Curriculum

unit 2 - Curriculum
Ms.Anju George
Asst. Professor , SGCON

Meanings
 1) Etymology: Latin word ‘currere’ which means to
run.
 2) General:- The ground which the pupils and the
teacher cover to reach the goal of education.
 3) Traditional:- Mastery over certain types of
knowledge and skills.
 4) Modern : It is a process intended to help pupil to
live in present world & to build the future world in
which his generation would live.

Curriculum
A set of
materials
A sequence of
courses
A course of
study
That which is
taught in
school
A set of
subjects
That which is
taught both
inside &
outside of
school
everything
that goes on
in the school
including
extra class
activities,
guidance and
interpersonal
relationships
Planned by
school
authorities
A set of
performance
objectives
That which an
individual
learner
experiences as
a result of
schooling

Definition
 Curriculum is a tool in the hands of the artist to mould
his material according to his ideals in his studio.
(Cunningham)
 Curriculum is the sum total of student activities which
the school sponsors for the purpose of achieving its
objectives. (Albert & Albert)

Curriculum determinants
1. Philosophical
2. Sociological
3. Psychological
4. Scientific
5. Political
6. Environmental
7. Historical CONTD

1. Philosophical determinants of
curriculum
 Philosophy determines the aim, content and
method of education.
 Aim –why of education
 Content – what of education
 Methods – how of education

Characteristics of curriculum that is determined by
the philosophical foundation of education are:
 It aims at the all-round development of the individual.
 It is based on the philosophy of the nation.
 It reflects the ideals and aspirations of the people.
 It inculcates the desired ideals of life in the youngsters.
 It helps in the development of proper philosophy of life.
 It is in accordance with the aspiration level of the individual.
 It enables the learners to learn the desirable cultural values,
intellectual virtues, societal norms and moral doctrine.
 It helps in the development of the personal and national character.

The philosophical principles serving as the
determinants of the curriculum.
a. Child centeredness (Naturalistic philosophy)
b. Need centeredness (Pragmatic philosophy)
c. Activity centeredness (Project and Basic
Curriculum)

a. Child centeredness (Naturalistic
philosophy)
 The naturalistic philosophical movement made curriculum child
centered.
 Earlier curriculum had been either subject centered or teacher
centered.
 It was neither productive nor creative. It was bookish & teacher
tailored.
 In child centered curriculum, the child is the center of the educative
process. Hence the curriculum, methods of teaching and the school
environment become child oriented.

b. Need centeredness (Pragmatic philosophy)
 This gives recognition to the interests of the
child. In the process of education.
 It emphasized the importance of building the
curriculum around the needs of children.
 Curriculum should reflect the present interests of
the children and should also involve larger
interests of the human race.

c. Activity centeredness (Projects & Basic
curriculum)
 In the past, curriculum was considered as subject matter
curriculum.
 Acc. to Sir. T. P .Nunn , the curriculum should be in terms
of the activities & experiences rather than pieces of
knowledge to be acquired.
 Education has to be imparted by means of educational
activities and experiences organized by the pupils, which
demand active participation of the students.

Sociological determinants of curriculum
 Sociological approach to education demands that
we should bear in mind the needs, requirements
and aspirations of the community for which the
curriculum is being prepared.
 Schools are social institutions set up for the
transmission of culture by society.

Sociological considerations that guide the
curriculum development are:-
 Core values and needs of the Indian society.
 Changing values of the people.
 Demands of the modern society .
 Good family, ways of life.
 Democratic temper of the society.
 Faiths, beliefs and the attitudes of the people.
 Cooperation.
CONTN

Contn…
 Media explosion.
 Population explosion.
 Regional and national imbalances.
 Economic efficiency.
 Education for fellowship and leadership.
 Creative and purposeful activities.
 Cultural, political factors.
 Knowledge, attitude and beliefs.

The characteristics of the curriculum determined by
sociological foundations of education are :-
 It helps to realize the social aims of the education.
 It makes education an effective media of social control.
 It keeps in mind the social changes and reflects the social
needs of the community.
 It is dynamic, flexible ad progressive.
 It transmit the values and ideals that the society upholds
and consider to be inherited by new generation.
 It is related to social interests and problems of the society.
CONTD

 It enables the youngsters to participate efficiently in
social life.
 it inculcates in them respect for different vocations and
professions and creates the dignity of labor.
 It develops desirable social attitudes
 it aids them in promoting the social progress
 To develop each individual to the optimum possible
progress level

Sociological principles that serve as the determinant
of curriculum
• All knowledge is considered as unitary
• Logical integration of different activities and subjects to
create a meaningful whole.
Integratedness
• Education is of life, for life and by life.
• Life centered curricula reveals the socialized curricula
• It enables the students to become socially efficient, economically
sufficient, intellectually alert, physically fit, professionally
proficient and culturally competent person.
Life
centeredness
• All education has transference effect
• The curriculum provided in educational institutions will
have greater +ve transference when there is identity of
learning and life situations.
Social
utilitarianism

Psychological determinants of curriculum
Psychological determinants focus on understanding the
psychology of a child.
 Knowledge of the nature of the learner and learning process and
the conditions facilitating optimum learning.
 Knowledge of growth and development , Intelligence, development
capacities.
 Curriculum to be child centered, learning experiences should be
provided in accordance with the mental development of the
learner.
 Interests of the learner.

Scientific determinants
 Science & technology, information & technology
 To achieve complete development of an individual &
to prepare for complete living
 Self preservation, self protection, social & political
protection & proper utilization of leisure time.

Political
 To develop democratic values of social justice,
equity, socialism, rights & duties.

Environmental determinants
 Pollution
 Earthquake
 Ozone layer depletion

Historical determinants
 Country’s historical background
 Culture
 Tradition

Components of curriculum
 Statement of the philosophy of the educational
programme
 The statement of the objective of the educational
programme
 Total duration of the educational programme
 Detailed course plan of the course
 Programme of evaluation

1. Behavioral objective / Product model
 Developed by Ralph Tyler
 Views curriculum objectively and in terms of its function & clearly
include teaching and learning as integral part.
 He identified 4 fundamental questions to be answered in the
process of developing a curriculum:-
 What educational purposes the school should seek to attain
?
 What learning experiences can be provided ?
 How can learning experiences be organized?
 How can the effectiveness of learning experience be
evaluated?

2. Process Model
 By Lawrence Stenhouse
 An input model which emphasis on learning experience or the
process of education.
 The various components of the process model are :
Content
methodology
OutcomesEvaluation
Curriculum
ideas / goals
CONTD

 He believed that it was possible to organize the
curriculum without specifying in advance the
behavioral change in the students.
 Teacher’s commitment to professional development
is vital.
 Teacher’s need to see themselves as learner’s
rather than experts and continually strive to improve
their performance and judgment.

3. Cultural Analysis Model
 Lawton
 This model was a reaction to the dangers of the
objective model.
 Proposes a curriculum planned on the technique of
cultural analysis.
 Cultural analysis is the process by which a selection
is made from the culture in terms of curriculum
planning.

4. Beattie’s Four Fold model
 Suggested that there are four fundamental
approaches in relation to the task of planning a
curriculum for nursing:
 The curriculum as a map of key subjects
 The curriculum as a schedule of the basic skills
 The curriculum as a portfolio of meaningful personal
experiences
 The curriculum as an agenda of the important cultural
issues

Traditional curriculum
 It is a statement of subjects of study with
indications of their extent and time limit.
 Each subject is separate entity and its nature and
scope is clearly defined.
 All stress is on intellectual attainment of child rather
than on values of studies for the personal and
social development.

