Formulation of Objectives in Curriculum Development

Dr. Radhika Kapur

Abstract
In the field of education, curriculum is an imperative concept. Curriculum is designed
and framed by the administrators and the school personnel for the purpose of enhancement of
skills and knowledge amongst the individuals and in fulfilling the needs of the community.
Through an enriched curriculum, individuals not only improve academic knowledge but are
able to provide solutions to societal problems and sustain their living conditions. The
learning, growth and development of the students takes place on the basis of proper
curriculum. The background of the learners is the main area that needs to be taken into
account when formulating objectives in curriculum development. The main purpose of this
research paper is to understand the formulation of objectives in curriculum development. The
main areas that have been highlighted are, understanding the meaning of curriculum,
classification of curriculum, types of curriculum, preparing curriculum objectives,
relationship of objectives to learning experiences and approaches to curriculum.

Keywords: Curriculum Development, Objectives, Learning Experiences,

Approaches, Individuals, Teachers

Introduction
The curriculum theory since 1900 has been significantly concerned with the
explanation and interpretation of objectives. In 1925, the statements of objectives began to be
selected on the basis of the needs and requirements of the students more than on the analysis
of daily life activities. Therefore, the objectives were formulated for the present needs of the
learners more than the future lives of the adults. Between 1940 and 1950, the concept of
student-teacher preparation and supportive selection of goals by students and teachers,
community leaders and parents came within the trend. Since 1950, attempts have been made
to state objectives in behavioural terms in such a way as to provide for the succeeding
evaluation of the curriculum (Chapter 3, n.d.).

The designing and formulation of objectives in curriculum development is a

multifaceted and a methodical process. There has been development of different models of
curriculum design to make this multifaceted activity understandable and manageable. The
individuals who are primarily within the teaching profession, are required to understand how
the designing and formulation of the curriculum have taken place. Curriculum design,
development and assessment are fundamental to teaching and learning within the classroom
settings. In India, teachers and professors are well qualified and in accordance to their skills,
abilities and qualifications, they get engaged into the teaching profession. However, it is
important for all teachers and instructors to possess adequate knowledge about the theory,
design and assessment of the curriculum. This module provides teachers with the information
about the basic components, aspects, features and organizations involved in the design and
assessment of the curriculum and the instructional systems in schools and higher educational
institutions (Chaudhary, & Kalia, 2015).
Understanding the Meaning of Curriculum
Curriculum is referred to as a planned and an unplanned concept, content, skills, work
habits, means of assessment, evaluation techniques, approaches and instructional strategies
taught within the classroom and the variety of school activities that take place inside and
outside of the classroom setting that have an impact on the present and future academic,
social, emotional and physical growth and development of the students. It is referred to as a
comprehensive plan for an educational training program or a course to make provision of new
and improved human resources to fulfil the needs and requirements of the individuals
themselves and the community (Pillai, n.d.).
When understanding curriculum in simple terms, it is referred to what is taught in
schools, set of subjects, content, program of studies, set of materials, set of courses, course of
study, and set of performance objectives. The processes and the strategies that are
implemented in schools include extra classes, counselling and guidance services, and
interpersonal relationships; these are considered as an integral part of curriculum. On the
basis of the curriculum, the instructional methods are organized which facilitate learning
amongst the students. It is planned and organized by the school personnel. It is stated to be
the series of experiences undergone by the learners in schools and is an aggregate of the
courses of study within the school system (Pillai, n.d.).
Classification of Curriculum
The classification of curriculum have been stated as follows: (Chapter 3, n.d.).

Subject Matter Curriculum – In the formulation of the curriculum at all levels, the
subject matter is considered to be of utmost significance. It comprises of the lessons and
chapter plans that are necessary for the students to understand in accordance to their levels.
For instance, a nursery school student’s curriculum would comprise of alphabets, numbers,
scribbling, drawing, and so forth. When subject matter is designed and formulated, there are
number of areas that need to be taken into consideration. These are the age groups of the
students, levels of education, facts and skills to be learned, knowledge and information to be
adequately available to the learners and understanding of the concepts. Main emphasis is put
on the facts and skills of the subject matter (Chapter 3, n.d.).

