This document discusses principles of curriculum development and compares content-centered and student-centered curriculums. It outlines the key components of a content-centered curriculum, including dividing curriculum into subjects and topics, a focus on mastery of subject content, and standardized learning experiences. It also notes advantages like organization and cost-effectiveness, but disadvantages like neglecting individual needs and interests. Student-centered curriculum is defined as focusing on individual student development rather than standardized content. The document compares characteristics of each approach.

2. Principles of
Curriculum
Development

3. Sr.no Roll no. Name
1. 103 Prachy Chodankar
2. 110 Lavlakshi Gaonkar
3. 112 Shraddha Gaonkar
4. 116 Rekha Korgaonkar
5. 120 Radha Naik
6. 121 Sarita Naik
7. 123 Felinda Nunes
8. 124 Gandha Palyekar
9. 134 Supriya Shirodkar
10. 135 Vishaya Shirodkar
11. 143 Kaushila Velip

4. ACKNOWLEDGEMENT
“We can do everything through him who gives us strength.”
We thank God for the wisdom and perseverance that he has
bestowed upon us during this group assignment.
A group assignment like this is never the work of an
individual. The contribution of many people in different
ways have made this possible and made it a memorable one.
A heartfelt thank you to our guide Mrs. Rachael Noronha .

7. It has been in a long
tradition that curriculum is
divided into different
subjects. Each student is
required to study subjects
like Mother Tongue, another
language, Mathematics,
Social Studies, Science etc.

8. These subjects themselves are divided into
branches and topics.
Mathematics
Arithematic
Algebra
Geometry

9. Social Studies
History
Civics
Geography

10. Science
Biology
Chemistry
Physics

11. • The content-centered curriculum is based
upon the idea that various subjects contain
essential knowledge, the mastery of which
will make child an educated one. Thus the
best method of making children educated is to
explore various subjects areas and learn what
is given in them.
• Subject matter will always be taught whether
the curriculum is content-centered or child
centered.

13. • The required subjects i.e. general education usually
make up most of the secondary school program and
students are given little choice in selecting courses.

14. • The syllabus is framed by deciding the
division of experiences according to the age
groups (standards) of the students and the
subjects taught in that standard.

15. • This division and order in the syllabus is of
course done by the expert. Lecture method is
the mainly used teaching method.

16. • Textbook is the important aid.
• It is expected that the teacher
is an expert in the subject he
teaches.
• The progress or development
of the student is judged by the
amount of the information in
the subject he is able to tell or
write accurately.

17. DEFINITION
• Information to be learned in school, another
term for knowledge (a collection of facts,
concepts, generalization, principles, theories).
• Content comes in any form (audio, text and
video) and it informs, entertains, enlightens or
teaches people who consume it.

18. Criteria
For selection of content

19. criteri
a
1.
Suitability
Learning experiences
must be suitable to the
learners present state
of learning.

20. Talukas of
Goa
Total = 11 Total = 12

21. 2.
Validity
criteri
a

24. 3.
Interest
The content suit the
personality and
intellectual capabilities
of the students.
The content should be
placed in such a way
that it should retain the
interest of the students.
criteri
a

25. 4. Utility
It is concerned with the
usefulness of the
content. It should lead
to the acquisition of
skills and knowledge
which is useful in daily
life.

26. 5.
Learnabilit
y
This criteria
emphasizes on the
optimal placement and
appropriate
organization and
sequencing of the
content.
CRITERI
A

28. 6.
Continuit
y
Content should provide
continuity and learning
and prevent loss
through forgetting.
The students should be
provided with
experiences step by
step.
CRITERI
A

31. It means less teaching
effort and educational
resources. Less learners
effort but more results
and effective learning
outcome.
7.
Econom
y

32. criteri
a
The content matter
should contribute to basic
ideas, concepts, principles
and generalization to
achieve the over all aim
of the curriculum. It
should develop learning
abilities, skills, processes
and attitude.
8.Signific
ance

33. criteri
a
9. Relevance to life
The content should be
selected in such a way
that it should relate to
the learners real life
experiences in and out
of school.