Activity Based Curriculum
 Active learning is anything that students do in a
classroom other than merely passively listening to an
instructor's lecture.
 Educationists realized that education which does not
influence child’s conduct is not worth the time, money and
energy invested on it.
 This emphasizes on learning by doing or learning through
activities.
 The objective of curriculum was child growth through
experience. CONTN

 Components of good active learning
 Activities should have:
 A definite beginning and ending.
 A clear purpose or objective.
 Contain complete and understandable directions.
 A feedback mechanism.
 Include a description of the technology or tool being used in the
exercise.

Experience based curriculum:
 In this type of curriculum learner is placed in the natural
setting of the community .
 In this the teacher and student must share educational
experience and there must be a constant interaction
between them.

Undifferentiated curriculum
 A curriculum which does not aim at the specialized study
of various subjects.
 Specialization should come at the higher Secondary and
College levels only.
 At the primary and secondary stages we should have
undifferentiated or integrated curriculum.
 Development of all- round personality is possible only
through integrated experiences and the only means of
bringing about this integration is the unification of subjects
.

Basic curriculum
 For the all round development of child, the
curriculum of basic education is centered around
three centers :
 Physical environment
 Social environment
 Craft

Life centered/ balanced curriculum
 This curriculum includes all the aspects of human
activity and human development and will thus cater
to the needs of individual and society.

Hidden/covert curriculum
 The hidden curriculum is the lesson learned by a
student in the school but which are neither taught by
any person nor formally written in the syllabus.
 It is largely achieved because of the presence of
peculiar environmental aspects in the classroom or
in the campus.
 The hidden curriculum changes according to locality,
culture, classroom situations or the people.

Overt, explicit, written curriculum
 Is that which is written as a part of formal instruction
of schooling experiences .
 Refers to a curriculum document, texts, films and
supportive teaching materials that are overtly chosen
to support the intentional agenda of the school.

Societal curriculum
 It is the massive, ongoing, informal curriculum of
family, peer groups, neighborhoods, churches,
organizations, occupations, mass media and other
socializing forces that educate all of us throughout
our lives.

Null curriculum
 This exists only in the hearts and mind of the
educators but seldom exist in reality.

Subject/Teacher Centered curriculum
 The subject centered curriculum is based on
subject.
 All knowledge is transferred to student
through the subjects.
 Subject matter taught should reflect basic
areas that are essentials and agreed upon
content for learner attainment.
 Objectives of subject centered curriculum
 To transfer cultural heritage
 To represent knowledge
 To impart information Contd

 Drawbacks of subject centered curriculum
 Ignores interest of students
 No process of insight or thinking
 Neglects social problems and demands
 Passive learning

Learner Centered Curriculum
 There is a link between courses and children
psychology.
 It is according to the interest and tendency of children.
 It facilitate the mind of children because it fulfills their
psychological and mental requirements.
 A learner centered curriculum is “a process that brings
together cognitive, emotional, environmental
influences and experiences for acquiring, enhancing,
or making changes in learner’s knowledge, skills,Contd

 Objective of Learner Centered Curriculum
 To know about the interest of student and to fulfill their
needs.
 More and more practical activities included so that
children are able to take part with their own choice.

Integrated Curriculum
 Refers to a non- compartmentalized approach,
 e.g. • In general science learning, as opposed to separate
subjects such as – Physics, – Chemistry and – Biology
 Whenever possible, teacher work to integrate many
subject areas under a common theme when
teaching

Official curriculum
 It include the stated curriculum frame work with
philosophy and mission, recognized list of outcomes,
competencies and objectives for the programme and
individual courses , course outline and syllabi.

Institutional/ actual curriculum
 Curriculum that is followed in the institutions

Legitimate curriculum
 One that is agreed by the faculty either implicitly or
explicitly, written in plans or not, recognized and
acknowledged by the faculty and students as real
curriculum.
 Approved by accreditation bodies

Illegitimate curriculum
 This cannot be graded or officially acknowledged or
sanctioned.
 It is the curriculum that values and teaches caring,
compassion, power and its use.

Principles of curriculum development
 Principle of conservation
 Consider the past, present & future needs of the society.
 Select those subjects and activities which are required by the
present generation.
 Principle of selectivity
 Select the curriculum on the basis of the past experiences or the
need of the hour.
 Principle of forward looking
 Education should enable them to be progressive minded
persons. Contd

 Principle of creative training
 Education should discover and develop special
interests, tastes and aptitudes among the learners.
 It should meet the needs of today and of the future.
 The activity and experience principle
 Growth and learning take place only where there is
activity.
 The learner needs experience rather than instruction.
 Principle of connecting to life
 The community needs and characteristics should be
kept in view while framing the curriculum.
Contd

 Principle of preparation of life
 Curriculum must include the activity which enable the child to take
his part effectively and develop into an adult who will take part in
the activities of the community when he becomes an adult.
 Principle of comprehensiveness and balance
 Every aspect of life is given due emphasis.
 Principle of core or common subjects
 Broad area of knowledge, skill and appreciation should find place
in the curriculum.
 Core subjects eg:- maths, science, craft, language and basic
sciences have to be included.
Contd

 Principle of character building
 Principle of loyalties
 Curriculum should teach a sense of loyalty to the family,
school, community, country and world at a large
 Principle of connecting to community needs
 Should meet the special needs and circumstances of the
pupil.
 Principle of training for leisure
 Should prepare the child for the use of leisure time.
 Literature, art, music occupy the leisure part of education.
Contd

 Child centered curriculum
 Child’s need should be kept in mind while framing the curriculum.
 Given all the environment he himself prepares for the later stages
of development
 Principle of integration and co-relation
 Principle of maturity
 Curriculum should be according to the stage of physical and mental
development
 Principle of individual difference
 Curriculum should be flexible not rigid as no two individuals are
similar to each other.

Curriculum frame work in India
 The curriculum directed to the education of nurses is designed within
three frameworks :
 The legally established limits for the nursing activities of nurses
within the individual state or union and union territories.
 The natural roles of nurse in the profession of nursing.
 The types of nursing situations or the areas where specifically
qualified persons are able to learn for nursing .
 There will be one common curricula for each state or country that is
prescribed by the statutory body.
 INC is the statutory body which prescribes syllabus for all the levels of
nursing programs in India.

Process of curriculum development - 5
Phases
Step II
Aims,
goals &
objective
s
Step III
Selection of
learning
experience
Step IV
Organization
of learning
experience
and content
Step V
Evaluation of
total
programme
Step I
Formulati
ng the
philosoph
y

Phase 1- Formulation of the philosophy
 An educational philosophy states the values which are believed to be
right, true and good by the persons responsible for the school or
college.
 An educational philosophy will be unique to the particular society and
individuals whom it serves.
 All teaching staff should participate in the formation of the school
philosophy or college philosophy.
 College or school philosophy should not conflict with the philosophy
of the institution which it is a part.
 The philosophy should be reexamined periodically to determine its
suitability in the light of the changing conditions.