Exercises – When lesson plans are formulated, it is important to have exercises and
questions at the end of it. The main purpose of exercises is to enable the individuals acquire a
thorough understanding of the lesson plans. Exercises helps the students to prepare for the
final exams and other class and home assignments. Within the exercises, at the end of the
lesson plans in textbooks, there are two types of questions, first are objective type questions
and the second are long answer questions. In subjects, such as Hindi, English, Social Science,
Science, etc. students are expected to work on exercises, after the teacher has provided them
adequate understanding of the lessons. The objective type questions are easier to answer,
their answers are normally available within the lessons. On the other hand, students are
required to enhance their writing skills, to provide long answers. Exercises and questions are
beneficial and contribute in improving the understanding of the concepts as well as the
writing skills of the students.

Broad-Field Curriculum – It is stated to be the modification of the correlated

curriculum. In this case, the subjects are grouped into broad fields, such as language, arts,
social science, science, mathematics and so forth. In social science, the subjects include,
history, geography, civics, economics and so forth. In science, there are three subjects,
physics, chemistry and biology. In languages, there is English, Hindi, Sanskrit, Spanish,
French, Japanese and so forth. Arts include, Sociology, Political Science, History,
Geography, Economics and so forth. These subjects may be grouped into a broad field, but
their concepts are different. The individuals need to formulate appropriate instructional
methods to make the students understand the concepts in an appropriate manner. The teachers
need to acquire knowledge about the subject areas, so that they can adequately instruct the
students (Chapter 3, n.d.).

Developmental Activity Curriculum – The developmental activity curriculum is the

one that tries to fit into the scope and sequence of every student’s activity and experiences
within the educational institutions to his biological, physical and intellectual growth. For
example, if a student is learning how to make various forms of artworks and handicrafts, then
besides the instructions, developmental activity curriculum should also be put into practice in
order to enhance their understanding. In the case of sports, physical activities, artworks,
handicrafts etc. besides making provision of knowledge, the students are required to get
engaged in practical activities, so that they are able to improve their skills and abilities.
Similarly, in science, there are different experiments that are performed by the students, as
they have been trained by their teachers, as practical performance of activities and
experiments are considered to be an integral part of science subjects (Chapter 3, n.d.).

Common Concepts in two Subjects – This is the curriculum of two or more subjects
that is usually common or the same. It is likely to include within it, the social universals of
democratic living that is put into operation through the study of social problems. For instance,
students may learn about occurrence of natural calamities and disasters and how they impose
detrimental consequences upon the existence of the individuals in an English chapter. On the
other hand, in geography, they may learn about the causes and effects of natural calamities
and disasters. In this way, there is a common concept in both the subjects of English and
geography, but there are differences in the methodology and information (Chapter 3, n.d.).

Types of Curriculum

The different types of curriculum have been stated as follows: (Pillai, n.d.).

