Curriculum Types in India
ADVERTISEMENTS:
This article throws light upon the three important types of curriculum in India:- 1. The Activity Curriculum 2. Child Centered Curriculum 3. Core Curriculum.
Type # 1. The Activity Curriculum:
Most of the educationists have given priority on activity. Froebel, Montessori, Pestalozzi, Comenius, Rousseau insisted upon introducing creative and productive work as an integral part of curriculum. Rousseau said, “Instead of making the child stick to his books I keep him busy in the workshop, where his hands will work to the profit of his mind”.
Comenius suggested that “Whatever has to be learnt, must be learnt by doing”. Pestalozzi declared that verbal system of teaching neither suits the facilities of the child nor the circumstances of life. John Dewey defines “activity curriculum as a continuous stream of child’s activities unbroken by systematic subjects and springing from the interests and personally felt needs of the child”.
ADVERTISEMENTS:
In activity curriculum, .subject matter is translated in terms of activities and knowledge is gained as an outgrowth and product of those activities. The child acquires knowledge, skill and attitudes through different activities.
Nature and Characteristics:
(i) Learning through activity is more durable than through a theoretical discussion.
(ii) Activity has occupied a central position in the curricula of the advanced countries.
ADVERTISEMENTS:
(iii) In this curriculum, provision is made for a series of activities in schools suitable to various subjects.
(iv) Activities are organised on the basis of the interests and attitudes of the learners.
(v) The school becomes a workshop or a center of work for organizing different activities.
(vi) The spirit of project work, experiment and discovery should prevail in the school.
ADVERTISEMENTS:
(vii) Activity should not be narrowly conceived.
Advantages of Activity Curriculum:
The following are the advantages of activity curriculum:
(i) Education becomes meaningful when the learner finds activities according to his own interest and attitude.
ADVERTISEMENTS:
(ii) This type of curriculum promotes team work and cooperative activities.
(iii) It is based on the needs and capacity of the learners.
(iv) It provides emotional satisfaction.
(v) It promotes physical fitness, alertness and initiative.
ADVERTISEMENTS:
(vi) It encourages school community relationship.
(vii) It develops the constructive and creative urges of the learner.
(viii) The teacher becomes more imaginative and resourceful.
(ix) The learners are made mindful of their progress.
ADVERTISEMENTS:
(x) It provides opportunities for the learners to utilize their leisure time fruitfully.
(xi) It facilitates the development of different values like social, moral, aesthetic and democratic values through activities and project works.
(xii) This type of curriculum can bridge the gap between work and education, work and life, school and society etc.
Limitations of the Curriculum:
ADVERTISEMENTS:
(i) It is not always possible to provide the necessary equipment and instruments for organizing various activities.
(ii) Necessary field study and work are not given due weight-age.
(iii) Students may also be interested only on the kind of work neglecting the others.
(iv) Sometimes more emphasis may be laid on practical activities and less on theoretical knowledge.
Type #2. Child Centered Curriculum:
The modern teaching-learning process aims at the all-round development of the child-physical, intellectual, emotional, social, spiritual and so on. It has been giving stress on the child or the learner as the center of all kinds of curricular and co-curricular activities.
The NPE 1986 has emphasized the child-centered approach, “A warm welcoming and encouraging approach in which all concerned share solicitude for the needs of the child is the best motivation for the child to attend school and learn”.
ADVERTISEMENTS:
In child centered curriculum the child occupies a pivotal position. That is why, modern education is popularly known as “Paedocentric” or child centered education, particularly at the primary stage.
Characteristics of Child-Centered Curriculum:
The following are some of the characteristics of child-centered curriculum:
(i) In child-centered curriculum the teacher gives emphasis on the child rather than the subject, he plans to teach.
ADVERTISEMENTS:
(ii) Emphasis is given on the child’s abilities, interests, growth and development.
(iii) The child’s experiences are taken as the basis of teaching and tools of various curricular and co-curricular activities.
(iv) The learner is provided with all kinds of learning experiences according to his capabilities and interests.
(v) The child is to grow on his own, but the teacher is to guide and motivate him.
The teacher is to identify the abilities and interests of the child and accordingly, to provide and promote his learning experiences properly and efficiently.
The child occupies the center of the curriculum, which is the sum-total of all learning experiences provided by the school.
ADVERTISEMENTS:
Advantages:
The following are the advantages of child-centered curriculum:
i. This type of curriculum keeps more emphasis on the problem of the children rather than subject matter.
ii. It helps correlation in learning.
iii. There is a scope for active participation of the child in the learning process.
iv. Play way approach helps the child to learn in a natural way.