Phase II - Aims, goals & objectives (Purpose)
 The term ‘Purpose’ refers to describe the overall
goals of the total education program.
 The term ‘objective’ refers to the breakdown of
purposes into the specific goals which can be used
to pinpoint the content.
 The objective is developed to indicate what changes
in behavior is hoped to be brought about in the
student as a result of the courses being offered.Contd

 Importance of using educational objectives
 To develop mental skills for application in changing
situations
 To determine the curriculum levels
 To define scope of teaching
 To assess the learners and nurse educators
performance

 Data for formulating educational objectives
 Philosophical statement of the institute
 Social and health needs of the society
 Needs of the student
 Resources available in the society
 Entry criteria of level of students
 Specification of positions to be held by the student on the completion of the
programme like nursing tutor, staff nurse etc.
 Minimum requirements in terms of clinical and other facilities prescribed by the
statutory bodies like INC, Universities
 Future trends in nursing
 Criteria to be full filled in order to appear for internationally reputed examinations

 Criteria for selection and statement of objectives
 Obj. have to be stated in terms of desired changes of
behavior and the area of subject matter through which
behavior is to operate.
 Obj. should be stated in the form which makes them helpful in
selecting the learning experiences and guiding in reaching
activity
 The desired changes in behavior should be consistent with
the accepted educational objective
 The obj. for specific subject/ unit/ lesson should be direct
contribution to attain the overall obj. Contd

 The obj. should be attainable and practicable
 Obj. selected should be worthwhile
 Obj. should be easily accepted and understood by the
students and teachers
 Obj. should be co-operatively planned and developed by all
the teachers & students wherever possible
 Objectives has to be worded in such a way that each
statement has only a single objective.
 Objective should not be too detailed.

 Steps in formulation of educational objective
 Identify the needs of the learner
 Identify the needs of the society
 Study the suggestion of the experts
 Formulate the philosophy
 State the objectives gathered from various sources in a proper
way
 Formulate the theory of learning
 Screen objectives through educational philosophy and educational
psychology
 Define obj. Clearly in terms of content
 State the educational objectives in terms of behavioural outcomes
or change

 Levels of educational objectives
Institutional objectives
General instructional
objectives
Specific outcomes of
learning

 Institutional objectives
 Institutions such as universities, colleges, professional
institutions, schools and other organizations offering
educational programs write such obj. which serve as a
guide to the administrators who manage educational
programs.
 General instructional objectives
 Objectives are written for departments, units, course.

 Specific outcome of learning
 Obj. are written to describe the expected learning activity.
 Sp. Outcome of learning are
 Specific statements
 Define learner’s ability
 Describe behavior of the learner
 Define the general instructional objectives in a way
that can be measured
 Characteristics of sp. Outcome obj are :Feasible,
relevant, logical, explicit, observable, measurable

 Advantages of educational objective
 Fills the communication gap
 Enhances learners involvement in the learning
process
 Taxonomy of educational objective :
 Bloom’s taxonomy

Blooms taxonomy
 System of classification of objectives.
 Classifies objectives into 3 domains according to the
level of behavior.
 Cognitive, affective, psychomotor.

Cognitive domain
 Involves those objectives that that deal with the
development of intellectual abilities and skills.
 This domain is categorized into 6 hierarchical levels
– knowledge, comprehension, application, analysis,
synthesis and evaluation.
 This implies that a higher level of skill could be
achieved only if a certain amount of ability in the
previous level has been achieved.

Category or
'level' of
objectives
Behavior descriptions 'Key words' (verbs
which describe the
activity to be trained or
measured at each level)
Knowledge /
memory
First & lowest level.
Involves recall or recognition of
previously learned information.
Arrange, define, describe,
label, list, memorize,
recognize, relate,
reproduce, select, state,
name, write, recall,
underline, measure,
identify

Category or
'level' of
objectives
which describe the
Comprehensi
on/under
standing
Ability to grasp or construct meaning from
material. Understand meaning, re-state data in
one's own words in the form of interpretation,
extrapolation, translation.
Interpretation- ability of the students to explain
the meaning/ significance of information in their
own words. Eg. Interpreting a chart or a picture
Extrapolation –is the ability to work out or
estimate unknown information from the known
information.eg. Suggest possible
outcome/consequence
Translation – using other words to communicate
something said or printed without altering the
meaning. Eg. Changing words to numbers,
graphs, picture
identify, justify, select,
indicate, represent, name,
formulate, judge, contrast,
paraphrase, illustrate,
classify, explain

Category or 'level' of
objectives
Behavior descriptions 'Key words' (verbs which
describe the activity to be
trained or measured at each
level)
Application Use or apply knowledge, put
theory into practice, use
knowledge in response to real
circumstances
Predict, select, assess, explain,
choose, find, show,
demonstrate, construct,
compute, use, perform,
discover, prepare, produce,
apply, manage, execute, solve
implement, change, , conduct,
perform, react, respond, role-
play
Analysis Ability to breakdown information
into its component parts, which
may be elements of information,
relationships b/w elements or
organization and structure of
information.
Analyze, identify, conclude,
differentiate, select, separate,
compare, contrast, justify,
resolve, breakdown, criticize,
differentiate, discriminate,
distinguish etc

Category or 'level' of
objectives
trained or measured at each
level)
Synthesis Develop new unique
structures, systems,
models, approaches, ideas;
creative thinking,
operations
Combine ,restate, summarize,
precise, argue, discuss,
organize, derive, select, relate,
generalize, conclude, compile,
compose, create, devise, plan
Evaluation Concerned with the ability
to judge the value of
material for a given
purpose.
Judge, evaluate, determine,
recognize, support, defend,
criticize, identify, avoid,
select, choose, compare,
contrast, justify, appraise,

Affective domain (feelings, emotions,
behavior – attitude/ feel)
 Tanner & tanner insist that the primary goals of learning
are affective.
 The learners should not learn what is selected for them
by others. This is because it amounts to imposition on the
learners other’s values, purposes.
 5 levels

Category
or 'level' of
objectives
which describe the
activity to be trained
or measured at each
level)
Receiving Open to experience, willing to hear, Listen to
teacher or trainer, take interest in session or learning
experience, take notes, turn up, make time for
learning experience, participate passively.
3 sublevels :
Awareness – conscious recognition of the existence
of a phenomenon.
Eg. Entry of a teacher to a noisy class – class
becomes silent- students are aware.
Willingness – involves the ability to acknowledge
the event or problem without avoiding it.
Eg:- students keep quiet- they acknowledge your
presence
Controlled or selected attention – learner chooses
to pay attention by controlling his envt.
Eg. Students sit quietly without making noise
Ask, listen, focus,
attend, take part,
discuss, acknowledge,
hear, be open to, retain,
follow, concentrate,
read, do, feel

Category or 'level'
of objectives
trained or measured at
each level)
Responding React and participate actively.
Participate actively in group
discussion, active participation in
activity, interest in outcomes,
enthusiasm for action, question and
probe ideas, suggest interpretation.
3 sub levels :
Acquiescence in responding :-
involves simple obedience or
compliance
Willingness to respond- voluntary
responses to a given situation
Satisfaction in response – if he is
satisfied he enjoys reacting to the
type of situation
React, respond, seek
clarification, interpret,
clarify, answer , contribute,
question, present, cite, tells,
help team, write, perform

Category or
'level' of
objectives
describe the activity to
be trained or measured
at each level)
Valuing Attach values and express personal opinions.
Ranges from simple acceptance to complex
commitment.
3 sub levels:-
Acceptance of a value – situation where the
learner tentatively believes in a doctrine,
situation or condition.
Preference for a value – learner believes the
necessity of the condition or doctrine and ignores
or rejects other alternatives and deliberately look
for others views where the issues are
controversial, so as to form his own opinion.
Commitment to a value – the learner is fully
convinced and fully committed to the doctrine,
principle or cause.
Argue, challenge, debate,
refute, confront, justify,
persuade, criticize,

