This document discusses curriculum, providing definitions from various sources and approaches to curriculum. It describes curriculum as the educational program of a school or college, including the program of studies, experiences, service, and hidden curriculum. It outlines six approaches to curriculum, including knowledge, activity, living, broad fields, social problems, and emerging needs. The document then discusses curriculum administration, planning, organization, and evaluation. It provides details on the levels and process of curriculum planning.

1. TOPIC : CURRICULUM
PRESENTED BY
OM VERMA
ASSISTANT PROFESSOR
RELIANCE INSTITUTE OF NURSING

2. INTRODUCTION:-
Over recent years the study of the curriculum
has assumed importance in all fields of
education. The school/college curriculum of a
country reflects the traditions, philosophy
values and principles of the country and its
curriculum planning and development has in
itself become a specialized area of education.
A well planned and administered curriculum
contributes to the development of the country
and its people.

3. DEFINITION:
“Curriculum includes all those activities
which are utilized by the school to attend
the aim of education”
(According to Monroe)
“A course especially the course of study
in a university”
(By Dictionary)

4. “Curriculum is a fool in the hands of the
artist (teacher) to mould his material
(pupil) in accordance with his ideas in
his studio (school)
(By Cunninghan
The term curriculum refers to the
lessons and academic content
taught in a school or in a specific
course or program
According to

5. ACCORDING TO ALBERT OLIVER (1977):
curriculum is “the educational program of the
school” and divided into four basic elements:
1) program of studies, 2) program of
experiences, 3) program of service, 4) hidden
curriculum.
DAVID G. ARMSTRONG (1989): "is a
master plan for selecting content and
organizing learning experiences for the
purpose of changing and developing
learners' behaviors and insights."

6. . APPROCHES OF CURRICULUM
There are the 6 types of approaches are found in the
curriculum
Knowledge approaches:
Subjects are selected to transmit the desirable knowledge to
the younger generation certain disciplines are brought
together to form broad-field curriculum or integrated
curriculum. Eg: Theoretical activities.
Activity approach:
Activities are selected to form curriculum. The students
engage themselves in different activities & acquire
knowledge of different subjects incidentally as by products of
their activities. eg Clinical activity.
Living approach:
It is called life-centered education . students learn as they live
there learning experiences. Accept what they have lived &
retain what they have accepted.

7. Broad fields approach:
Organizing the curriculum by combining 2 or
more subject area into a broader field.
Social problem approach:
It consists of organizing curriculum around
major problems in society.
Emerging needs approach:
It focuses on the personal & social needs that
are emerging in the lives of the learners at the
present time.

8. CURRICULUM
ADMINISTRATION –
CURRICULUM PLANNING
CURRICULUM
ORGANIZATION
CURRICULUM EVALUATION

9. 1. CURRICULUM PLANNING -
It is a dynamic nature of human life and essential features of
administrative programs of institution and its concomitant
effect on the educational sense.
Integrated theories of curriculum planning in free India are: -
-Faith in each Indian citizen as an end.
-Building new social; order in India according to the
constitution.
-Democratic way of life.
-Planned national development.
-Scientific and national free approach to the problems of
individual and nation.
-Development of secular outlook and national integration.
-Improvement of economic standards of living.

10. PLANNING OF CURRICULUM-
The “C” of curriculum planning:-
Cooperative: A programme prepared jointly by a
group of persons will be less liable to error than one
prepared by a single person.
Continuous: the preparation of a programme is not a
one shot operation; provision should be made for its
continuous revision.
Comprehensive: In an approach which accepts the
interaction of all the programme components must
be defined with the requisites precision.
Concrete: General and abstract considerations are
not a sufficient basis for drawing up a program.

11. FUNCTIONS:-
i. It promotes in the development of the learner i. e.
language abilities, communication skills.
ii. It makes the man socially effective & happy in
various social settings.
iii. Understands culture heritage, cultural diversity,
and social systems of living.
iv. Promotes the knowledge of scientific methods of
inquiry and its use in solving problems.
v. Appreciation of and readiness to practice in
national goals like socialism.
vi. Increases the ability to appreciate & discover
beauty in various life situations.
vii. Curriculum aims at enabling the learners to
acquire the knowledge develop concepts; inculcate
skills at natioCnal and international level.

