The document discusses restructuring curriculum around four pillars of learning: developing memory, imagination, reasoning, and problem-solving abilities. It argues curriculum should focus on learning to know through discovery and understanding, and learning to learn via concentration, memory, and thought. The goal is to provide equal opportunities for all students to learn, progress, and achieve their highest potential, while also promoting their social-cultural development and preparation for work and society. A varied curriculum incorporating subjects, libraries, labs, playgrounds, and co-curricular activities can increase learning.

1. School of Education
Post Graduate Diploma in Teaching Skills
Arun Kumar Gupta
M.Sc. Food Science & Technology

2. Pillars of learning
• If education is to succeed in its tasks,
curriculum as its core should be restructured or
repacked around the four pillars of learning.

4. • Development of the faculties of memory,
• Imagination, reasoning,
• Problem-solving
• The ability to think in a coherent and critical way.
• A process of discovery- deep information or
knowledge delivered through subject teaching.
• Learning to learn- power of concentration,
memory and thought.

5. Cont.
• Learning to know- can be regarded as both a
means and an end in learning itself and in life.
• As a means- enable individual learners to
understand the very least enough.
• As an end- enables the learner to experience the
pleasure of knowing, discovering and
understanding as a process.

6. Every individual has hidden talents such as
• Memory
• Reasoning
• Imagination
• Physical ability
• Aesthetic sense
• Aptitude to communicate

7. Reorienting Curriculum Objectives
To provide equal
opportunities for all
pupils to learn and
to achieve, for best
possible progress
and at the highest
attainment.
To promote
learners’ spiritual,
moral, social and
cultural
development and
prepare all pupils
for the world of
work and societal
responsibilities.

8. Conclusion
Varied Curriculum helps in increase learning
• Subject matter,
• Library activities,
• Laboratory activities,
• Playground activities,
• Co-curricular activities.

9. References
• Anderson, Jonathan and Weert, tom van, 2002.
Information and communication technology in
education, a curriculum for schools and
programmes of teacher development.