Category or
'level' of
objectives
which describe the
activity to be trained
or measured at each
level)
Organization Organize values and arrange them in order.
Qualify and quantify personal views, state
personal position and reasons, state beliefs.
2 sub levels:-
Conceptualization of a value- understanding
the relationship of abstract elements.
Organization of value system – it leads the
individual to develop vocational plan which
can satisfy their needs for economic security
and social welfare. It helps the individual to
develop philosophy of life which will help
him to avoid dependence upon others and can
avoid becoming a public nuisance.
Alter, arrange, combine,
modify

Category or 'level'
of objectives
trained or measured at
each level)
Characterization Adopt belief system and
philosophy . Behave consistently
with personal value set.
2 sublevels:-
Generalized set- orientation to the
value and there may be room to
revise his judgment and change his
behavior.
Characterization:-
The internalization of a value
system is such that the individual is
consistently acting in harmony
with it.
Act, display, influence,
solve, practice

Psychomotor domain (manual and
physical skills- skills/ do)
 These are the physical encoding of information with
movement where the gross or fine muscles are
used for expressing or interpreting information or
concepts.
 This domain has to do with muscular activities.

Category or
'level' of
objectives
which describe the
Imitation Copy action of another; observe and
replicate .
Watch teacher or trainer and repeat
action, process or activity
Copy, follow, replicate,
repeat, adhere, attempt,
reproduce, organize,
sketch, duplicate
Manipulation Reproduce activity from instruction
or memory
Carry out task from written or verbal
instruction
Re-create, build, perform,
execute, implement,
acquire, conduct, operate
Precision Execute skill reliably, independent
of help, activity is quick, smooth,
and accurate.
Perform a task or activity with
expertise and to high quality without
assistance or instruction; able to
demonstrate an activity to other
learners
Demonstrate, complete,
show, perfect, calibrate,
control, achieve,
accomplish, master,
refine

Category or
'level' of
objectives
which describe the
Articulation Adapt and integrate expertise to
satisfy a new context or task
Relate and combine associated
activities to develop methods to
meet varying, novel requirements
Solve, adapt, combine,
coordinate, revise,
integrate, adapt, develop,
formulate, modify, master
Naturalization Instinctive, effortless, unconscious
mastery of activity and related
skills at strategic level
Construct, compose,
create, design, specify,
manage, invent, project-
manage, originate

Phase 3- Selection of a learning experiences
 A learning experience is something in which the
student actively participate and which results in a
change of behavior.
 The teacher should select only experiences which
will result in desirable outcome in both community
and hospital.
Contn

 CLASSIFICATION OF LEARNING EXPERIENCES
 Direct Learning Experiences
 These are first hand experiences with various objects or
symbols.
 Examples for direct learning experiences are as follows
 Observing samples or specimens
 Experimenting with physical and chemical materials
 Setting up apparatus for experiment
 Operating machines
 Constructing models, charts, plans
 Drawing pictures and painting models
Contd

 Indirect Learning experiences
 Those experiences which are not the first hand
information.
 Reading accounts or descriptions or discussion in
books, journals, magazines and newspaper.
 Observing pictures photos maps and models.
 Listening to oral descriptions and lecture talks.

 Principles to be followed in the selection of
learning experiences
 All learning needs should be in relation to the selected
objectives
 Learning activities should be in relation to those real
life situations.
 Selection should be in away that there is effective
integration between theory and practice
 Reaction sought must be within the range of the
students concerned
Contn

 The same learning exp. will result in several outcomes
and several learning exp. may bring same outcomes
 Learning exp. should be selected in such a way that the
learners are constantly motivated
 Learning exp. Should be planned and organized in such
a way that the student gets meaning out of each
experiences and focus on future needs
 Learning is enhanced by utilizing a wide variety of
teaching- learning methods

 Students will learn effectively if the learning experiences
are satisfactory to them
 Learning experiences should consider the students
ability to undergo the desired changes in behavior
 Learning experiences selected should be according to
the need of the students
 Learning experiences should provide equal or same
chances for all students

Phase -4 – Organization and integration of learning
experiences and content
 After the content knowledge and learning
experiences are selected, they need to be organized
in the curriculum to give a meaningful outcome.
Contn

Principles of organizing and integrating
Available learning situations in
the school
Inputs for effective classroom
interaction
Developmental level of learners
Principles of learning

 Criteria for organizing Learning Experience
 Continuity- The vertical organization of Learning
Experience refers to the relationship existing between
different levels of the same subjects.
 Sequence- Each successive experience not only is built
upon the last one but also goes more deeply and broadly
into the subject. It emphasizes on higher levels of
understanding.
 Simple to Complex
 Easy to Tough
 Known to Unknown
 Normal to Abnormal Eg. Psychology – Psychiatry
Sociology - Community

 Three levels of Sequence
 Logical Order : It is based on concepts or principles of primacy.
 Chronological Order : It places events in successions in terms of
time in which they occur.
 Difficulty: Lessons are arranged in such a way as simple to
complex
 Integration
 Refers to the relationship among the learning
experiences which bring about a unified view.

 Organization of Learning Experience in class room &
clinical area
 Master Rotation Plan
 Clinical Rotation Plan
 Class Room Teaching
 Unit Plan
 Course plan
 Lesson Plan

Definition
Unit – it is described as an organization of various activities,
experiences and types of learning around a central problem or
purpose developed comparatively by a group of pupils under
teacher’s leadership.
Unit planning – a scheme or plan written for the teaching –
learning experiences to be given in the whole session in a unit
of teaching a subject.

Steps in the development of unit plan
The utilization of the outcomes of the evaluation for the proper follow up and
remedial teaching. Provide a list of references for detailed study of particular unit
The use of appropriate evaluation devices for the evaluation of the outcomes of
the teaching –learning process
Selection of appropriate AV Aids to facilitate better learning
Appropriate methods, devices, techniques for proper teaching learning
Laying down of teaching learning objectives of these subunits
A unit is sub divided into suitable sub units or parts
Allotment of working hour for particular unit
Selection of unit from syllabus

The essential activities of unit planning
1. Selection & statement of objectives
2. Selection of type of unit to be used
3. Selection of learning situations
4. Selection of knowledge component
5. Selection of the organizing centers-learning & teaching
activities
6. Selection of methods of evaluation

Importance / advantages of unit planning
 It helps in proper coverage of the syllabus of that
subject within available time & duration of course.
 It provides organization of subject matter and learning
experiences into meaningful units.
 It makes both teacher and the students clear about the
goals & objectives of the content matter to be covered in
the unit.
 It lays stress on the formulation of teaching learning
objectives of the unit in behavioral terms.
CONTN

 A teacher is well informed about he type of methods
and strategies used and the material and resources
utilized for teaching – learning purpose.
 It lays stress on the formulation of teaching learning
objectives of the unit in behavioral terms.
 A teacher is well informed about he type of methods
and strategies used and the material and resources
utilized for teaching – learning purpose.
CONTN

 It helps the teacher to be mentally and professionally
prepared for the fulfillment of his obligations as a teacher.
 It has a proper provision for the diagnosis of the learning
difficulties of the students and subsequent remedial
instruction.
 It has a proper provision for review, recapitualization,
practice and drill work related to the content and learning
experience of subunits.
 It paves a way for proper and appropriate daily lesson
planning.
CONTN