The Overt, Explicit or Written Curriculum – This is the curriculum, which is

considered as the written part of the formal instruction of schooling experiences. It refers to a
curriculum that is included in documents, texts, films, and supportive teaching materials.
These are obviously chosen to support the purposeful instructional schedule of the school.
Generally confined to those written understandings and guidelines formally designated and
reviewed by the administrators, curriculum directors and teachers, often co-operatively. This
type of curriculum is usually outlined with mutual understanding and agreements on the part
of the individuals. The needs and requirements of the students and the functioning of the
schools have to be taken into account when designing curriculum.
The Societal Curriculum - This curriculum is regarded as the substantial, continuing,
informal curriculum of family, peer groups, neighbourhoods, churches, organizations,
occupations, mass media and other socializing forces that provide knowledge and information
to the other individuals all through their lives. Curriculum is referred to as a route that should
be followed from the beginning to the end, the starting point is referred to as the early
childhood education (Guides to Formulation of Curriculum, n.d.). In early childhood
education, an individual begins to generate awareness about the outside world and then he
gradually begins to learn about other areas within the internal and the external environment.
The Hidden or Covert Curriculum – This is the curriculum which is understood by the
organization and environment of the schools. Much of what revolves around regular or well-
known routines. The hidden curriculum, refers to the kinds of learnings, learners derive from
the environment and organizational design of the public school, as well as from the
performances and approaches of the teachers and administrators. The emphasis is put upon
successive room arrangements, the cellular, timed segments of formal instruction, an annual
schedule that is still organized to accommodate an agrarian age, well-organized messages,
where awareness connects to the student behaviours, where they are paying adequate
attention, sitting up straight, listening to the instructors and are silent. The students need to be
disciplined within the educational institutions. The students getting in and standing in line
silently, the ones who quietly raise their hands to be called on, the limitless competition for
grades, and so forth are the behavioural traits of the students when understanding hidden or
covert curriculum.
The Null Curriculum – This is the curriculum, which is not taught by the teachers to
the students. The students are communicated that when the curriculum is not important in
their lives, nor society nor any kind of educational experiences, they are not provided any
instructions about this type of curriculum. The null curriculum is the one which is not taught
in schools. Somehow, somewhere, there are people, who are authorized to make cognizant
decisions as to what is to be included and what is to be excluded from the overt or written
curriculum. Since it is actually difficult to teach everything in schools, most of the topics and
subject areas must be purposefully excluded from the written curriculum. The null curriculum
is when certain subjects or topics are left out of the overt curriculum. School personnel are
sending messages to the students that certain concepts and processes are not important
enough to study or understand. Inappropriately, without some level of cognizance, there is
also a well-defined inherent schedule in schools, school personnel send this same type of
message through the hidden curriculum.
The Rhetorical Curriculum – This is the curriculum that is comprised from the ideas
that are made available by the administrators, policy makers, school officials, or politicians.
These ideas come from those individuals who are involved in formation of the concepts or
bringing about changes in the content. This curriculum originates from those educational
initiatives resulting from the decisions that are based on national and state reports and public
speeches. Textbooks that critique outdated traditional practices are also referred to as the
rhetorical curriculum. They encourage the individuals to generate awareness regarding
utilization of modern and innovative techniques. Magazines, articles, journals and other
documents that make provision of ideas, suggestions, viewpoints and concepts are stated to
be contributing to rhetorical curriculum. It is also from the publicising works that is making
available updates from the pedagogical knowledge.
The Electronic Curriculum – This is the curriculum that is obtained by searching the
internet for information or by making use of electronic forms of communication. It can be
either formal or informal and the lesson plans may be overt or covert, appropriate or
inappropriate, it depends upon the outlook and viewpoints of the individuals how one
understands the electronic curriculum. In the present existence, there have been numerous
uses of electronic curriculum, it is comprehensively used for recreational purposes, such as,
in blogs, chat rooms, online conversations, emails, list serves and so forth. Internet is
regarded to be an area, where individuals are able to find knowledge about all subjects and
fields. One is able to conduct research, improve one’s knowledge and generate information
through the internet. The usage of technology and electronic curriculum has facilitated the
recognition of education and enhancement of skills and abilities amongst the individuals.
The Internal Curriculum – This is the curriculum which comprises of the processes,
knowledge, content and skills which have been combined with experiences and realities of
the learners in order to create new knowledge. The internal curriculum is the type of
curriculum, the knowledge of which is already possessed by the students before they come to
class. For instance, when adult students come to class, they bring in some experiences and in
most cases, they make use of their past experiences in understanding the concepts. It is
important for the educators and the teachers to be aware of the internal curriculum that is
possessed by the students. Awareness on the part of the teachers of the internal curriculum
may be helpful in formulating effective teaching-learning methods. Educators and the
teachers usually have less control over the internal curriculum, the reason being, it is unique
to each student.
Preparing Curriculum Objectives