Type #3. Core Curriculum:
ADVERTISEMENTS:
Traditionally core curriculum includes all required content areas in the school programme. More recently, the term ‘core’ refers to type of course such as general education, united studies, common learning’s, social living and integrated programme. A curriculum based on the essential learning and a common scheme of studies is referred to as a core curriculum.
Casweel defines:
Core as“A continuous carefully planned series of experiences which are based on significant personal and social problems and which involve learning of common concern from all youth”.
A.A. Douglass:
In 1990, A.A. Douglass defined core curriculum is a projection of all basic, general training of the elementary school.
H. Alberty:
ADVERTISEMENTS:
There seems to be one common element in programmes that are referred to as the core. The term is applied in some fashion to all or part of the total curriculum which is required of all students at a given level. In other words, the core is used to designate all or part of the programme of general education. The core curriculum, therefore, will be centred around certain essential learning out comes common for all learners.
Characteristics of Core Curriculum:
The following are the characteristics of core curriculum:
(i) It requires a great degree of flexibility in respect of content.
(ii) It utilizes the problems of personal and social development which is common to all youth.
(iii) The core curriculum is characterized by a common scheme of studies.
(iv) It encourages the use of the problem solving technique to face different problems.
(v) Learning experiences are based on local situations.
GUIDELINES
SUGGESTION
Articles
- Extension Education: Research and Application
- Transfer of Technology Projects of the ICAR: 4 Projects
- National Council of Education | India
- National Education Movement (1905-1938) | Education
- The Sargent Report: Objects, Criticism and Defects | Education
- Evaluation in Education: Meaning, Principles and Functions
- Instructional Objectives in Learning Process | Education
- Selecting Instructional Objectives in Educational Process
- Standardized Test Construction | Education
- Types of Written Tests | Education
- Importance of Guidance in Education
- Top 3 Types of Guidance in School | Education
- Diagram of Types and Sources of Pupils Data
- Intelligence Test in School | Education
- Interview of Students | Education
- Sociometric Technique for School Guidance | Education
- 6 Main Steps in Extension Teaching | Extension
- Teaching and Learning Process | Extension
- Extension: Concept and Need | Education
- Teacher Education: Objectives, Importance and Approaches
- What are the Task of Teacher Educators?
- Teachers and Value-Oriented Education
- Teacher Education and Professional Values
- Relationship between Status of Higher Education and Human Values
- 5 Major Aims of Education According to Idealism
- 7 Principles of Education
- Values in Education
- Educational Values: Meaning, Objectives and Sources
- Education during Vedic Period in India
- Features of Buddhist System of Education in India
- Islamic Education During Medieval India
- Macaulay’s Minutes for Education in India
- Values in Education
- Wood’s Despatch on Education, 1854
- 4 Major Aims of Secondary Education Commission
- Recommendations of Indian Education Commission
- State Policy and Education in India
- Curriculum Construction in India | Education
- Curriculum Types in India
- Education during Pre-Twenty-First Century
- 5 Main Influences of Knowledge Explosion | Education
- Role of Science and Mathematics | Education
- Relationship between Values and Education
- Creativity Education: Subject Matter, Role and Conclusion
- Relationship between Globalization and Education
- Higher Level of Consciousness and Education
- Arrival of New Educational Era
- Future Trends in Education
- What are the Main Aims of Education?