Limitations of unit planning
 Division of contents from the syllabus into units &
subunits is not an easy task. Faulty division creates
hurdles in the teaching –learning process.
 It puts restrictions in the creativity of the teacher.
 The teaching – learning process becomes too much
time bound.
 It makes the teacher too much conscious for the
implementation of the planned scheme.
CONTN

 It makes teaching & learning planning centered
rather than student centered.
 It needs expertise & labour from the part of a
teacher. He takes little interest in planning when he
is overloaded with teaching and other functionary
duties.
 It prevents flexibility in the teaching-learning
process.
CONTN

WHAT IS LESSON PLAN ?
A plan prepared by a teacher to teach a lesson in an organized manner

GESTALT THEORY- lesson plan
 In lesson planning, each unit plays an important role because
the learner usually takes the help of units in understanding the
whole concept.
 The part conveys the whole.
 The meaningful activities are related to each other within a
unit.
 These activities provides the purposeful learning experiences
and the leaner understands the whole concept.

DEFINITION
 Lesson plan is the title given to the statements of achievements to be
realized and specifies means by which these are to be attained as a result
of activities engaged during the period
-
L.S.Bossing-

PURPOSE OF LESSON PLAN
 Ensures definite objective for the days work
 Keeps the teacher on track
 Ensures selection, presentation and interpretation of subject matter
 Helps to choose effective method of teaching
 Enables to evaluate the teaching sessions
 Helps to review the subject and gives up to date knowledge
 Helps to clarify the ideas
 Gives the teacher greater confidence
Contn

 It stimulates the teacher to think of related material , illustrations
and audio-visual aids.
 Enables teacher to organize classroom teaching activities
 Develops reasoning, imagination and decision making ability of
the teacher
 Facilitates micro teaching

PRINCIPLES
 Used as a guide rather than as a rule of thumb
 Teacher must have mastery and adequate training in the topic
 Needs to be fully conversant with new methods and
techniques of teaching
 Needs to classify the material in an organized rather than a
logical fashion
 Must ensure active student participation
 Should use different teaching learning methods

CHARACTERISTICS OF GOOD LESSON PLAN
 Should have clearly stated objectives
 To be linked with previous knowledge of students
 Should show and specify illustrative aids
 Should contain suitable organized subject matter
 Should be divided into units
 It should not make the students passive learner
 There should be flexibility in changing lesson plan.
Contn

 Should include the summary of the whole lesson.
 The lesson plan should be in such a way that it should
provide full justification to all students.
 Should plan for student assignment.
 Must have plan for self –criticisms and self evaluation of
the lesson.

Prerequisites for making good lesson plan
The teacher should have--
 Good knowledge about the student’s interests, traits and
abilities.
 Mastery over the subject matter and adequate training on the
subject.
 Principles of teaching and learning.
 Awareness of individual differences among the students.
Contn

 The knowledge what the students already possess about
the topic
 Organization of the material in a psychological and logical
fashion
 Fully conversant with new methods and techniques of
teaching the subject
 Ensure active pupil participation

STEPS IN LESSON PLANNING
6.Recapitulation
5.Application
4.Generalizations
3.Comparison or association
2.Presentation
1.Preparation or introduction

Preparation or introduction
 Exploration of student’s knowledge which helps to
lead them onto lesson.
 Teacher prepares student to receive knowledge.
 Introduce the lesson by testing previous knowledge.
 It arouses interest and curiosity to learn new
matter.
 Introduction should be brief and to the point.

Presentation
 Aim of the lesson should be clearly stated before
the presentation.
 In teaching –learning process ,both –actively
participate.
 The teacher has to present the topic in enthusiastic
manner
 Learner will be motivated and get interest to learn

Comparison or association
 Quote examples
 Associate facts with example
 So that learner can understand very easily and arrive at
generalization on their own

Generalizations
 It involves reflective thinking.
 Knowledge presented by the teacher should be thought
provoking, innovating and stimulating to assist the students to
generalize the situation.

Application
 The student make use of the knowledge acquired
 What ever they learnt in the theory has to be applied in
clinical field to make learning more permanent and
worthwhile.

Recapitulation
 Ask suitable stimulating pivotal questions to student on
topic.
 The answer will give feed back, regarding the efficacy of
the method of teaching
 Clarification needed or not

TYPES OF LESSON PLAN
Cognitive
domain
Affective
domain
Psychomotor
domain
 Lesson plan related
to knowledge
to appreciation
to skills

Forms Of Lesson Plan
HERBARTIAN APPROACH
BLOOMS OR EVALUATION
APPROACH
(RCEM) REGIONAL COLLEGE OF
EDUCATION MYSORE APPROACH

Herbartian approach/5 step approach
 John Frederick Herbart (1776-1841)- a German Philosopher
and great educationist
 This approach is influenced by classical human organizational
theory
The previous knowledge of the student is considered
in preparing lesson plan ,but their abilities, attitudes and values
are not taken into consideration while designing a lesson plan.

Five steps of teaching unit activities
 Preparation
 Presentation
 Comparison
 Generalization
 Application

Merits of Herbartian lesson planning
 It is logical and psychological
 It assists in making teaching systematic
 It is employed in the teaching of all school subjects
 It is used in achieving the cognitive objective of teaching
 It employs the deductive and inductive methods of teaching
 It is simple and easy approach of lesson planning
 It employs previous knowledge of the students for imparting new
knowledge
 It provides a useful framework, confidence and self reliance by
following these steps and thus making teaching effective

Demerits of Herbartian approach
 It is highly dominated by teacher
 It is suited for knowledge lesson only
 It is highly structured and does not provide opportunities for teacher’s
creativity and originality
 More stress on teaching than in learning
 Is highly loaded by cognitive objectives
 Does not consider the learning structures in organizing teaching activities
 Teaching activities are less meaningful and practical
 There is inactivity on the part of the students

Blooms approach
 B .S . Bloom (1961)
 He has made education as objective centered rather
than client centered
 His approach of lesson planning is termed as evaluative
approach

Features
 All educational activities are objective centered
 The teaching and testing should be objective centered
 The term evaluation concerns with all activities of teaching and
testing
 It does not confine to the students achievement only
 It evaluates the teaching, learning objectives, methods and devices
of providing learning experiences.
 The student performances are evaluated in terms of learning
objectives and not the achievement of the content

Tripolar process in Bloom Approach
Formulating
educational
objective
Creating
learning
experience
Evaluating
change of
behavior

Merits of Blooms lesson planning
 The objectives are written in behavioral terms
 The teaching activities are related to learning structures
 It makes the teaching purposeful and objective centered
 It is based on psychological and scientific principles
 It has greater scope for improving and modifying the learning experience or
teaching activities

Demerits of blooms lesson planning
 It is highly structured and mechanized and does not provide
opportunity for creativity and originality
 It has the greater scope for personal factors of teacher to
influence the planning and organizing teaching activities
 One teaching activity does not confine to one domain. it is
concerned with more than one domain
 The mental process and mental abilities are not taken into
consideration in writing objectives in behavioral terms

RCEM Approach
 Developed by Indian educationists at Regional college of
Education , Mysore
 Design of lesson planning:-
 input
 process
 output

