CURRICULUM AT NATIONAL STATE SCHOOL CLASS LEVEL LATEST.

CURRICULUM AT NATIONAL STATE SCHOOL CLASS LEVEL LATEST.pdf

1. Curriculum Visualized at
Different Levels-National
Level, State Level, School
Level, Class Level and
Related Issues

2. INTRODUCTION
InIndia,thecentralgovernmentestablishes
BoardEducationPoliciesforschool
curriculumdevelopmentandmanagement
policies.Theseserveasguidelinesforthe
states.

3. INTRODUCTION
EducationinIndiaisprovidedbythepublicsector,
privatesector,withcontrolandfundingcomingfrom
threelevels–Central,StateandLocal.Thoughthe
curriculumatschoollevelisdecidedbasicallybythe
stategovernment,thereisflexibilitytoadoptthe
curriculumatstate,localandschoollevels.

4. Curriculum
visualized at
NationALLevel
01

5. Indevelopingasociety,first,theschoolcurriculum
particularlyinhighereducationmustbedevelopedto
preservethecountry’snationalidentityandtoensureits
economy’sgrowthandstability.Thenationhasitsrole
inprovidingeducationtoitscitizens.Itisthe
responsibilityoftheNationtoframeaneffective
curriculumforitsstudentsforeffectivelearningandto
theirbrightfuture.

6. Curriculumatnationallevelisacommon
programofstudyinschoolsthatisdesigned
toensurenationwideuniformityofcontent
andstandardsineducation.Itisusually
legislatedbythenationalgovernment,
possiblyinconsultationwithstateorother
regionalauthorities.

7. Thenationalcurriculumisasetofsubjects
andstandardsusedbyprimaryand
secondaryschools.Itcoverswhatsubjects
aretaughtandthestandardschildrenshould
reachineachsubject.

8. NationalCouncilofEducationalResearchand
Training[NCERT]istheapexbodythatlooks
aftercurriculum-relatedmattersforschool
educationacrossIndia.TheNCERTprovides
support,guidance,andtechnicalassistancetoa
numberofschoolsinIndiainmanyaspectsof
enforcementofeducationpolicies.

9. Protection of
environment, protection
of natural resources
Providing compulsory
education to all
children
Providing equal
opportunity to all
children
Aims of curriculum at national
level
Existence of
10+2+3 pattern of
education

10. Framing the national
curriculum framework
Bringingawareness
aboutdifferentculture
andsocialsystem
Fixingminimumlevel
oflearningforeach
levelofeducation
Aims of curriculum at national
level
Appreciation of the
country’s cultural
heritage.

11. Strong commitment to
human values and to
social justice
Development of
knowledge,skills,
competence,attitudes,
values
Fixingminimumlevel
oflearningforeach
levelofeducation
Aims of curriculum at national
level
To improve the
quality of life of our
children.

12. Ensuring the learning
shifts from rote methods
Raising student
achievementlevels.
Improvingqualityof
education
Aims of curriculum at national
level
Providingdiverse
and integrated
learning experiences
to children.

13. FEATURES OF NATIONAL
CURRICULUM FRAMEWORK .
Child-centered
and activity-
based
approaches in
executing
curriculum
Restructuring
the
examination
system,
continuous
comprehensive
evaluation which
includes school
and out-of-school
activities.

14. FEATURES OF NATIONAL
CURRICULUM FRAMEWORK .
Developing
human
resources to
achieve aims of
national
development.
Broad foundation
of general
education at
primary and
secondary levels
Selection of
content which
helps in
achieving
minimum level
of learning

15. Curriculum-related
issues at National
Level

16. Focus on
product
instead of the
process.
Focus on
societal needs
as compared
to individual.

17. Standards are
written and
enforced by non-
educators
❑Lack of
Creativity
❑Imposed
ideologies

18. Lack of student
teacher
interaction
Leads to testing
lower level
knowledge
comprehension

19. Lack of student
teacher
interaction
Leads to testing
lower level
knowledge
comprehension

20. THANK
YOU
重
陽
節
重
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21. Curriculum
visualized at
STATE-Level
02

22. Indevelopingasociety,first,theschoolcurriculum
particularlyinhighereducationmustbedevelopedto
preservethecountry’snationalidentityandtoensureits
economy’sgrowthandstability.Thenationhasitsrole
inprovidingeducationtoitscitizens.Itisthe
responsibilityoftheNationtoframeaneffective
curriculumforitsstudentsforeffectivelearningandto
theirbrightfuture.