There are certain methods and techniques that need to be implemented when
preparing curriculum objectives. The functioning of the educational institutions are primarily
based upon what kind of curriculum objectives have been put into operation. The methods
and approaches that are important in preparing curriculum objectives have been stated as
follows: (Skilbeck, 1971).
 The preparation of objectives is one way in which a teacher or an educationist can
begin to think clearly and critically about the educational processes and the contribution that
they have made towards these processes. Growth and development of the students is
considered to be the main objective of the educational institutions and preparation of
objectives should take into account this fact. The preparation of objectives are regarded to be
the first and the foremost step in the formulation of objectives in curriculum development.
There are various subject areas and teachers are normally qualified for teaching one subject.
To lead to effectual growth and development of the students in their particular subject areas,
it is vital for the teachers to possess adequate knowledge and information.
In the formulation of curriculum objectives, they should be ranked in some order of
significance and there should be an interrelationship between them. Perceiving their
interrelationships are regarded to be the means of selecting a practical, defensible set of
learning tasks and materials from a wide range of content, source material and the forms of
treatment that are available for use. This is regarded important in the case of general studies
where practically the whole life of thought and experience can be assumed. The curriculum
objectives should not only focus upon the learning tasks, materials and the academic
concepts, but they should also focus upon the areas that are vital in inculcating the traits of
morality, values, righteousness and truthfulness amongst the individuals.
The formulation of the curriculum objectives make provision of assistance to the
teachers to take decisions about the sequence in which the material is to be presented to the
students. In different subjects, there are certain lesson plans that need to be learned before the
other, hence, its knowledge should be made available to the students before. When the
curriculum is comprehensive and the time available for teaching is limited, then the teachers
are required to be careful, the reason being, they have to make provision of the curriculum
and the instructional methods to the students in limited time. It is vital for the students to
possess the qualities of resourcefulness, diligence and conscientiousness to enhance their
understanding. The students who possess these qualities may alleviate the pressure on the
teachers and render an effectual participation in class.
Without clearly formulated and precise objectives, it is difficult to prepare valid tests
and other forms of assessment. Tests and assessment procedures are an integral part of
education, as they are the means through which the performance of the students is evaluated.
The students normally are more interested and concerned about the assessment techniques
and procedures as compared to the teachers. They need to know about their weaknesses and
where they stand. On the basis of the weaknesses, measures are implemented to correct them.
The presence of detailed and clear objectives is of help to both the teachers and the students
in assessing their progress towards the achievement of the desired goals and objectives. The
structure of the syllabus is not regarded as sufficient for the students, they may or may not be
aware of what they are expected to do with the material of the syllabus. The material of the
syllabus may help the students to articulate and organize their learning in an adequate
manner.
Having a clear understanding and knowledge of the objectives enables the teachers
within the classroom setting to adopt effective teaching-learning methods. The objectives will
generate a clear viewpoint amongst the teachers about the type of teaching-learning methods
they should adopt in order to facilitate learning amongst the students. It is crucial to take into
consideration effective teaching-learning methods, when making provision of knowledge and
education to the individuals. Lectures, case studies, role plays, technology, projects, field
visits, group discussions and so forth are regarded as important teaching-learning methods.
The use of teaching-learning methods are based on number of factors, the age groups of the
students, their learning abilities, skills, communicative abilities and other aspects that may
lead to their enhanced understanding and enable them to improve their performance in class
tests and assignments.
In the preparation of curriculum objectives, one of the important areas is enhancement
of communication skills amongst the teachers and the students. At all levels of education,
group discussions is an important aspect. When teachers have explained particular concepts
and still students have not been able to acquire an adequate understanding, then they are
mostly encouraged to get involved into group discussions. In the case of group discussions,
the group of two or more students interact with each other to discuss concepts, project work,
assignments and so forth. The teachers who are teaching similar subjects, may get involved
into group discussions with each other to generate awareness regarding what chapter plans
they are teaching, what types of teaching-learning methods they mostly implement and so
forth. Group discussions and meetings largely contribute in numerous ways to render an