- Making Community an Effective Agency of Education
- Making Family an Effective Agency of Education
- Agencies of Education: Meaning and Classification
- Home and School for Education
- Making Family an Effective Agency of Education
- Secondary Education Commission (1952-53)
- Kothari Education Commission (1964-66)
- Commission to Enquire about Secondary Education
- Education in the Process of National Development
- Schemes of Study and Assessment of Children
- University Education Commission (1948-49)
- 11 Salient Features of National Policy on Education (1986)
- National Curriculum Framework of NCERT (2005)
- Education and National Development
- Idealism, Naturalism, Realism and Pragmatism
- Contribution of R.N. Tagore (1861-1941)
- Teaching the Values of Education to Children’s
- Role of Education in Society
- Education and Social Change in India
- Education and Feeling of Internationalism
- Education and Modernization
- Educational and Modernization | Indian Society
- Culture and Education
- 7 Influences of Education on Culture
- Education and Democracy
- Education and International Understanding
- Educational Programmes and National Integration
- In-Service Education: Top 9 Techniques
- Teaching as a Profession : Top 11 Characteristics
- Teaching as a Profession in Indian Society
- Monasticism: Origin, Rules and Impact
- Merits and Demerits of Marxist Education
- Scholasticism: Nature, Purpose and Method
- Scholasticism: Nature, Purpose and Method
- Renaissance and Humanistic Education
- Naturalism: Meaning, Principles and Contribution | Education
- Pragmatism in Education: Study Notes
- 4 Main Aims of Education as Advocated by John Dewey
- John Dewey’s Philosophy of Education: Psychological and Sociological
- John Dewey’s View on Education
- Bertrand Russell View on Education
- Froebel’s Kindergarten Method: Chief Characteristics
- Froebel’s Concept of Kindergarten for Children
- Froebel’s Contribution in the Field of Education
- 3 Main Aspects of Education According to John Locke
- 4 Stages of Education as Depicted by Rousseau in his Book Emile
- Fundamental Aims of Education According to Plato
- Influence of Sense-Realism on Education | J. A. Comenius
- 6 Major Limitations of Plato’s Theory | Philosophy of Education
- Aristotle’s Scheme of Education (Curriculum)
- 16 Main Principles or Tenets of Idealism
- Top 2 Methods to Make the Raw Scores Meaningful
- Instructional Objectives : Purpose and Methods of Stating It
- Simple Principles on Time and Motion Studies
- Role of Mass-Media in Education in India
- 8 Important Objectives of Teacher Education
- In-service Teacher Training Education in India
- Teacher Education Programmes (5 Types)
- The Procedure of Institutional Planning (Steps)
- Institutional Planning in India: Meaning, Definition, Objectives and Scope
- Regional Institutes of Education (RIE) in India: 7 Objectives
- Central Institute of Educational Technology (CIET) (8 Functions)
- Role of State Institute of Educational Technology (SIET) in India
- MHRD in the Field of Education in India (9 Roles)
- Administrative Structure of Education in the Centre and the State
- Educational Supervision in India: Meaning, Scope, Nature and Type
- 4 Major Functions of Educational Administration in India
- Promoting Equality of Educational Opportunities in India
- Educational Supervision in India: Meaning, Scope, Nature and Type
- Continuous and Comprehensive Evaluation of Indian Education
- Evaluation of Cognitive and Non-Cognitive Learning Out-Comes
- Diagnostic Evaluation and Remedial Instruction
- Role of Central, State and Local Bodies
- Role of UNESCO, UNFPA and UNICEFT
- Grant-In-Aid System of Educational Finance in India
- Types of Educational Expenditure in India
- Use of Computers for Developing Education in India
- Approaches towards Educational Technology
- Programmed Learning: Concepts, Types and Steps
- Audio Visual Aids used as Educational Technology in India
- Communication Process: Components and Types (With Diagram)
- Environmental Education in India (Concept and Role)
- Necessity of Value-Oriented Education in India
- Necessity of Adolescent Education for Family Life in India
- 5 Significant Objectives of Distance Education
- Process of Distance Education in India
- Distance Education Programmes in India
- Vocational Education in India
- Liberal Education through Open Learning System in India
- An Useful Paragraph on Education
- Sarva Shiksha Abhiyan (SSA) in India: Features, Aims and Objectives
- 15 Major Strategies Which are Very Vital to SSA in India
- Objectives of National Adult Education Programme (NAEP)
- Total Literacy Campaign (TLC): 8 Stage-Wise Implementation of the Campaign in India
- Role of the Indian Council of Agricultural Research (ICAR) : Functions and Types
- Role of National Assessment and Accreditation Council (NAAC) and Its Benefits
- Role of Indian Council of Social Science Research (ICSSR)
- Role of Association of Indian Universities (AIU): Its Objectives and Functions
- 4 Major Objectives of Higher Education in India
- Objectives of Technical Education in India
- SCERT: Functions and Departments of SCERT in India
- NIEPA: Functions and Area of Activity of NIEPA in India
- CBSE: Role and Objective of CBSE in India
- NCERT: Constituents and Constitution of NCERT in India
- Aims and Objectives of Vocational Education in India
- Qualitative Improvement of Primary Education in India
- Universalization of Elementary Education in India
- Primary Education in India: Aims and Objectives
- Three Stages of Education: Primary, Middle and Lower Secondary
- Development of Vocational Education in India
