The document discusses curriculum at different levels - national, state, school, class and related issues. At the national level, the central government establishes board education policies and the National Council of Educational Research and Training (NCERT) provides support and guidance on curriculum matters across India. At the state level, state governments are heavily involved in establishing curriculum standards within their framework, though local needs are not always considered. At the school level, the curriculum refers to the specific set of courses and activities offered by each school to meet student and community needs.

1. Curriculum Visualized at
Different Levels- National
Level, State Level, School
Level, Class Level and
Related Issues

2. INTRODUCTION
In India, the central government establishes
Board Education Policies for school
curriculum development and management
policies. These serve as guidelines for the
states.

3. INTRODUCTION
Education in India is provided by the public sector,
private sector, with control and funding coming from
three levels – Central, State and Local. Though the
curriculum at school level is decided basically by the
state government, there is flexibility to adopt the
curriculum at state, local and school levels.

4. Curriculum
visualized at
NationAL Level
01

5. In developing a society, first, the school curriculum
particularly in higher education must be developed to
preserve the country’s national identity and to ensure its
economy’s growth and stability. The nation has its role
in providing education to its citizens. It is the
responsibility of the Nation to frame an effective
curriculum for its students for effective learning and to
their bright future.

6. Curriculum at national level is a common
program of study in schools that is designed
to ensure nationwide uniformity of content
and standards in education. It is usually
legislated by the national government,
possibly in consultation with state or other
regional authorities.

7. The national curriculum is a set of subjects
and standards used by primary and
secondary schools. It covers what subjects
are taught and the standards children should
reach in each subject.

8. National Council of Educational Research and
Training [NCERT] is the apex body that looks
after curriculum-related matters for school
education across India. The NCERT provides
support, guidance, and technical assistance to a
number of schools in India in many aspects of
enforcement of education policies.

9. Protection of
environment, protection
of natural resources
Providing compulsory
education to all
children
Providing equal
opportunity to all
children
Aims of curriculum at national
level
Existence of
10+2+3 pattern of
education

10. Framing the national
curriculum framework
Bringing awareness
about different culture
and social system
Fixing minimum level
of learning for each
level of education
Aims of curriculum at national
level
Appreciation of the
country’s cultural
heritage.

11. Strong commitment to
human values and to
social justice
Development of
knowledge, skills,
competence, attitudes,
values
Fixing minimum level
of learning for each
level of education
Aims of curriculum at national
level
To improve the
quality of life of our
children.

12. Ensuring the learning
shifts from rote methods
Raising student
achievement levels.
Improving quality of
education
Aims of curriculum at national
level
Providing diverse
and integrated
learning experiences
to children.

13. FEATURES OF NATIONAL
CURRICULUM FRAMEWORK.
Child-centered
and activity-
based
approaches in
executing
curriculum
Restructuring
the
examination
system,
continuous
comprehensive
evaluation which
includes school
and out-of-school
activities.

14. FEATURES OF NATIONAL
CURRICULUM FRAMEWORK.
Developing
human
resources to
achieve aims of
national
development.
Broad foundation
of general
education at
primary and
secondary levels
Selection of
content which
helps in
achieving
minimum level
of learning

15. Curriculum-related
issues at National
Level

16. Focus on
product
instead of the
process.
Focus on
societal needs
as compared
to individual.

17. Standards are
written and
enforced by non-
educators
❑ Lack of
Creativity
❑ Imposed
ideologies

18. Lack of student
teacher
interaction
Leads to testing
lower level
knowledge
comprehension

19. Lack of student
teacher
interaction
Leads to testing
lower level
knowledge
comprehension

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21. Curriculum
visualized at
STATE- Level
02

22. In developing a society, first, the school curriculum
particularly in higher education must be developed to
preserve the country’s national identity and to ensure its
economy’s growth and stability. The nation has its role
in providing education to its citizens. It is the
responsibility of the Nation to frame an effective
curriculum for its students for effective learning and to
their bright future.

23. Curriculum at state level defines what
students should know and be able to do at
each grade level in their content areas –
Languages, Science, Social Sciences, Physical
Education, Technology education,
Mathematics are studied.

24. The curriculum should align with content
standards and assessment programme.
Objectives of curriculum provide teachers
with very clear information about what
specific learning should occur. States frame
their own curriculum based on National
Curriculum framework.

25. The States are heavily involved in the
establishment, selection, and regulation of
curriculum, teaching methods, and
instructional material in their schools.
Consequently, each state has different
standards and policies which may impact the
quality of education offered.

26. State governments have insight into the kinds
of skills that are useful to the local economy
and can often recommend specific classroom
materials. An important consideration is the
age, maturity and sophistication of the
students to which educational materials are to
be prevailed. It especially takes care of the
cultural settings of the state.

27. functions seem
to be essential
at the state
level

28. States are responsible for developing
curriculum frameworks. The term is used
here to mean a set of statements guiding the
standards for and development of curricula,
along with a general description of the
state’s assessment program. Broad goals
should be kept in mind

29. States are responsible for and implementing
tests and other performance measures.A
limited approach is best, states should focus
their assessment efforts on the subject areas
of languages, Science, Mathematics, Arts etc.