35. ADVANTA
GES

36. 1
Arrangemen
t in
Reasonable
order
What subjects are to
be taught in which
standard / to which
age- group of
students is very
clearly and
systematically
arranged.

37. 2
Simplicity
The teacher,
students and
parents know
exactly what is
to be done and
at what time.

38. 3
Development
of Abilities
The subject –
knowledge is arranged
in the order of the age-
group of the students,
their physical,
intellectual and
emotional
development.

39. 4
Well-connected
As the subjects and
topics are well- divided
and their order is pre-
decided, it is possible to
do pre- planning of
learning and teaching.
This makes the
education process
well- knit or well-
connected.

40. 5
Aids facility
As there is stress on the
content- knowledge and
as the division subjects
and topics are well
defined, the only
teaching – aid of the
textbook is enough for
learning and teaching.

41. 6
Economics saving
Content-centered
curriculum is less
expensive than
any other kind of
curriculum.

42. 7
Teacher’s convenience
The teacher is an
expert and a trained
person in a particular
subject. If one teacher
leaves the job or is
transferred he can be
easily substituted by
another teacher who
teaches the same
subject.

43. Disadvantages

44. 1.Personal differences neglected
The personal differences of students in
liking, ability, aptitude, stage of
development are neglected.

45. 2. Neglect of Psychological Principles
In subject – centred curriculum the learning
experiences are arranged in a reasonable method.
What will be easy for the students and what will be
known or familiar to students is generally decided
by guess work or manipulation.

46. Famous Educationist
John Dewey has stated,
“While planning
teaching, we have to
change the reasonable
order into
psychological order”.
This fact is neglected.

47. 3. Neglect of Social Problems
Due to subject- centred curriculum, there is a
possibility of current social problems in day-to-
day life being neglected.

48. 4. Development of thinking power
neglected
In subject centred curriculum more stress is
given on assimilating the basic concepts and
generalisations. The method of studying the
subject is not paid any attention. This results in
only verbal knowledge.

49. 5. Isolation from Real Life Experiences
Experiences in the subjects are not connected to
real life experiences. This makes education
useless.

50. 6. Centrally controlled
The subject-centred curriculum is controlled
from one centre only. At the State level we have
Board which decides the curriculum and that
curriculum is brought into practice all over the
state. No teacher’s and headmaster’s can change
this curriculum.

51. 7. Teacher- centeredness
The subject-centred curriculum ultimately
becomes a teacher-centred one. Students
likings, stage of mind are neglected. Students
get bored to come to school if they do not get
joy, satisfaction, chances of self- expression and
self-respect through educational experiences
provided in the school.

52. 8.Dominance by adults
The world of experiences of adults is given
priority over that of the children in subject-
centred curriculum.

53. Content-Centered Curriculum
V/S
Student Centered Curriculum

54. 1)Content-centered
curriculum focuses
only on the content
, helping learners to
build on the
knowledge gained.
1) Student-centered
curriculum focuses
on the needs of each
student, who she/he
is, what she/he can
do and what she/he
wants to become.

55. 2) The main goal is to
standardize students,
to make them alike
with a “core
curriculum”.
2) The main goal and
purpose is human
development- to help
each student find and
develop human
powers, one’s unique
talents and aspire to
be a contributor to
society.

56. 3) Content-centered
curriculum follows a
more prescribed
format, such as
working through a
textbook from
beginning to end.
3) In Student
centered curriculum
instructional
planning is based on
what the teacher
determines the
students need.

57. 4) By using content-
centered curriculum
design, teachers will
have better control in
class where students
will not have a
chance to disrupt a
classroom.
4) By using the
Student centered
curriculum design,
teachers will loose
control and the
classroom will be
more noisy.

58. 5) In this type of
curriculum, there is
more of rote
learning.
5) In this type of
curriculum,
students learn by
doing different
activities.

59. 6) Students are
passive in a
content-centered
curriculum design.
6) In using this
curriculum, learners
become more active
participants in their
own learning.

60. Reference
Books :
• Curriculum Planning and Development , pg 90.
• Curriculum and Evaluation, pg. 38-41.
• School Curriculum, pg. 70-73.
• Curriculum Development, pg. 92-95.
Website:
www.slideshare.net/julietacabiles/curriculum-
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