23. Curriculumatstateleveldefineswhat
studentsshouldknowandbeabletodoat
eachgradelevelintheircontentareas–
Languages,Science,SocialSciences,Physical
Education, Technology education,
Mathematicsarestudied.

24. Thecurriculumshouldalignwithcontent
standardsandassessmentprogramme.
Objectivesofcurriculumprovideteachers
withveryclearinformationaboutwhat
specificlearningshouldoccur.Statesframe
theirowncurriculumbasedonNational
Curriculumframework.

25. TheStatesareheavilyinvolvedinthe
establishment,selection,andregulationof
curriculum,teachingmethods,and
instructionalmaterialintheirschools.
Consequently,eachstatehasdifferent
standardsandpolicieswhichmayimpactthe
qualityofeducationoffered.

26. Stategovernmentshaveinsightintothekinds
ofskillsthatareusefultothelocaleconomy
andcanoftenrecommendspecificclassroom
materials.Animportantconsiderationisthe
age,maturityandsophisticationofthe
studentstowhicheducationalmaterialsareto
beprevailed.Itespeciallytakescareofthe
culturalsettingsofthestate.

27. functions seem
to be essential
at the state
level

28. Statesareresponsiblefordeveloping
curriculumframeworks.Thetermisused
heretomeanasetofstatementsguidingthe
standardsforanddevelopmentofcurricula,
alongwithageneraldescriptionofthe
state’sassessmentprogram.Broadgoals
shouldbekeptinmind

29. Statesareresponsibleforandimplementing
testsandotherperformancemeasures.A
limitedapproachisbest,statesshouldfocus
theirassessmenteffortsonthesubjectareas
oflanguages,Science,Mathematics,Artsetc.

30. Assessmentshouldbelimitedtothree
transitionpointsgrades5,8,and12,sucha
limitedapproachwouldgivethestate
officials,districtleaders,public,sufficient
informationtomakemajordecisionswithout
devotingtoomuchtimeandenergyto
testing.

31. Thestateshouldprovideschooldistricts
withtheresourcesneededtodevelopand
implementhigh-qualitycurricula.Adequate
fiscalresourcesandeffectivetechnical
assistanceseemtobethemostimportant

32. StateFrameworksshouldbecarefully
evaluatedwhiletheyarebeingproduced.

33. Itshouldbealignedwith
expectations
It should be clear,
understandable and
consistent.
Standard to be followed by state
The content and application
of knowledge should be
assessed by higher-order
skills.
It should be built upon
strengths and current state
standards.

34. SCERT

35. TheNationalCouncilofEducational
ResearchandTraining(NCERT)maintainsa
networkoffieldofficestokeepaclose
liaisonwithStateGovernment.Atpresent,
theseofficeshavebeenestablishedin
differentStatesandUnionterritories.

36. StateCouncilofEducationalResearchand
Training(SCERT)isoneoftheseoffices.It
cameintoexistenceon5thJanuary1979asa
resultoftransformationandupgradationof
theformerStateInstituteofEducation
(SIE).

37. StateCouncilforEducationalResearch
andTraining(SCERT)isanapexbody,
responsibleforqualityeducationinthe
state.Itisentrustedwithplanning,
implementationandevaluationofall
academicprogramsfrompre-schoolto
highersecondarylevels.

38. SCERTisconcernedwithacademic
aspectsofschooleducationincluding
formulationofcurriculum,preparation
oftextbooks,teacher’shandbooksand
teachertraining.Itadvisesthe
Governmentonpolicymattersrelating
toschooleducation.

39. FUNCTIONS OF
SCERT

40. Toraisethequalityofschooleducation
byimprovingtheattitudes,increased
applicationofknowledgeandenhanced
teachingskillsofteachers.

41. •Toprescribecurriculaandtextbooks
fortheschoolandteachertraining
institutionlevel.
•Toconductstudiesandinvestigations
onthevariousproblemsofeducation.

42. Throughworkingtoempowerteachers,
triestoensurethateverychildinshall
receivelearningthathelpsthemtobe
happy, responsible,healthyand
productivecitizens

43. Todevelopandcultivatetoleranceand
inclusivenessasthehallmarkfeatures
ofschooleducation.
Toexploreanddevelopnewmethods
andtechniquesforeffectiveteaching.

44. Toorganizeandimplementthespecial
educationalprojectssponsoredby
UNICEF,NCERT,andotheragenciesfor
qualitativeimprovement ofschool
educationandteachereducators.

45. Toarrangein-servicetrainingfor
differentcategoriesofteachers,inspect
officersandteacher-educators,and
coordinatetheworkofotheragencies
operatingatthestatelevel.