effective understanding amongst the students regarding the subject areas and improvement in
their study skills. Teachers when involved in group discussions are able to generate their
understanding regarding making use of operative teaching-learning methods and instructional
strategies to facilitate their job performance.
Relationship of Objectives to Learning Experiences
The term learning experience is not the same as the content with which the course is
concerned with nor the activities and operations that have been put into practice by the
teachers. The term learning experience refers to the interaction between the learners and the
external conditions in the environment to which he or she can react. For learning to take place
in an effective manner, it is vital for the individuals to possess enthusiasm and willingness to
get involved in a particular area. When the individuals wholeheartedly dedicate themselves to
the performance of assignments and activities, then they are acquiring an understanding of
the concepts. The active behaviour, wholehearted interest, and preparedness are the crucial
factors that encourage learning amongst the individuals (Lunenberg, 2011).
Tyler argues that the problems of the teachers in making a selection of the learning
experiences that will raise active involvement in the learning process of the students to
accomplish the expected learning outcomes. In other words, they need to select the learning
experiences that will enable the students to actively get engaged in learning. Five general
principles have been outlined by Tyler in selecting of the learning experiences and these have
been stated as follows: (Lunenberg, 2011).
When students get enrolled into schools or higher educational institutions, they have
an objective to achieve. Obtaining a diploma is one of the objectives, besides, this there are
other objectives as well. Another important objective is to move out of their homes and
realizing that there is a world outside one’s home environment. The individuals need to
develop the abilities and the traits that are necessary in interacting with the outside world,
which includes, teachers, principals, fellow students and other staff members. The learning
experience will make provision of the opportunities for the students to practice the desired
behaviour. If the objective is to develop their communication skills and interactive abilities,
then they will be trained regarding good manners, etiquettes and how to get involved with
other individuals in a decent and a proper manner. These aspects are considered vital besides
the academic concepts. If a student is not aware of these strategies, he would encounter
problems in accomplishing educational objectives.
Getting enrolled in educational institutions, make provision of opportunities to the
students to solve their problems. If the objective is to develop problem solving skills, then the
students should be made available number of opportunities to provide solutions to their
problems. Acquisition of education is not an easy task, there are number of problems,
challenges and difficulties that students experience. The various problems and challenges are
with regards to academic concepts, completion of assignments, project work, tests and exams,
evaluation techniques, resolution of conflicts and disputes, establishing good terms and
relationships with the teachers and supervisors, stress, pressure and anxiety relating to
academic activities and financial problems. In majority of cases, students want success in the
achievement of their academic goals. For attaining this purpose, they need to make provision
of effective solutions to their problems. These can be solved by taking help from counsellors,
teachers, fellow students or family members, enhancing one’s knowledge and information,
improving study skills and adopting proper time management techniques.
The learning experience in educational institutions must make provision of
satisfaction within the students. The various causes that lead to satisfaction amongst the
students are, implementation of proper teaching-learning methods, effective communication
with the teachers and fellow students, decent and approachable attitude on the part of the
teachers and other members of the institutions, availability of counselling and guidance
facilities, pleasant environmental conditions of the institutions and providing reasonable
amount of time to complete their assignments. Students need satisfying experiences to help
them maintain their interest in learning. They will enhance their performance, develop their
understanding when they will experience a sociable and an amiable environmental conditions
in educational institutions. The experiences that do not make provision of satisfaction within
the mind-sets of the students prove to be impediments within the course of their acquisition
of education. These are, strict attitude on the part of the teachers, lack of civic amenities and
facilities, occurrence of conflicts and disputes, ineffective teaching-learning methods,
financial problems, lack of extra-curricular activities and inability to get involved in activities
and functions. The areas that arouse dissatisfaction amongst the students even compel them to
drop-out.
The learning experiences must be in accordance to the needs and abilities of the
students. For instance, arrangement of picnics is considered as an integral part of learning in
schools. The arrangement of activities and picnics are stated to be different types of learning
experiences that not only enhance learning but also stimulate the mind-sets of the students.
When students are reading about historical monuments, they may be taken to observe the