HIGHLY STRUCTURED LESSON PLAN
Time Specific
Objective
Content Teaching
activity
Student
Activity
AV Aids Evaluation
Name of Teacher: Class:
Subject: No. Of Students:
Unit: Date and Time:
Topic of lesson : Duration
Previous Knowledge Of students: Venue:
Methods of Teaching:
Resources:
Central objectives:
Specific Objectives:
Recapitulation:
Assignments:
Reference:

LOOSELY STRUCTURED SESSON PLAN
Time Specific objectives Content Teaching learning
Activity
Name of Teacher
Class:
Subject: No. Of Students:
Unit: Date and Time:
Topic of lesson : Duration:
Previous Knowledge Of students: Venue:
Methods of Teaching:
Resources:
Central objectives:
Specific Objectives:
Recapitulation:
Assignments:
Reference:

Advantages/Disadvantages
Teacher :
 The teacher can plan the presentation in advance,
helping in making the teaching effective
 Helps in apparent time saving and avoids
unnecessary repetition
 New knowledge can be presented which is not there
in the text book
 Teacher can integrate the subject matter
Contd

 It enables the teacher to present a large amount of
information in a short time
 It acts as a plan for self criticisms and self evaluation
Dis Advantage:-
 The main emphasis is given to presentation
 It confines the teaching up to memory level only

Students:-
Merit:-
 A well presented class may increase the student motivation
 Greater scope for improving and modifying the learning
experience
Demerits:-
 Student attention may want the presentation to suit the level of
understanding of all students
 Poor planning and lack of direction of teaching may result in
wasting student time
 Poor lesson plan can make the student a mere passive learner

Guidelines for pupil teachers while doing teaching
practice
 Every activity you undertake needs to be carefully
planned and executed
 Show good taste and neatness in dress
 Be mentally and physically alert
 Make your voice clear ,pleasing and well modulated.
 Prepare your lesson thoroughly and take it into account
the probable questions that may be put to you by students
during the course of your lesson
 Divide your lessons into suitable sections
Contd

 Illustrate your teaching by example
 Use correct and definite language while putting questions
to the students
 Be friendly and understanding but firm in your dealings
with students
 Use audiovisual aids properly
 Teach the whole class and not a few students sitting on
the front benches
 Develop the blackboard summary along with the
development of the lesson
Contd

 Make the blackboard writing very legible
 Put thought provoking questions
 Learn to ride your eyes, through the eyes of the students
 Use refined and sweet language
 Display sense of humor
 Familiarize yourself with the textbook and instructional
materials used in the class
 Ensure your lesson plan is free from mistakes
 Always consult dictionary while planning your lesson
Contd

 Be sure that everything you write on the blackboard
is correct
 Always be punctual in reaching your class
 Make all possible efforts to base the discipline in the
classroom on co-operation rather than moralizing
 Try to forget that you are being watched over by
colleagues and the supervisor
 Do not criticize the regular teachers who are
teaching the class
Contd

 Cultivate the spirit of happiness and success in the class
 Turn your head backward while writing on the board to
ensure that all students are taking interest in the lesson
 Use the pointer to show some places on the map or the
chart
 Avoid mannerisms and pet phrases
 Do not feel nervous when your supervisor visits your class
 Give due attention to the views of the supervisor
 Accept criticism without getting your feelings hurt

Definition
A course may be defined as complete series of
studies leading to graduation or a degree
requiring completion of several short courses.

Purpose of course planning
To ensure autonomy.
It gives stability.
It helps to solve the problem.
It supports the curriculum process.
It secures future progress.
It brings about improvements.
It promotes utilization of resources.

Levels of course plan
 Pertains to organizing the both the content and learning
experiences within a unit or a subject.
 Deals with designing the pattern for the entire program at
the program level.

Principles
 State the objectives in behavioral terms.
 Establish sequence in order of succession, the content
materials has to be organized.
 The teacher should keep in mind
• What should the students learn from the course?
• What should be the sequence of topics/units?
• How much time is to be allotted?
Contd

 Ensure logical & psychological continuity in teaching & learning
process.
 Plan for integration
 Provide cumulative learning by reinforcement.
 Select an approach that is acceptable to all teachers.
 Provide variety in modes of learning.
 Unity curriculum :
 To reduce unmanageable bulk of specialized subjects and bring some
unity into atomized specialization.
 It also reduces the unit to manageable size and serves as a Centre of
organization.

Structure of course plan
 In planning course ,two kinds of planning are involved:
 Identifying the kinds of elements and which specific learning
has to be organized.
 The selection of specific organizing centers which learner’s
entire development will be focused.

Elements of course plan
 Objectives
 Specifications for level of learner and placement within
the curriculum.
 Resources material needed for the course.
 Unit plans
 Evaluation measures
 Bibliography for both teachers and students.

Content of course plan
 Mention the objectives/outcomes to be achieved through the
given course .
 Specify the level of learners
 Brief course description
 Mention the placement of the course within the curriculum
 Organize the content –topic wise, unit wise, lesson plan wise
Contn

 Describe the resource materials and method of teaching.
 Prepare the plan of learning activities for students.
 Describe the procedures for ongoing and terminal
evaluation
 Give references for teachers as well as for students
 Mention place, length of experience, experience record/
cumulative record , observations, procedures, plan for
Rotation with field experiences, supervised and guided
practice

Process of organizing learning experiences
The staff concerned for teaching the course and
administrator of the program will discuss and
agree on the general scheme of organization of
the course for its smooth implementation.
Agreement should be made regarding the
general principles of organization – continuity,
sequence & integration.
Contn

 The basic units should be included.
 Flexible plans should be developed which can be
handled by each teacher.
 The plan should be used for particular activities for a
particular course.

Teacher’s role in course planning
 Teachers plan unit of work.
 He/She should select materials and learning activities
according to the level of students.
 He/ She should plan carefully.
 He / She should avoid gaps and non- projective
repetition in subject matter content.
 He/ She should provide enforcement of previous
learning.
 He/ She has to set up working groups.
Contn

 He/ She should formulate the objectives prior to the
planning.
 He/ She should possess knowledge adequately.
 He/ She should have skills related to the area that they
are teaching.
 The teachers plan should focuses on general objectives
of the course, the unit plan, and the class plan.
 He/ She should be efficient in preparing course plan.
 He/ She should be accountable every steps of planning.
 He/ She should plan equally to all the students.
Contn

At the instructional level, teachers plan
 Basis for planning.
 Units of work.
 Select materials and learning activities.
 Set up working groups
 Arrange the teaching – learning environment.
All the above they have to move the students
towards the goals.

Meaning
 Overall plan of rotation of all students in a particular
educational institution, showing the placement of
students belonging to a total programme including
both theory and practice denoting the study block,
partial block, placement of students in clinical
blocks, examinations, vacation, co-curricular
activities etc.

Definition
 Master rotation plan is an overall plan which shows
the rotation of all the students in a particular
educational institution.
 Master rotation plan denotes the duration of the
placement that includes duration of the placement
that includes theoretical block, partial block and
clinical block.