12. LEVELS OF CURRICULUM PLANNING
–
Goodland names curriculum in 3 levels –
SOCIETAL CURRICULUM –
The curriculum which is planned for a large
group or class of students. It is planned by
groups outside of an educational institution,
e.g. National league for nursing. They are
more immediately concerned with –
- Determining general characteristics of
curriculum content.
- Sequence

13. Implementation
To prepare the type of nurse practitioner
needed to meet society’s needs for nursing.
There is a significant relationship between
curriculum & the nature of the society which
supports it & to the relative stability or
fluidity of the culture.
Curriculum planning at the societal level can
be helpful to schools through stimulating,
initiating & supporting curriculum studies.

14. INSTITUTIONAL CURRICULUM –
It is planned by faculty for a clearly
identified group of students. It is planned
by groups outside of an educational
institution. It requires a high degree of
self discipline, integrity of personal
character & an ability to cooperate with
others.

15. INSTRUCTIONAL CURRICULUM –
It consists of the content (subject matter&
learning activities) planned day and by week
by a particular teacher for a particular group
of students. It will include;
Essential facts information concepts meaning
principles.
Activities that is necessary for the
development of skills, habits, attitudes, ideas,
and appreciations.
Method that is useful in teaching, supervising,
guiding & evaluating results.

16. CURRICULUM COMMITTEE –
Curriculum policy makers and development –
Curriculum administrator
Principals
School boards
Communities
Law makers
Educational researchers
Teacher educators
Publishers
State developments of education
Parents
Students
Non – school educators
Project directors
Authors
Testers
Accreditors
Polisters
Lobbyists
Philanthropists

17. PURPOSE OF CURRICULUM COMMITTEE –
Review of data regarding
Investigating specific curriculum problems.
Developing plans for particular curriculum purpose.
Steering faculty planning & coordination.
Articulating instructional programmes between teams, grades, subjects.
Planning & organizing staff development activities relating to curriculum
needs.
Conducting curriculum research and experimentation.
Developing innovative proposals.
Preparing curriculum plans in new areas or courses evaluating existing
programs.
Identification of problems for research.
Review of feed back from various sources on the curriculum &
instructional programmes.
Designing appropriate learning opportunities to achieve these goals.
assigning of responsibility for particular programes & students,
Procuring needed materials.
Scheduling instructional groups and facilities.
Defining student evaluation procedures.

18. STEPS IN CURRICULUM
CONSTRUCTION –
4.Evaluation
3.Implementation
2.Development
1.Planning

19. PLANNING PHASE–
To determine the needs and purposes identification and
analysis of existing situation has to be done.
Formulated the philosophy of nursing educational
programme.
Constitute a committee for curriculum preparation.
Objectives should be formulated based on needs, resources.
Involves the influential personalities in preparating
curriculum construction, e. g. nurse educators, and nurse
administrators.
Decide the philosophy and policy of the organization, e.g.
student recruitment, type of educational programme, method
of learning.

20. DEVELOPMENT PHASE–
organization & sequencing of: -
theory
practical’s
supervised clinical practice
individual student rotation plan
Preparation of teaching learning materials,
AV aids.
Curriculum committee, reviews the progress
identifies constraints, assess needs for
modification 7 formation of other standing
committee for management of the curriculum.

21. IMPLEMENTATION PHASE –
actual condition of teaching learning
activities(learner centered, socialized methods)
Conducting practical session in laboratory and
institutional setting.
Refinement of teaching – learning methods.
Assessment of student performances.
Student guidance and council ling services.
Health services.
Curriculum committee meeting
Necessary action

22. EVALUATION PHASE –
Assess the student learning which is
manifestation through knowledge, skills, and
attitudes.
Teaching – learning process.
Effective use of AV aids.
Student’s activities undertaken in the
community and institution setting.
How effective educational experiences.

23. CURRICULUM PROCESS –
The curriculum is based on the philosophy and
purpose of the school or college or university. There
are 5 steps in the development of the curriculum.
There are five phases in curriculum process, which
include as follow: -
Phase I – Formulating the statement of philosophy
of the school or college or university.
Phase II – Establishments of purposes and
objectives of the school or colleges.
Phase III – selection of learning experience to
achieve the purposes and objectives.
Phase IV – Effecting organization of the selected
learning experiences.
Phase V –Evaluations of the total program