1. Meaning of Curriculum: The term curriculum has been derived from the Latin word ‘Currere’ which means a ‘race course’ or a runway on which one runs to reach a goal. Accordingly, a curriculum is an instructional and educative program by following which the pupils achieve their goals, ideals, and aspirations in life. It is a curriculum through which the general aims of a school education receive concrete expression. The traditional concept-The traditional curriculum was subject- centered while the modern curriculum is child and life-centered.

2. Modern Concept of Curriculum: Moderneducationisthecombinationoftwodynamic processes. The one is the process of individual development and the other is the process of socialization, which is commonly known as adjustment with the social environment.

3. Cunningham - “Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideas (aims and objectives) in his studio (school)”.

4. Morroe - “Curriculum includes all those activities which are utilized by the school to attain the aims of education.

5. Crow and Crow - The curriculum includes all the learners’ experience in or outside school that are included in a programme which has been devised to help him developmentally, emotionally, socially, spiritually and morally”.

6. T.P. Nunn-“The curriculum should be viewed as various forms of activities that are grand expressions of human sprit and that are of the greatest and most permanent significance to the wide world”.

7. Scopereferstothebreadthofthecurriculum-the be content,learningexperiencesandactivitiesto included in the curriculum. The scope can be arrived at by answering the following questions: What do young people need in order to succeed in the society? Whataretheneedsofthelocality,society,nationand world? What are the essentials of the discipline?

8. 1.Goals: The benchmarks or expectations for teaching and learning often made explicit in the form of a scope and sequence of skills to be addressed; 2.Methods: The specific instructional methods for the teacher, often described in a teacher’s edition; 3.Materials: The media and tools that are used for teaching and learning; 4.Assessment: The reasons for and methods of measuring student progress.

9. Nature of curriculum 1.the instructional programme as indicated by the course offerings to meet the varies requirements of a vast heterogeneous population 2.the courses of study, embodying outlines of knowledge to be taught 3.all the experiences provided under the guidance of the school

10. Nature of curriculum Closeexaminationofthemrevealsthedifficultyin decide ithe basic nature of curriculum. 1.Isitthoughtofasaprogrammeandpatternof offerings? 2.Is thought of to be a content of courses? 3.Isitthoughtoftobeexperiencesthroughwhich knowledge is communicated?

11. Nature of curriculum Curriculum is that which makes a difference between maturityandimmaturity,betweengrowthandstasis, between literacy and illiteracy, between sophistication (intellectual,moral,socialandemotional)and simplicity. It is the accumulated heritage of man’s knowledge filtered through the prisms of contemporary demands and pressures. It is that wisdom considered relevant to any age in any given location. It is that we choose from our vast amount of heritage of wisdom to make a difference in the life of man.

12.  Scope relates to what should be taught or learned. Sequence relates to when different parts of the curriculum should be learned with respect to the other parts of the curriculum. Integration relates to how different strands of a piece of curriculum relate to other things Continuity relates to how previous learning and future learning relate in terms of cumulative effects of learning.

13. Sequence Sequence relates to when different parts of the curriculum should be learned with respect to the other parts of the curriculum. There are many ways in sequencing: simple to complex ---- chronological easy to difficult -----developmental prerequisite learning ------close at hand to far away whole to parts -----easy to difficult parts to whole -----known to unknown

14. Balance or integration The curriculum should integrate: 1.Cognitive, affective and psychomotor objectives and abilities 2.Knowledge and experience 3.Objectives and content 4.Child’s activity and needs with the society needs and activity. Itshouldberelatedtothesocialenvironmentofthe students

20. A change in the life style of a group, a community or a society is called social change. Social change includes technological changes, economic changes, political changes and changes in values. The technological changes cause change in the style of living and therefore influences the curriculum accordingly. Economic changes demand changes in curriculum by bringing about change in occupational structure. Political changes have an impact on curricula. The policies of the government decide the core features of a curriculum. S o c ia lc ia l ChangeChange

21. Valuesplayacrucialpartintheformulationand implementation of educational ideologies. Generally, two kinds of values enter into curriculum making. They are: Ultimatevaluesthatdeterminetheaimsand purposes of education Instrumental values that are related to the means of education. The ultimate values and instrumental values of a society decides the type of curriculum appropriate for it. ValueValue SystemSystem