Purposes
 Gives more information about the entire course plan
 It helps for effective co-ordination
 Helps to prepare both teachers and students in
advance
 It helps to facilitate to do modification in the future
 It helps in effective evaluation
 It gives tentative plan about examination and vacation

Nature of the plan
 It is prepared for the whole year in advance.
 It gives complete and clear picture about the student’s placement
 It must include period of teaching block, practical block, preparation
time, examination and vacations
 Master rotation plan for each year can be prepared separately and
then combined into a single chart
 The teacher should be aware of the students placement
 Overlapping or shortage in particular area can be noted
 The teacher should follow INC and university syllabus
 The teacher should consider all the 3 domains of educational
objective

Principles
 Plan in accordance with the concerned curriculum
plan/syllabus for the entire course/program
 Plan in advance for all students in all years of program
 Plan the activities by following the maxims of teaching
 Select area that can provide expected learning experiences
 Acquaint the clinical supervisor with clinical objectives and
rotation plan
 Provide each clinical experience of same duration to all the
students
 Rotate each student through each learning experience or

Factors to be considered
 Objectives of the courses
 Number of students in the class
 Number of departments/areas
 Size of the departments
 Duration of experience
 Number of persons available for supervision
 INC/university requirements.

Steps in construction of master plan
 Before making MR plan. List down theory and practical hours
prescribed for each subject by the INC
 Weeks available per year =52 wks
 I block = 4 wks, so divide the master rotation plan into 13 blocks
 Depending on the strength of students divide them into groups
 Align groups vertically and blocks horizontally
 On horizontal axis mark 52 weeks
 Enter vacations, examinations as prescribed by the INC/university
 Plan how to divide classes and clinical area- either partial or
complete block. I week =40 hrs Mon-Fri = 7hrs * 5 days = 35 hrs
Sat= 5 hrs; 35+5=40 hrs
 divide the classes and clinical area using different colors or codes
 Make key indicating areas and hours allotted

 Clinical rotation plan is the statement which explains
the order of the clinical posting of various group of
nursing students belonging to different classes in
relevant clinical areas and community health settings
as per the requirements laid down by the statutory
bodies .
Definition

 It will help student to gain maximum experience from
clinical area and community settings
 It will contribute towards the attainment of overall
objectives of the nursing educational programme.
Objectives

 Accordance with the master plan
 It must be made in advance
 Maxims of teaching should be followed
 Principles of continuity , sequence and integration should be
followed
 Enough teaching staff should be present
 Seeking suggestions of nursing staff.
 All the students should get enough experience.
 All the assignments related to clinical area should be finished
before the completion of postings .
 Overcrowding is not advisable.
Principles

 Standards , policies , philosophy , and objectives of
organization.
 Curriculum outline
 Requirements laid down in syllabus
 Course objectives
 INC guidelines
 Nature of clinical facilities available location of the wards.
 Teacher -student ratio.
Factors to be considered in planning clinical
rotation
Contd

 Permission from the authorities and payment of fees
 Formal theory classes.
 Facilities.
 Availability of appropriate time to avoid overlapping of students
 Clinical instructors
 Number of Staff nurses
 Duration
 Size of ward
 Select ward depending on the guidelines
 Adhere to rotation plan.

 Learning by doing
 Conductive environment
 Right clinical areas at the right time.
 Orientation
 Theory before clinical exposure
 Requirements
Planning and organizing clinical experiences

 Philosophy
 Nursing philosophy
 Function of nurse and levels of care
 Course objectives
 Standards
 Availability of infrastructure equipments ad supplies
 Personnel
 Budget
 Field visit.
FACTORS TO BE CONSIDERED FOR
PROVIDING CLINICAL FACILITIES

Principles of selecting learning experience in
clinical area
 Practice type of behavior
 Time and opportunity
 Provide learning situation.
 Possibilities of students
 Mastery of essential information.

ORGANIZATION OF LEARNING EXPERIENCES
 Continuity
 Sequence
 Integration
 Correlation.

 Before the clinical experience he major theory has to be
covered .
 Relationship between theory and practice.
 Different experiences should be provided to reinforce
many activities
 No gap in the clinical experiences.
 Concurrent evaluation to avoid mistakes and
subjectivness.
Role of teacher
Contn

 Avoid over crowding
 Division of students in groups , should be based on
supervisory principle:
 Alphabetical order
 Registered no. of teachers for observation of students
 No of clinical areas to be completed.
 Meaningful experiences
 Flexible and not too rigid
 All procedures have to be observed for each student.
Contn

 Assigning clients depends upon :
 Students level of knowledge and experience
 Faculty member
 Patients point of view, condition wise/system affected .
 Patients need wise .

Phase 5 – Evaluation of the curriculum
 Coming to a conclusion about the success or failure
of the educational enterprise by means of some
measurement or assessment of change in behavior.
 The principles of curriculum development serve as
the basis for curriculum evaluation.
 Evaluation can be short term or long term. Short term
evaluation is a friendly criticism while long term is a
crucial one with deeper impact.

Definition of evaluation
 Evaluation is a systematic assessment of the worth
or merit of some object.
 Evaluation is the systematic acquisition and
assessment of information to provide useful
feedback about some object.

Evaluation strategies
 It means broad, overarching perspectives on
evaluation.
 They encompass the most general groups or camps
of evaluators.
 Any curriculum needs to be evaluated in the light of
the organization in which it is going to be delivered.

 Evaluation of curriculum is made through
evaluation of many aspects such as :
 Psychological or interpersonal skills
 Continuing learning
 Professional satisfaction
 Practice behavior
 Educational achievement and cognitive
development
 Institutional issues
 Student passing rates
 Making of clinical mistakes
 Clinical problem solving
 Educational cost per student

Curriculum change
 Definition
 Curriculum change is defined as the transformation of the
curriculum scheme - for example its design, goals and
content. We need to realize that with every curriculum
change there needs to be clarifications about the
parameters of the change.
- Hooper R

 McNeil categorized curriculum change as follows:
 Substitution – one element may be replaced for
another already present eg. Replacing a textbook
 Alteration – a change is introduced into existing
material in the hope that it will appear minor and
thus readily adopted. Eg; use of scientific calculator
in math class
 Perturbations – are those changes which are
disruptive but the teachers adjust to them within a
fairly short time. For eg. Vice principal changes the
clinical schedule
Contn

 Restructuring – changes that lead to a modification of
the whole school system. For eg. Dual role of teachers
 Value orientation – these are shifts in the fundamental
value orientations of school personnel. Eg; if the newly
joined teachers place more emphasis on physical
growth rather than academic growth of students then
the value orientation of the school changes

Levels of curriculum change
 3 levels :-
 Minor changes – comprises of the rearrangement of the
sequence of the subject content or learning activities or just the
addition of one topic or method to the instructional program.
 Medium changes – may include an innovation like integration of
subjects, a new subject or a new approach to the existing
subject.
 Major changes – will affect many aspects of the curriculum –
content, methods, approaches, materials: subtracting or adding
to what already exists.