historical monuments, which may enhance their learning and prove to be an advantageous
learning experience for them. In the same way, nursery school students are taken to parks and
playgrounds, where they are made familiar with the environmental conditions, they observe
various objects, such as, flowers, plants, trees, birds, vehicles etc. play on the swings, which
is a part of the curriculum, as learning of nursery school students begins with play.
The teachers need to begin where the student is ability wise and that the prior
knowledge is the starting point for new knowledge. Adult learners in higher educational
institutions are primarily involved in experienced based learning. They bring their
experiences within the classrooms and contribute in establishing a relationship of the
objectives to the learning experiences. It is apparent that different adults would have different
experiences. Multiple learning experiences can achieve the same objective. There are number
of ways of learning the same concept, as an individual may implement study skills in
accordance to their own abilities. A wide range of experiences are regarded to be more
operative for learning to take place especially amongst the adults. For instance, if adults are
learning about health management, they may possess various viewpoints regarding treatment
of their illnesses. For instance, individuals residing in rural communities may depend upon
medicinal herbs and plants to cure illnesses, when they are not aware of modern and
innovative techniques and treatments.
The main objective of the learning experiences are to achieve learning outcomes.
When students are able to achieve more than one learning outcome out of one learning
experience, then it is regarded to be productive and beneficial. When students are acquiring
knowledge about one subject or concept, they are able to integrate that knowledge in several
related fields and satisfy more than one objective, then it also leads to satisfaction amongst
the students. In the present existence, usage of technology is regarded as imperative and
internet is considered as an imperative area, through which individuals can acquire
information about all the subject areas and fields. In educational institutions and schools,
when individuals learn how to work on the internet, they will be able to improve their
knowledge, prepare assignments and projects in an appropriate manner, and it would largely
contribute in enhancing their study skills and learning methods. In this way, through one
imperative aspect, more than one objective gets accomplished.
Approaches to Curriculum
When understanding curriculum, the understanding of the approaches is vital and
these have been stated as follows: (Pillai, n.d.).
Idealism - Idealism believes in developed wisdom, reality is a world within a person's
mind, truth is in the reliability of concepts and goodness is an ideal state to struggle to
acquire. As a result of this, schools exist to enhance the understanding of the students, and
intellectual processes. Students are taught about the wisdom, capabilities and achievements of
the individuals. There are different types of idealism, in the case of subjective idealism, only
ideas can be known or have any kind of reality. Transcendental idealism is the one which
discusses that all knowledge originates in perceived phenomena which have been organized
by categories. In the case of absolute idealism, all the objects are identical with some ideas
and the ideal knowledge is itself the system of ideas. Objective idealism, in this monistic
idealism promoted by Hegel states, there is only one mind in which reality is created. In
platonic idealism, there exists a perfect dominion of procedure and notions and the world
merely contains shadows of that dominion.
Realism - Classical realism held universals such as, red or man an autonomous,
objective existence, either in a dominion of their own or in the mind of God. Medieval
realism, distinguished with nominalism, provided by Peter Abelard and William of Occam.
Modern realism is a broad term, incorporating numerous activities, whose unity lies in a
common denial of philosophical idealism. Realism asserts that objects in the external world
exist individually of what is thought about them. The most honest of such theories is
commonly known as naive realism. Realism believes in the world as it is. It is based on the
view that reality is what the individuals observe. It believes that actuality is what one senses
and observes and that goodness is found in the order of the laws of nature. As a result,
schools and educational institutions exist to disclose the order of the world and universe.
Students are being trained about accurate information.
Perennialism – In the case of perennialism, there are some of the factors that have
been highlighted and individuals need to understand them. Permanence is more real than
change, human nature remains essentially the same, the good life is the life that is fit for men
to live and remains essentially the same, moral principles remain essentially the same, hence,
the education that men receive should remain essentially the same. Education implies
teaching, teaching implies knowledge and knowledge is truth. The actuality everywhere is the
same, hence, education should be everywhere the same. This is a traditional and unyielding
philosophy of education. It is based on the view that actuality comes from essentially fixed
truths especially related to God. It considers, people find truth through reasoning and
revelation and that goodness is found in rational thinking. As a result, schools exist to teach
reason and God's will. Students are taught to reason through organized trainings, programs
