curriculam has been defined by different persons in different
ways.
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Curriculam embodies all the experiences which are utilized by the

schooltoattaintheaimsofeducationMunroe.Curriculamisthetoolinthe
handsofanartist(teacher)tomouldhismaterials(pupils)accordingtohisideals
(objectives)inhisstudio(school)ArtheirCunningham

CONTENT
Corresponding to the differences in the nature of various educational
systemstherehavebeenvariouseducationalsystemstherehavebeenvariationsinthe
concept and nature of their curricula too.. The modern concept of education is much
differentfromthatofthetraditionalone.Newsystemsofeducationhavedevelopedin
true with new philosophical, sociological and phychological principles and outlooks. In
tunewiththeCharacteristsofthesesystemsnewtypesofcurriculaalsohaveemerged.
Someofthemajortypesofcurriculumare

1. Traditionalorsubjectcenteredcurriculam.
Thetraditionalcurriculumwhichhasbeeninvogueforasufficieatly
long time, is conceived in terms of subject of study. Such a curriculam is
organized with the greatest emphasis of knowledge including facts,concepts,
principles, process and skills in the subject concerned. All stress was on the
cogritive attachment of the learners rather than on their personal and social
development

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2. Activitycentredcurriculam
Comenius suggested that Whatever has to be learnt, must be learnt by
doing.RousseusaidInsteadofmakingthechildsticktohisbooksIkeephimbusyin
theworkshopwherehishandswillworktotheprofithismind.Pestalozzidedared
that Verbal system of teaching neither suits the facilities of the child nor the
circumstances of life. Allthese led to the activity principlein educationwhich laid
foundation for activity ceatred curriculam. In activity centred curriculam subject
matter is translated in terms of activities and knowledge is gained as an outcome
and product of those activities. Activity is used as the medium for imparting
knowledge,attitudeaswellasskills.

3. Childcentredcurriculum
Thisislearneroriented.Subjectshouldbechosenandtaughtkeepingin
view the social, emotional and intellectual needs of children as well as their
capabilitiesanddevelopmentalstatus.

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4. Experiencecenteredcurriculum
This lays stress on the experience which the individual is to get while
participatingintheprocessoflearning.Underthispatternexperienceofthe
individual is the starting point of learning and not the subject matter or the
interestoftheindividual

5. Undifferentiatedcurriculum
Thismeansacurriculumwhichdoesntaimatthespeciliasedstudyofvarious
subjects, specialization should come at the Higher Secondary and college
levels only. At the primary and secondary stages we should have
undifferentiated or integrated curriculum. Development of all round
personality is possible only through integrated experiences and the only
meansofbringingaboutthisintegrationistheunificationofsubject.

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CONCLUSION
The term curriculum is understood as a group of subjects prescribed for
study in a particular course. Curriculum should be considered as a broad based term
encompassing every aspect concerning a course of study. Curriculum for a course of
studymaybeconceivedasthetotalityofexperiencesapupilisexplodedtowithinthe
boundaries of the school and outside, while undergoing that course with a view to
achieve the anticipated educational goals. Curriculum is the means of achieving the
goals of education. It includes all those experiences activities and environmental
influenceswhichthestudentreceivesduringhiseducationcareerforarealizationofa
varietyofanticipatedgoals.