Principles of Construction of Balance

Curriculum

Introduction:
The term curriculum derives from the Latin word ‘currere’ which means a kind of
route which the learner travels. All the activities going on the school or outside of the
school is called curriculum. It is basic to the intellectual, physical, moral and emotional
development of the child.

CURRICULUM
 Curriculum comprises all the learning which is planned and guided by the school,
whether it is carried on in groups or individually inside or outside of the school.
- Kerr
 Curriculum is the totality of experiences that pupils receive through the manifold
activities that go in the school, in the classroom, library, laboratory, workshop,
playground and in the numerous informal contacts between the teachers and
pupils.
-The Secondary Education Commission (1952-1953)
 Curriculum is a tool in the hands of the Artist (Teacher), to mould his/her
materials (Students), according to his/her ideals (objectives) in his/her studio
(College/ School).
-Cunningham.

MAJOR DEFECTS IN THE PRESENT CURRICULUM

 Examination oriented
 Text Book based examinations
 Emphasis on theory not practical
 Heavy syllabus
 Rote learning is encouraged
 Not to life oriented
  Not helpful to vocation
 Not developing the whole personality

PRINCIPLES OF CURRICULUM CONSTRUCTION

Curriculum organization is a scientific process which involves basic principles on which
its credibility exists. It is not just collection of topics, because it reflects ethos
(philosophy / culture) of the society: themes of the subject and learning variability

Principal of Accuracy
The conservation of culture helps to sustain the society. The culture should not be
simply transmitted but also enriched. There should be provision in the curriculum to
develop he creative powers of the child so that he becomes a contributory member
society. Raymont says, “In curriculum that is suited to the needs of today and of
the future, there must be definitely creative subjects.”

Principle of Connectivity
Of course, the pupils are to be provided with selected experiences through various
subjects and activities but these must be well integrated. Various subjects and activities
have to serve the same ultimate purpose, the achievement of the aims of education.
The activities and subjects should not be put in after-tight compartments but these
should be inter-related and well integrated so as to develop the whole child.

Principle of Variety
The curriculum should be broad-based so as to accommodate the needs of varied
categories of pupils, so that they are able to take up subjects and participate in activities
according their capacities and interests. The needs of pupils also change from place to
place

Principle of Suitableness
The curriculum must maintain a balance between subjects and activities, between direct
and indirect experiences, between academic and vocational education, between
compulsory and optional subjects, between formal and informal education, between
individual and social aims of education etc.
Principle of Well-Adjustment
Education is to enable the child to lead a successful social life. So the curriculum should
not cater to the present needs of the child alone. The needs of his future life should also
be considered. The curriculum should also include knowledge, skills, experiences,
influences etc. which will develop in the child abilities and power to make effective
adjustments in the later life.

Principle of Significance
In our age, rapid developments are taking place in various fields. Consequently the
needs of society are hanging. The content of curriculum cannot be same for all times to
come. It should not be static. It must be dynamic and change with the changing times. It
should reflect the latest trends in the field of education and psychology.

CONCLUSION
The curriculum is the totality of experiences that the child gains through the multifarious
activities in the school. The review of the present curriculum is reveal that it is subject
oriented, examination ridden, not in conformity with the aims and objective of the
teaching science, rigid and outfits the different age group. So, it is imperative that the
present curriculum should be reorganized in the light of the principles mentioned above.