30. Assessment should be limited to three
transition points grades 5,8, and 12, such a
limited approach would give the state
officials, district leaders, public, sufficient
information to make major decisions without
devoting too much time and energy to
testing.

31. The state should provide school districts
with the resources needed to develop and
implement high-quality curricula. Adequate
fiscal resources and effective technical
assistance seem to be the most important

32. State Frameworks should be carefully
evaluated while they are being produced.

33. It should be aligned with
expectations
It should be clear,
understandable and
consistent.
Standard to be followed by state
The content and application
of knowledge should be
assessed by higher-order
skills.
It should be built upon
strengths and current state
standards.

34. SCERT

35. The National Council of Educational
Research and Training (NCERT) maintains a
network of field offices to keep a close
liaison with State Government. At present,
these offices have been established in
different States and Union territories.

36. State Council of Educational Research and
Training (SCERT) is one of these offices. It
came into existence on 5th January 1979 as a
result of transformation and upgradation of
the former State Institute of Education
(SIE).

37. State Council for Educational Research
and Training (SCERT) is an apex body,
responsible for quality education in the
state. It is entrusted with planning,
implementation and evaluation of all
academic programs from pre-school to
higher secondary levels.

38. SCERT is concerned with academic
aspects of school education including
formulation of curriculum, preparation
of textbooks, teacher’s handbooks and
teacher training. It advises the
Government on policy matters relating
to school education.

39. FUNCTIONS OF
SCERT

40. To raise the quality of school education
by improving the attitudes, increased
application of knowledge and enhanced
teaching skills of teachers.

41. • To prescribe curricula and textbooks
for the school and teacher training
institution level.
• To conduct studies and investigations
on the various problems of education.

42. Through working to empower teachers,
tries to ensure that every child in shall
receive learning that helps them to be
happy, responsible, healthy and
productive citizens

43. To develop and cultivate tolerance and
inclusiveness as the hallmark features
of school education.
To explore and develop new methods
and techniques for effective teaching.

44. To organize and implement the special
educational projects sponsored by
UNICEF, NCERT, and other agencies for
qualitative improvement of school
education and teacher educators.

45. To arrange in-service training for
different categories of teachers, inspect
officers and teacher-educators, and
coordinate the work of other agencies
operating at the state level.

46. Curriculum-related
issues at State
Level

47. Local needs and
preferences are not
considered by local
authorities.
Existence of
disagreement

48. Curriculum standards
are often not
supported by other
systemic changes
State initiatives may
be seen as fragmented
and often
contradictory.

49. Limited resources
and accompanying
reducing staff.
Differences in
standards that
affect the quality of
education

50. Probable solutions
to the issues

51. Upgradation of
standards
Focus on new
approaches to
make students
learn efficiently

52. State standards should
set according to the
needs of local
schools.
The emphasis in
assessment to
improve students’
performance

53. Efforts made in
upgrading the
teacher’s quality
Appropriate teacher
recruitment process
should be adopted

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55. Curriculum
visualized at
SCHOOL- Level
03

56. School curriculum refers to a particular set
of courses that a school or governing body
designates but may also refer to a variety of
activities designed to foster education and
meet the needs of a learning community.

57. In school curriculum, we see all the courses offered
by an educational institution that are planned, and
devised by the government or boards.
They have consistently been endeavoring for
meaningful learning for the students in affiliated
schools for meeting the challenges of the present and
the future.

58. It focuses on creating a learning environment
that helps develop confident and enterprising
citizens who would promote harmony and
peace and bring glory to this great Nation.

59. Schools offer a curriculum that is effective
for students and easier for teachers to do their
job, schools make necessary changes that will
help both teachers and students get through
the year better.

60. Aims of Curriculum at School
Level.
To enhance
self-
awareness
and explore
innate
potentials.
To promote
capabilities
related to
goal setting
To
inculcate
values

61. Aims of Curriculum at School
Level.
Help to acquire the
ability to utilize
technology and
information for the
betterment of
humankind
To promote
physical fitness,
health and well
being

62. Aims of Curriculum at School
Level.
Foster cultural
learning and
international
understanding
in an
interdependent
society
Promote
skill
developme
nt
Provide
total
learning
experience

63. FUNCTIONS OF
CURRICULUM AT
SCHOOL-LEVEL

64. Develop the school’s vision of a high-quality
curriculum building on the vision of the
district.
Supplement the educational goals.

65. Develop its own program of studies
within district guidelines.
Develop a learning cantered schedule.

66. Determine the nature and extent of
curriculum integration.
Provide staff development for all teachers
who will use the curriculum guide.

67. Monitor and implementation of the curriculum.
Evaluate the curriculum.
Note: Overall administration of school
education is shared by the central department of
education and the state ministries of education.

68. Points to be
considered while
framing curriculum at
school level

69. Curriculum in school must be based on
legitimate, pedagogical concerns. These
concerns include teaching material/classroom
expression.

