SUBMITTED BY:

ANGELIN G RAJU
ANU.D
ANISHA.M
LEARNER ORIENTED
CURRICULUM
 INTRODUCTION

• THE SELECTED CURRICULUM CONTENT COULD BE

ORGANIZED IN DIFFERENT WAYS
• SUCH “STRUCTURING “ THE CURRICULUM
CONTENT IS CALLED “ CURRICULUM DESIGN” OR
PATTERN.
• IN DESIGNING CURRICULUM DECISION
REGARDING TO GIVE IMPORTANCE THE SUBJECT
 CURRICULUM

• CURRICULUM IS DEFINED AS THE IN STRUCTIONAL AND

EDUCATIVE PROGRAM THROUGH WHICH THE PUPIL
ACHIEVE THEIR GOALS AND ASPIRATIONS OF LIFE.
• IT IS NOT ONLY FOCUSES ON KNOWLEDGE BUT ALSO
EMPHASIS THE IMPORTANCE OF THE APPLICATION OF
SKILLS AND VALUE IN REAL LIFE
SITUATIONS ,PARTICIPATIONS IN PHYSICAL ACTIVITY
COMMUNITY ORGANIZATION’S. AND INITIATIVES.
 APPROACHES TO CURRICULUM DESIGNING

• ONE SCHOOL OF THOUGHT ADVOCATES GIVING

IMPORTANCE TO SUBJECTS AND GIVING THEM CENTRAL
PLACE.
• THE SECOND GROUP PLEADS FOR GIVING STUDENTS AND
THEIR INTERESTS THE CENTRAL PLACE AND THE THIRD
GROUP SUPPORTS LIFE – CENTERD CURRICULUM.
• IN BETWEEN THERE TWO OPPOSITE APPROACHES LIE
'LIFE- CENTERED APPROACH’ AND SOCIAL PROBLEMS
 CURRICULUM DESIGN

• “CURRICULUM DESIGNING” IS THE PROCESS.

• THE PROCESSOR OR PROCEDURE CREATES THE END
RESULT , A DOCUMENT PLAN FOR ACHIEVING DESIRABLE
CHANGES IN STUDENT BEHAVIOUR .
• CURRICULUM PLANNERS DECIDE ABOUT OBJECTIVES OF
THE CURRICULUM PROCEED TO SELECT THE SUBJECT TO
TAUGHT TO GIVEN LEVEL OF SCHOOL EXAMINATION.
• AT THE SECONDARY LEVEL, STUDENTS ARE TAUGHT
• CO- CURRICULAR ACTIVITIES AND THEY PROMOTE DESIRABLE QUALITIES IN
STUDENTS ARE IN DIFFERENT SUBJECT AND DESCRIBED IN CURRICULUM FRAME
WORK WHICH GOES BY CURRICULUM DESIGN.
 TYPES OF CURRICULUM DESIGN

• WEIGHTAGE WILL VERY DEPENDING UPON THE IMPORTANCE OF

THE SUBJECTS NEEDS AND INTEREST OF STUDENTS AND SOCIAL
ACTIVITIES.
• KELIN HAS LISTED THE UNDERMENTIONED CURRICULUM DESIGNS.
1. SEPERATE SUBJECT DESIGN
2. CORRELATED CURRICULUM
3. INTEGRATED CURRICULUM
• THE CLASSIFICATION OF CURRICULA BASIS OF THE THREE APPROACHES
1. SUBJECT CENTERED APPROACH
2. SOCIAL PROBLEM
3. CENTERED APPROACH
SUBJECT CENTERED CURRICULUM
THE SUBJECT CENTERED CURRICULUM
ORGANIZATION IS TRADITIONAL, AND
MOST SCHOOLS ORAGANIZE THEIR
WORK NEAR THIS POLE ON THE
CONTINUM.
 IMPORTANT FEATURES OF
SUBJECT CENTERED
CURRICULUM
1. Objective –is student mastery of content knowledge.
2. Contents –facts, concepts, principles, processes, skill
3. Instructional methods- textbook
4. Learning activities –mostly verbal involving memory
activities.
5. Grouping –teaches provide instruction in class
6. Time&space – 45 or 60 minutes unit called period
7. Teaching methods- lecture, discussion, demonstration
8. Evaluation – oral and written tests marks/grades
 VARIATIONS IN SUBJECT
CENTERED CURRICULUM
Four types of curricular designs are included

• Subject Area design

• Discipline Based curriculum
• Broad field curriculum design
• Correlated curriculum design
 1.SUBJECT AREA
DESIGN

Distent and clear scope each subjects.