and movements.
Essentialism - Essentialism is an individually American philosophy of education
which began in the 1930’s and 1940’s as a feedback to what was seen as an overemphasis on
a child-centred approach to education and a concern that students were not acquiring suitable
knowledge in schools. The two origins of essentialism are idealism and realism. Essentialists
believe that there exists a critical core of information and skill that an educated person must
have. Education leads to enhancement of skills and abilities amongst the individuals. Through
these aspects, he is able to differentiate between correct and incorrect and practice the traits
of morality and ethics in his daily life activities.
 Experimentalism - Experimentalism believes that things are constantly undergoing
changes and transformations. It is based on the view that realism and actuality is what an
individual observes and experiences. It believes that actuality is what works right now and
that goodness comes from group decisions. As a result, schools are present to determine and
expand the society that one lives in. Within schools and educational institutions, students are
made aware of different kinds of societal problems and how to make provision of solutions to
these problems. The prevalent problems are poverty, illiteracy, unemployment and
homelessness. In order to lead to development of the country, it is vital to provide solutions to
these problems and individuals generate awareness and information regarding accurate
solutions in educational institutions as well as within the community.
Existentialism - Existentialism believes in the personal interpretation of the world. It
is based on the viewpoints that the individual makes provision of the definition of
authenticity, actuality and goodness. As a result, schools exist to provide assistance to the
children in knowing themselves and their place in the society. Students learn what they want
and discuss subjects liberally. In schools and educational institutions, students from all
backgrounds and categories should be made provision of equal opportunities and there should
not be any kind of discriminatory treatment. They should be free to approach the teachers in
case they experience any problems and difficulties. If a student from a disadvantaged and a
marginalized community attends school, he should be made to realize that he is regarded
equal as compared to other students.
Constructivism - Learning is basically the process of modifying the mental models of
an individual to accommodate new experiences. Learning is regarded as a search for
meaning. Meaning requires understanding wholes as well as parts. In order to teach well, one
needs to acquire an understanding of the mental models that students may utilize to identify
the world. The purpose of learning is for an individual to create his or her own meaning, not
just memorize the appropriate answers and regurgitate someone else’s meaning. When an
individual gets involved into learning of a concept, it is essential for him to understand it in a
manner that it can prove to be beneficial to him in his life.
Reconstructivism – This is an approach in which the main focus is put upon making
provision of critical tools to the students to be the agents of social change. Students explore
certain controversial issues and analyse the worldly events. There are three main areas that
need to be understood, these are, progressivism, the main objective of this approach is to help
and assist each and every student to think rationally. It is a student-centred approach and it
can be put into practice through project and problem-based learning. The focus of
postmodernism is to help students recognize that there are not any universal truths, and the
traditional narratives of the dominant culture must be deconstructed. Deconstruction takes
place through dialogue, for example, critical pedagogy. In the case of behaviourism, the
behaviour of the students gets formed in order to strengthen proper learning and
understanding. Practice is one of the crucial areas through which skills, knowledge as well as
the behaviours of the individuals are improved.
Conclusion
In schools and higher educational institutions, the formulation of curriculum methods
in an appropriate manner is considered imperative in facilitating learning amongst the
students and in the development of instructional strategies on the part of the teachers. There
are different types of curriculum that is put into practice at different levels of education. In
the present existence, there has been comprehensive usage of technology in the formulation
of appropriate curriculum methods and in communicating them to the learners. When
curriculum development takes place in educational institutions, the first and the foremost
procedure is the formulation of objectives.
There are a number of fundamental objectives that help in determining the
development and implementation of the plan of instruction. Regardless of the definitions of
approaches and strategies, curriculum can be organized into three major components, these
are, objectives, content or subject matter and the learning experiences. The objectives in this
case, should be looked from a roadmap perspective, where an individual wants to go, content
is referred to the subject matter, lesson plans and the materials that are taught to the learners
and learning experiences are how individuals are able to learn the content and the materials
that are made available to them. There is a close interconnection between the components of
curriculum and teachers and students should be completely aware of.
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