Components of curriculum change
Curriculum
change
Curriculum
evaluation
and
student
assessme
nt Policy
dialogue
and
formulation
Curriculum
design
System
managem
ent and
governanc
e
Development
of textbooks
and
teaching-
learning
material
Capacity
building for
curriculum
implement
ation
Processes
of
curriculum
implement
ation

Need for curriculum change
 Too much emphasis on the subject matter without
relationship to the student’s real needs, interests, ability.
 Less or little depth in the subject matter with more
emphasis on memorization rather then understanding.
 Less emphasis on activities.
 Curricula designed on the basis of hospital classification
system of patients (Med-surg, pediatric nsg, psychiatric
nsg, OBG nsg) rather than sound educational rationale.
Contn

 Less emphasis given to core curricular subjects like
nursing administration, nsg education, nsg
research & advanced nursing programs
 Less correlation between theory and clinical
 Little emphasis on the selection of clinical learning
experiences on the basis of objectives rather than
service needs of the hospital

 Very little help is given in applying principles and
theory to practice
 Students receive little or no experience in assuming
responsibilities or in making choices. Everything is
decided for them by the teachers or the
administrators
 Learning experience is planned and directed
without sufficient regard for what is expected in the
learning process

Role of principal in curriculum change
 Act as a passionate leader and role model for education
renewal.
 Understand the need for change as well as the steps to be
taken.
 They should have in-depth knowledge of the planned change
and of the implementation process.
 They should be accessible and willing to communicate with the
others involved in the process.
 They should be able to convince parents on the merits of the
new curriculum and how it can be beneficial to their children.
 They should keep in mind, that even the best –laid plans can
meet unexpected challenges.
 They must be committed to the change and be able to employ a
variety of leadership strategies to meet the needs of teachers.
Contn

 Four styles of decision making by Principal
Tell
decision
Sell
decision
Share
decision
Consult
decision

Role of student in curriculum change
 The students actually do not have much
involvement.
 Students participation can add quality to the
curriculum
 Involving the students can help them to attain their
goals of learning and can make the curriculum actual
need based.
 They can represent the ideas and suggestions of the
student community.

Role of administration in curriculum change
 Provide the staff with an overview of the assessment
throughout the institution.
 Provide guidance in the student assessment by ensuring
link between classroom practice and the standards.
 Initiate and support dynamic approach to curriculum
planning.
 Reevaluate their view about staff development.
 Provide accurate information for completion of exam
entries, class reports, curriculum revision and any other
Contn

 Ensure that there is an effective faculty procedure
for cover situations of all kinds.
 With the faculty team, ensure that the class rooms
used by the team are kept in good order and efforts
are made to display students work.
 Work with the teacher in examination to ensure the
proper conduct of public examinations in faculty
subjects.
 Be actively involved in the recruitment of staff.

Role of the faculty member in the curriculum
change
 Teachers act as change agent
 Review the faculty work annually and use this to draw up a
faculty plan which seeks improvement and reflect the whole
school priorities.
 Develop appropriate resources to personalize teaching learning
process
 Publish current schemes of work and a departmental handbook
and ensure that they are updated.
 Participate in the strategic development of school priorities.
 Be aware of higher career opportunities and educate students

Role of curriculum committee in curriculum change
 Developing and renewing college curriculum and
assessing its quality and effectiveness to its highest
professional standards.
 Implement college curriculum in an organized and
efficient manner.

COURSE EQUIVALENCY
 It is the term used in higher education describing how a course
offered by one college or university relates to a course offered by
another. If a course is viewed as equal or better than the course
offered by the receiving college or university, the course can be
noted as an equivalent course.
 A course equivalency may be unilateral (deemed equivalent by the
receiver) or bilateral (both sender and receiver acknowledge their
acceptance)
 The methods and measures used to determine course equivalency
vary by institution, state, region and country.

Principles
 Courses are regarded as equivalent if they have the
same intended learning outcomes and
consequences and also the same graduate profile.
 Equivalence courses should therefore have the
same overall educational aims and assess their
achievement at the same standard.

Procedure for obtaining equivalency
 The procedure involved for equivalency of foreign
nursing qualification is as follows:
 A transcript performa has to be filled by the concerned
university/board from where the candidate has qualified
his/her training.
 After receiving the transcript it is placed before the
equivalency committee.
 The decision of the equivalency committee is
communicated to the candidate.
 A demand draft of Rs. 1000/- in favor of secretary , INC,
New Delhi towards equivalence fee is required to be
submitted by the candidate.

TRANSCRIPT
Definition
 It is an official copy of a student’s academic record. It
records all courses successfully and unsuccessfully
completed and all courses that were withdrawn after the
registration deadline.

Characteristics
 It is a copy of a student’s permanent academic record
which includes all courses undergone, all grades
received, all honors received and degrees conferred to a
student.
 It may also contain average grade of the class.
 An official transcript is prepared and sent by the issuing
school with the official signature of the school official.
 Transcript can be cumulative record, permanent record
or simply record.

Content of transcript
 Student name / registration number
 Date of issue
 Previous school name, addresses and phone
numbers
 List of courses taken, usually by year
 Course and unit titles
 Year of study and total marks obtained
 Qualification and graduation date

Benefits and uses
 Students:-
 Enables the students to organize experiences and document
accomplishments.
 Assists students with targeting specific skill areas and
competencies.
 Assists students in communicating their campus involvement.
 Assists students with college & university applications,
internship and employment, interview preparation, resume
development and job search.
 Increases students proactive educational planning .
 Helps students communicate and articulate their college
experiences to potential employers.
 Helps students develop personal contact with professional staff
from student affairs and across the campus.

 College & universities
 Allows prospective college & universities to view different
aspects of a student’s ability.
 Provides colleges and universities with information
complementing a students academic transcript and
resume.

 University advisors, faculty and staff
 Serves as a recruitment and retention tool.
 Documents student competencies for accreditation &
outcome assessments.
 Provides advisors, faculty & staff with information that can
assist in fostering student development, decision making
and retention to graduation.

Types of transcript
 2 types
 Official transcripts – an official transcript is sealed in an
envelope by the originating school to prevent tampering.
The student can request the college to directly sent the
transcript to the university/institution required or to your
home.
 Unofficial transcripts – a print can be taken directly from
the school website. It is not sealed in an envelope.

Procedure to request the transcript
 A students signature is required each time the transcript is
requested.
 The request must be in writing and may be sent by fax or by mail
or requested in person.
 The request must include students name, fathers name, students
university registration number, year of passing, address to where
the transcript has to be mailed, student’s signature.
 Any transcript issued to the student will be stamped ‘issued to
student’ and are considered unofficial.
 Official transcripts are marked with the official seal of the
university and are mailed directly by the Registrars office to

CREDIT SYSTEM
 Credit is a unit by which the course work is
measured. It determines the number of hours of
instructions required per week. One credit is
equivalent to one hour of teaching or two hrs of
practical work per week whereas credit point is the
product of grade point and the number of credits for
a course.
 - UGC

Need of credit system in indian
educational system
 UGC has initiated several measures to bring
excellence to the Higher Education System of the
country.
 The imp. Measures taken are innovations and
improvements in the curriculum, teaching-learning
process, examination and evaluation.
 The credit based semester system provides
flexibility in designing the curriculum and assigning
credits based on the course content and hours of

Characteristics
 The term credit has a connotation of achievement or
earning.
 It implies successful completion of a course of study
measured in terms of classroom instruction hours/week in
the courses being studied in that semester.
 It is also an identification for a learning effort.
 It also measures the volume of the content to be delivered
in the course being studied.
 Credit of a course indicates weightage of a course for

Relationship between number of credits
and marks per paper
 1 credit = 25 hrs
 A theory paper with 4 credits shall be assigned 100
marks
 A theory paper with 3 credits shall be assigned 75
marks
 Generally a course shall be 3 or 4 credits or 75 or
100 marks

Advantages
 Students can earn credits at their own pace.
 It promotes student mobility within and between institutions.
 It improves curriculum design and quality of education.
 Promotes the development of multiple entry and exit points and
encourages lifelong participation.
 Facilitates more student centered education and the development of
mass higher education systems.
 Improves the recognition of learning wherever it is achieved.
 Improves quality of qualifications since learning outcomes are clear.
 It allows students to study in the sequence that she prefers.

Curriculum

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