46. Curriculum-related
issues at State
Level

47. Local needs and
preferences are not
considered by local
authorities.
Existence of
disagreement

48. Curriculum standards
are often not
supported by other
systemic changes
State initiatives may
be seen as fragmented
and often
contradictory.

49. Limited resources
and accompanying
reducing staff.
Differences in
standards that
affect the quality of
education

50. Probable solutions
to the issues

51. Upgradation of
standards
Focus on new
approaches to
make students
learn efficiently

52. State standards should
set according to the
needs of local
schools.
The emphasis in
assessment to
improve students’
performance

53. Efforts made in
upgrading the
teacher’s quality
Appropriate teacher
recruitment process
should be adopted

54. THANK
YOU
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55. Curriculum
visualized at
SCHOOL-Level
03

56. Schoolcurriculumreferstoaparticularset
ofcoursesthataschoolorgoverningbody
designatesbutmayalsorefertoavarietyof
activitiesdesignedtofostereducationand
meettheneedsofalearningcommunity.

57. Inschoolcurriculum,weseeallthecoursesoffered
byaneducationalinstitutionthatareplanned,and
devisedbythegovernmentorboards.
Theyhaveconsistentlybeenendeavoringfor
meaningfullearningforthestudentsinaffiliated
schoolsformeetingthechallengesofthepresentand
thefuture.

58. Itfocusesoncreatingalearningenvironment
thathelpsdevelopconfidentandenterprising
citizenswhowouldpromoteharmonyand
peaceandbringglorytothisgreatNation.

59. Schoolsofferacurriculumthatiseffective
forstudentsandeasierforteacherstodotheir
job,schoolsmakenecessarychangesthatwill
helpbothteachersandstudentsgetthrough
theyearbetter.

60. Aims of Curriculum at School
Level.
To enhance
self-
awareness
and explore
innate
potentials.
To promote
capabilities
related to
goal setting
To
inculcate
values

61. Aims of Curriculum at School
Level.
Help to acquire the
ability to utilize
technology and
information for the
betterment of
humankind
To promote
physical fitness,
health and well
being

62. Aims of Curriculum at School
Level.
Foster cultural
learning and
international
understanding
in an
interdependent
society
Promote
skill
developme
nt
Provide
total
learning
experience

63. FUNCTIONS OF
CURRICULUM AT
SCHOOL-LEVEL

64. Developtheschool’svisionofahigh-quality
curriculumbuildingonthevisionofthe
district.
Supplementtheeducationalgoals.

65. Developitsownprogramofstudies
withindistrictguidelines.
Developalearningcanteredschedule.

66. Determinethenatureandextentof
curriculumintegration.
Providestaffdevelopmentforallteachers
whowillusethecurriculumguide.

67. Monitorandimplementationofthecurriculum.
Evaluatethecurriculum.
Note:Overalladministrationofschool
educationissharedbythecentraldepartmentof
educationandthestateministriesofeducation.

68. Points to be
considered while
framing curriculum at
school level

69. Curriculuminschoolmustbebasedon
legitimate,pedagogicalconcerns.These
concernsincludeteachingmaterial/classroom
expression.

70. Theschoolcurriculumcanbeenrichedwith
localstories,history,andcommunity
experiences.

71. Atprimaryeducation,curriculumisacultural
reproduction.Thisimageassumesthatthe
schoolcurriculumshouldbedirectlylinkedto
theculturalaspectsanditshouldreflectthe
culturewithintheschool,community,andthe
broadersocietyfocusingonproductiveand
meaningfullearningexperiencesthrough
curriculum

72. thecurriculumshouldbelearner-centered
withschoolbeingaplacewherestudents
wouldbeacquiringvariousskills,buildingself-
concept,asenseofenterprise,aesthetic
sensibilities,andsportsmanship.

73. Tofostercorecompetenciesinlearners,the
curriculumencompassessevenmajorlearning
areasfromscholasticandco-scholasticpoints
ofview.Scholastic——Languages,Social
Sciences,MathematicsandScience.Co-
Scholastic——WorkEducation,ArtEducation,
HealthandPhysicalEducation.

74. Curriculum-related
issues at School
Level

75. Lack of
focus on
skill
development
Lack of
Teamwork

76. Applying a
prescribed
curriculum to all
types of students.

77. Probable solutions
to the issues

78. Teacher
should be
well trained
Teachers should
update their
knowledge and
have mastery
over their
content

79. Individual
differences
must be take
care of
Focus on
skill
development

80. THANK
YOU
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重
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81. Curriculum
visualized at
CLASS-Level
03

82. Aclassroomcurriculumcanbedescribedasthe
teachingandlearningthattakesplacein
classroomsandothereducationalsettings.Atthe
heartoftheclassroomcurriculumareteachers’
decisionsbasedonevidenceaboutstudent
learningandeffectivepractice.