- Origin of Higher Secondary Education in India
- Secondary Education System for Women in Orissa
- Secondary Education in Orissa
- Compulsory Education System in Orissa
- Measures to Promote Women’s Education in India
- Causes of General Apathy towards Women’s Education in India
- University Education in India
- University Education Commission 1948-49 in India
- Educational Research in India
- Higher Education in Independent India
- Problems of University Education in Independent India
- Suggestions to Improve the Status of Teachers in India
- Principles to Eradicate Wrong Methods of Teaching in School
- Suggestions by Mudaliar Commission to Improve Secondary Education in India
- Development of Secondary Education in India
- Progress of Secondary Education in India during Five-Year Plans
- Four-Fold Aims of Secondary Education in India
- Factors Influencing the Progress of Compulsory Education in India
- Movement for Compulsory Education in India
- Suggestion for Reducing the Extent of Wastage and Stagnation
- Suggestions for Reducing the Educational Wastage
- Educational Growth in India during British Period
- Calcutta University Commission, 1917
- Contribution of East India Company Towards Education
- Indigenous System of Education in India during British Period
- Controversy between Orientalists and Anglicizes Regarding Education Policy in India
- Educational System of Hindus during Akbar Period
- Education System in India during Islamic Rule
- Centers of Learning during Islamic Rule in India
- Centres of Learning in India during Buddhist Period
- 8 Salient Features of Buddhist System of Education in India
- Development of Education during the Buddhist Period in India
- Development of Education during Vedic Period in India
- 10 Salient Features of the Vedic System of Education
- Question on Intelligence and Aptitude
- Gardner’s Theory of Multiple Intelligence with Suitable examples
- Intelligence and Aptitude (25 Frequently Asked Question)
- Urban Planning and Ecological Balance: A Case Study of Ranchi
- Speech on Education in India: Secondary and Higher Education
- Plato’s Theory of Education
- Interrelationship between Educational Inequality
- Goals of Educational Reconstruction
- Education and Closed Society Situation after Independence in India
- The Indian Institutes of Technology: Contribution to Social Mobility
- Two Levels of Caste Control over Education
- Identification of Elites: Positional, Reputational and Issue Participation Approaches
- Rig-Veda: Useful Notes on Rig-Veda
- Mahatma Gandhi’s Views on Public Service
- Mahatma Gandhi’s Views on: Principle of Trusteeship
- Mahatma Gandhi Views on ‘Civilization’
- Mahatma Gandhi Views on Faulty Education System
- Mahatma Gandhi Views on Education: as an Instrument of Social Change
- Mahatma Gandhi Views on Rural Regeneration
- Prevailing Structure of Education in Rural India
- Education, Social Stratification and Inequality
- Three Stages In The Formation Of Public Opinion
- Short Paragraph on the Meaning of Education
- Post-independence Efforts to Reform Educational System!
- Education Objectives: Major Objectives of Education
- Physical Growth and Development of Children
- The Development of Strength and Skill in Children’s (with Diagram)
- Universalisation of Elementary Education in India
- Human Development : Development in Economic, Social and Cultural Spheres
- The Medical Education and Research in India (1217 Words)
- Information Systems: Four types of Information System as identified by McFarlan
- The History of Women’s Education in India
- Social Security: A Social Insurance program providing Social Protection
- Importance of Shelter Security and Factors Responsible for Homelessness
- The Change in Supply: Increase in Supply and Decrease in Supply | Economics
- The Relationship between Education and Society (7040 Words)
- Educational System: The Meaning, Aspects and Social Functions of Education
- Why Education is Consider as the Main Instrument of Change?
- 4 Basic Elements of Purposeful Education
- Why People Relate Education to their Life? – Answered!
- Why in Indian School System the Assignment in Primary Grades has been Neglected?
- Role of Education in Improving Social and National Integration
- Essay on Science as a Basic Component of Education (450 Words)
- The Significance of Individual Differences in Education
- The Significant Features of the Present Scientific Movement of Education
- The Importance of Manipulation in Teaching and Learning
- Grouping: Advantages and Use of Grouping in Teaching and Learning
- Learning Process: Understanding the Meaning of Learning Process
- Why Teaching and Learning Needs Research for it’s Improvement?
- Useful Notes on Uruguay Round Negotiations (541 Words)
- Remote Sensing: Its Uses Especially in the Indian Context
- Mushrooming of Higher Educational Institutions in India
- Role of UPSC in the Changing Context of Governance
- What are the Main Objectives of PURA?
- Union Public Service Commission Performs the Following Functions
- Important Functions of the Estimates Committee of India
- Blueprint for the Future Trends in Higher Education | India
- Government Policy towards Education in India (11719 words)
- Essay on the Bonds of Unity in India (1728 Words)
- The Trade Journals and Class Publications – Essay

Before uploading and sharing your knowledge on this site, please read the following pages:
1.Content Guidelines 2.Prohibited Content 3.Image Guidelines 4.Plagiarism Prevention 5.Content Filtration 6.Terms of Service 7.Disclaimer 8.Privacy Policy 9.Copyright 10.Report a Violation 11.Account Disable 12.Uploader Agreement.