 Eg:
science us taught as physics, chemistry, biology
Social science –History, geography, civics
Methods –classroom lecture, recitation, large group
discussion.
Materials -textbook
 2.DISCIPLINE BASED
CURRICULUM
Focus on academic disciplines stress on understanding the
conceptual struture &processes of the disciplines.
Eg:
Students would approach history as a historian would.
Main aim-make students well versed in research practical skills
Methods – project method, experimental method, small group
discussion, field work, cooperative learning, collaborative learning
 3.BROAD FIELD
CURRICULUM
Integrate the contents that are related to each
other
Fused curriculam:
Combining several specific areas into large
fields/areas
Eg:
Environmental pollution content from
chemistry, physics, geography, biology could be
integrated.
 INTEGRATED
CURRICULUM :
Several courses have been merged
into one
Eg:
Physics science, fusion of physics
and chemistry
 VALUTION OF FUSION OF
SUBJECTS
 Get whole and complete knowledge
 Meaningful learning
 Discover central ideas while learning
and retain them for long
 Have a better picture of
common principles among
subjects
 WEAKNESS OF FUSION OF
SUBJECTS
 Does not necessarily bring out real
integration
 Do not develop in depth
knowledge
 Generalization complicate the learning
making it more abstract
 Cannot match true life situation
CORRELATED CURRICULUM
DESIGN
Various school subjects are taught by
correlating each other.
Eg:
Celebration of sankaranthi
correlated with harvest festival all over
world, the transit of sun changes in
seasons, agriculture.
 LEARNER CENTERED CURRICULUM

• IT IS A METHOD OF TEACHING THAT SHIFTS THE FOCUS OF

INSTRUCTION FROM TEACHER TO THE STUDENT .IN
LEARNER CENTERED CURRICULUM APPROACH STUDENTS
CHOOSE WHAT THEY WILL LEARN AND HOW THEY WILL
ASSESS THEIR OWN LEARNING.
• STUDENTS GET INVOLVED IN LEARNING ACTIVITIES
• ACCORDING TO THEIR OWN INTEREST AND HIGHLY
ACTIVE
• ACTIVITIES ARE FORMED BY THEIR PSYCHOLOGY
• NOT BY THE BASIS OF SUBJECT TOPICS.
 IMPORTANT FEATURES OF STUDENTS
CENTERED CURRICULUM
STRUCTURE: CARES MORE FOR THE INDIVIDUAL
LEARNER’S AND DEVELOPMENT OF THEIR POTENTIALS.
OBJECTIVES: OBJECTIVES ARE NOT PLANNED FORMULATED
BY THE NEEDS OF STUDENTS.
CONTENT’S: SELECTED BASED ON STUDENTS NEEDS ,
ABILITY, PREVIOUS EXPERIENCE.
• TEACHING AND LEARNING:. TIME ALLOTTED FOR TEACHING
GETS REDUCED AS MORE TIME IS ALLOWED FOR SELF
LEARNING.
• GROUPING OF LEARNER’S:. ONE OF THE MEMBER DIRECT
THE GROUP STUDENTS LEARN THROUGH GROUP ACTIVITIES.
• EVALUATION: A CHANCE FOR SELF EVALUATION.
 MAIN ADVANTAGES OF STUDENT
CENTERED CURRICULUM
• STUDENTS TAKE RESPONSIBILITY FOR THEIR LEARNING
AND GET ACTIVELY INVOLVED.
• PARTICIPATE DIRECTLY IN LEARNING ACTIVITIES THEY
SHOW MORE INTEREST AND INVOLVEMENT IN LIFE.
• HELPS TO DEVELOP MULTIPLE SKILLS.
• ENCOURAGES STUDENTS TO WORK TOGETHER AND
LEARN.
 LIMITATIONS OF LEARNER CENTERED
CURRICULUM
• STUDENTS PRESENT NEEDS AND INTERESTS MAY NOT
MEET THEIR FUTURE NEEDS.
• NEEDS OF THE STUDENTS MAY VARY
• ORGANISED ON PSYCHOLOGICAL BASIS AND NOT IN
LOGICAL SEQUENCE.
• SUBJECT CENTERED CURRICULUM AIDS ARE AVAILABLE
IN THE MARKET. BUT IN STUDENT CENTERED
CURRICULUM THE SUBJECT TEACHER HIMSELF HAS TO
PREPARE THEM.