83. Thecurriculumintheclassroomreferstothe
lessonsandacademiccontenttaughtina
schoolorinaspecificcourseorprogram.

84. Theclassroomcurriculumidentifiesthe
learningoutcomes,standards,andcore
competencies thatstudentsmust
demonstratebeforeadvancingtothenext
level.

85. TheClassroomcurriculumreassuresstudents
thattheyareonrighttracktoreachtheir
goalsandachievingdesiredskills.

86. Thus,classroomcurriculumdetermineshow
toteachasubjectandsequenceconceptsto
betaughtinsuchawaythatitflows,hand-on
classroomactivitiescanbeintegraltoany
subject,which enhances students’
experiences.

87. Some important questions related
to class curriculum are:
•Whatisimportanttobe
given?
•Where are my students at
present?
•What strategies are most likely
to help my students to learn?

88. Some important questions related
to class curriculum are:
•Whatarethenextstepsto
befollowedtomake
learningmoreeffective?
•Whathappenedasa
resultoftheteaching?

89. Class Syllabus includes –
•Goalsandobjectivesoflearning,
materials,andexpectationfromthe
students’[KnowledgeandSkills].
•Availablematerialsinclude
wholeschool,yearlevel,and
classroomplanninglinkedto
curriculumlearningareas.

90. Class Syllabus includes –
•Goalsandobjectivesoflearning,
materials,andexpectationfromthe
students’[KnowledgeandSkills].
•Availablematerialsinclude
wholeschool,yearlevel,and
classroomplanninglinkedto
curriculumlearningareas.

91. Class Syllabus includes –
•Schoolscanadoptmaterialsto
suitindividualstudents’learning
needsandlocalcontext.
•Inclassroom,studentslearn
becauseofthewayinwhich
theworkoftheschoolis
plannedandorganized

92. ALessonPlanisusedbytheteacherin
classroom.Thelessonineachpieceof
curriculumaredesignedtohelpeverystyleof
learningandsupportstudentswithvarying
emotionalandbehavioralneeds.

93. Theday-to-daylessonsandactivitiesshould
alwayssupportthelearninggoalsarticulated
bythecurriculum.Studentsappreciate
understandingwhattheirlearninggoalsare
andhoweachlessonbringsthemcloserto
understanding.

94. Theteacherdevelopstheirownunitplan
whichhelpstomasterspecializedclassroom
discourse.Aunitplanenablesteachersto
thinkcarefullyaboutresearch-supported
teacher-learnercontentinteractions,withina
unifyingtheme.

95. Aunitplanguidesthesequenceandprocess
ofskillsandknowledgeacquisitiondescribed
inmoregranulardetailbylessonplans.

96. Classroom
functions with
respect to
curriculum:
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97. To enrich
the
curriculum
To
individualize
the
curriculum
Develop a
long-term
planning
calendar to
implement
the
curriculum.

98. To evaluate
the
curriculum
To Emphasize
individual
differences
among
students.
To
implement
the
curriculum,
helping all
students to
achieve
mastery

99. Curriculum-related
issues at Class
Level

100. Curriculum is
not helping to
develop
personality of
a child.
Lack of empathy
and support
between
students

101. Lack of
Teamwork
Applying a
prescribed
curriculum to
all types of
students.

102. Lack of
Cultural
sensitivity
Lack of Values
and
motivations

103. Inadequate
emphasis on
learner needs and
interests as well as
their
developmental
levels.
Large
Classroom size
affects
teaching

104. Socio-economic
background
Affects student
learning in
classroom.
Too much
indulgence in
social media
distract them
from studies

105. Students’
negative
attitudes and
behaviour
hamper their
learning
Too much Parent
involvement –
Interfering with
the educational
process

106. Probable solutions
to the issues

107. Flexibility,
Intention, and
Judgement are
needed by
teachers in
classwork
Cultural
sensitivity in
activities

108. Catering to
Individual needs,
and interests
will enhance
student learning
Social
adaptation and
development of
the learner
should be
emphasized.

109. The classroom
size should not
be large
Parental
support and
cooperation is
the need of the
hour.

110. Curriculum should cater to
the child’s needs, development
of teamwork, individual
differences, teacher role, and
quality aspects.

111. THANK
YOU
重
陽
節
重
陽
節