Curriculum Planning and Approaches
M.A. EDUCATION · SEMESTER I · EDN-DSEC 503 · NEHU, SHILLONG
Unit I · Part 2: Planning, Models and Approaches to Curriculum
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 1
What is Curriculum Planning?
Meaning
Decisions on what to teach, why, how, when, and how to know it was learnt, made before instruction begins
Place in the process
Planning, then implementation (transaction), then evaluation
Importance
Clarity, continuity, best use of time and resources, no overload, basis for assessment
Levels
National (NCERT, NCTE, UGC), state (SCERT), institution, classroom
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 2
Principles of Curriculum Planning
Child-centredness
Needs, interests, stage
Society-centredness
Local resources, culture
Activity and experience
Learning by doing
Flexibility
Local adaptation, choice
Integration
Link subjects and life
Balance
Domains, theory and practice
Utility
Life, work, further study
Conservation and creativity
Heritage with innovation
Democracy and inclusion
Participation, equal opportunity
Forward-looking
Technology, sustainability
Feasibility
Time, funds, teachers
Continuity
Smooth progression
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 3
Factors Influencing Planning
Learner
Age, prior knowledge, motivation, diversity
Society and culture
Values, labour market, language policy
Nature of knowledge
Disciplines, knowledge explosion, Indian knowledge systems
Teachers
Competence, workload, participation
Resources
Classrooms, labs, libraries, ICT, funds
Policy and trends
NEP 2020, UGC and NCTE rules, learning sciences, AI
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 4
Eight Steps in Curriculum Planning
1
Needs assessment and situation analysis
2
Aims and objectives
3
Selection of content
4
Organisation of content
5
Learning experiences and strategies
6
Instructional materials
7
Planning evaluation
8
Pilot, implement, revise
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 5
Criteria for Selecting Content
Criterion | Question to ask |
Validity | Is it authentic, accurate, up to date? |
Significance | Is it important to the discipline and aims? |
Interest | Will it engage learners? |
Learnability | Does it suit maturity and prior knowledge? |
Utility | Is it useful for life, work, study? |
Social realities | Does it reflect learners’ context? |
Feasibility | Can it be taught with available time? |
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 6
Organising Content: Six Dimensions
Dimension | Meaning | Example |
Scope | Breadth and depth at a given time | Topics in a semester |
Sequence | Order: simple to complex, known to unknown | Bloom levels across units |
Continuity | Vertical repetition (Tyler) | Research skills every semester |
Integration | Horizontal linking (Tyler) | Philosophy with curriculum |
Articulation | Smooth link between levels | UG to PG transition |
Balance | Proper weightage of areas | Theory, practice, internship |
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 7
Tyler’s Rationale (1949)
1. Purposes
What purposes should the school seek?
→
2. Experiences
What experiences attain them?
→
3. Organisation
How can experiences be organised?
→
4. Evaluation
How do we know purposes are attained?
Linear, objectives-driven and product-oriented. Sources of objectives: learners, contemporary life, subject specialists; screened by philosophy and psychology.
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 8
Taba’s Grassroots Model (1962)
Approach
Inductive: teachers who implement the curriculum help to design it, from classroom units to a general design
Steps 1 to 3
Diagnose needs · Formulate objectives · Select content
Steps 4 to 6
Organise content · Select learning experiences · Organise experiences
Step 7
Evaluate: decide what to evaluate and the means
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 9
Other Planning Models
Model | Key idea |
Wheeler (1967) | Cyclic: aims, experiences, content, organisation, evaluation, back to aims |
Kerr (1968) | Objectives, knowledge, experiences, evaluation |
Stenhouse (1975) | Process model: content of intrinsic worth; teacher as researcher |
Walker (1971) | Naturalistic: platform, deliberation, design |
Wiggins and McTighe (1998) | Backward design: results, evidence, then activities |
OBE | Start from outcomes; align teaching and assessment |
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 10
Who Plans the Curriculum in India?
Level | Agencies | Role |
National | MoE, NCERT, NCTE, UGC, AICTE, NCVET | Policy, NCFs, regulations |
State | SCERT, State Boards, universities | State frameworks, textbooks, syllabi |
Institution | Boards of Studies, Academic Councils | Programme and course design |
Classroom | Teachers and learners | Unit plans, local adaptation |
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 11
Organisational Approaches
Approach | Focus | Limitation |
Subject-centred | Separate subjects, logical order | Fragmented, rote learning |
Learner-centred | Interests and needs (Dewey) | Weak coverage possible |
Society-centred | Real social problems | May lack disciplinary depth |
Activity-centred | Projects (Kilpatrick) | Time-consuming; hard to assess |
Integrated | Themes across subjects | Needs collaboration |
Spiral (Bruner) | Revisit at higher complexity | Needs multi-year planning |
Competency-based | Outcomes, then alignment | May narrow learning |
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 12
Conceptual Orientations
Classification | Orientations |
Ornstein and Hunkins | Behavioural-rational · Systems-managerial · Academic · Humanistic · Reconceptualist |
Eisner and Vallance (1974) | Cognitive processes · Academic rationalism · Personal relevance · Social adaptation and reconstruction · Technology |
McNeil | Academic · Humanistic · Social reconstructionist · Technological |
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 13
Product Approach and Process Approach
Aspect | Product (Tyler, Bobbitt) | Process (Stenhouse, Bruner) |
Starting point | Behavioural objectives | Worthwhile content and procedures |
Teacher | Implementer | Researcher and developer |
Evaluation | Attainment of objectives | Educational merit of activities |
Strength | Clarity, accountability | Flexibility, depth, autonomy |
Weakness | Narrow outcomes | Hard to compare and assess |
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 14
Top-down and Bottom-up Decisions
Dimension | Top-down | Bottom-up |
Who decides | Experts, government | Teachers, school, community |
Strength | Uniform standards | Relevance, ownership |
Limitation | Low contextualisation | Unequal quality |
Example | NCF 2005, NCF-SE 2023 | Taba’s model, local content |
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 15
Contemporary Trends and Exam Tip
Trends
OBE and credits (NHEQF, ABC) · multidisciplinary learning · experiential learning · AI and digital pedagogy · Indian knowledge systems · sustainability
Which approach where?
Foundational literacy: learner-centred. Professional courses: outcome-based. Social studies: integrated. ITEP: experiential with internship
NEHU · EDN-DSEC 503 · Unit I · Part 2 · 16