70. The school curriculum can be enriched with
local stories, history, and community
experiences.

71. At primary education, curriculum is a cultural
reproduction. This image assumes that the
school curriculum should be directly linked to
the cultural aspects and it should reflect the
culture within the school, community, and the
broader society focusing on productive and
meaningful learning experiences through
curriculum

72. the curriculum should be learner-centered
with school being a place where students
would be acquiring various skills, building self-
concept, a sense of enterprise, aesthetic
sensibilities, and sportsmanship.

73. To foster core competencies in learners, the
curriculum encompasses seven major learning
areas from scholastic and co-scholastic points
of view. Scholastic—— Languages, Social
Sciences, Mathematics and Science. Co-
Scholastic—— Work Education, Art Education,
Health and Physical Education.

74. Curriculum-related
issues at School
Level

75. Lack of
focus on
skill
development
Lack of
Teamwork

76. Applying a
prescribed
curriculum to all
types of students.

77. Probable solutions
to the issues

78. Teacher
should be
well trained
Teachers should
update their
knowledge and
have mastery
over their
content

79. Individual
differences
must be take
care of
Focus on
skill
development

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81. Curriculum
visualized at
CLASS- Level
03

82. A classroom curriculum can be described as the
teaching and learning that takes place in
classrooms and other educational settings. At the
heart of the classroom curriculum are teachers’
decisions based on evidence about student
learning and effective practice.

83. The curriculum in the classroom refers to the
lessons and academic content taught in a
school or in a specific course or program.

84. The classroom curriculum identifies the
learning outcomes, standards, and core
competencies that students must
demonstrate before advancing to the next
level.

85. The Classroom curriculum reassures students
that they are on right track to reach their
goals and achieving desired skills.

86. Thus, classroom curriculum determines how
to teach a subject and sequence concepts to
be taught in such a way that it flows, hand-on
classroom activities can be integral to any
subject, which enhances students’
experiences.

87. Some important questions related
to class curriculum are:
• What is important to be
given?
• Where are my students at
present?
• What strategies are most likely
to help my students to learn?

88. Some important questions related
to class curriculum are:
• What are the next steps to
be followed to make
learning more effective?
• What happened as a
result of the teaching?

89. Class Syllabus includes –
• Goals and objectives of learning,
materials, and expectation from the
students’ [Knowledge and Skills].
• Available materials include
whole school, year level, and
classroom planning linked to
curriculum learning areas.

90. Class Syllabus includes –
• Goals and objectives of learning,
materials, and expectation from the
students’ [Knowledge and Skills].
• Available materials include
whole school, year level, and
classroom planning linked to
curriculum learning areas.

91. Class Syllabus includes –
• Schools can adopt materials to
suit individual students’ learning
needs and local context.
• In classroom, students learn
because of the way in which
the work of the school is
planned and organized

92. A Lesson Plan is used by the teacher in
classroom. The lesson in each piece of
curriculum are designed to help every style of
learning and support students with varying
emotional and behavioral needs.

93. The day-to-day lessons and activities should
always support the learning goals articulated
by the curriculum. Students appreciate
understanding what their learning goals are
and how each lesson brings them closer to
understanding.

94. The teacher develops their own unit plan
which helps to master specialized classroom
discourse. A unit plan enables teachers to
think carefully about research-supported
teacher-learner content interactions, within a
unifying theme.

95. A unit plan guides the sequence and process
of skills and knowledge acquisition described
in more granular detail by lesson plans.

96. Classroom
functions with
respect to
curriculum:
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97. To enrich
the
curriculum
To
individualize
the
curriculum
Develop a
long-term
planning
calendar to
implement
the
curriculum.

98. To evaluate
the
curriculum
To Emphasize
individual
differences
among
students.
To
implement
the
curriculum,
helping all
students to
achieve
mastery

99. Curriculum-related
issues at Class
Level

100. Curriculum is
not helping to
develop
personality of
a child.
Lack of empathy
and support
between
students

101. Lack of
Teamwork
Applying a
prescribed
curriculum to
all types of
students.

102. Lack of
Cultural
sensitivity
Lack of Values
and
motivations

103. Inadequate
emphasis on
learner needs and
interests as well as
their
developmental
levels.
Large
Classroom size
affects
teaching

104. Socio-economic
background
Affects student
learning in
classroom.
Too much
indulgence in
social media
distract them
from studies

105. Students’
negative
attitudes and
behaviour
hamper their
learning
Too much Parent
involvement –
Interfering with
the educational
process

106. Probable solutions
to the issues

107. Flexibility,
Intention, and
Judgement are
needed by
teachers in
classwork
Cultural
sensitivity in
activities

108. Catering to
Individual needs,
and interests
will enhance
student learning
Social
adaptation and
development of
the learner
should be
emphasized.

109. The classroom
size should not
be large
Parental
support and
cooperation is
the need of the
hour.

110. Curriculum should cater to
the child’s needs, development
of teamwork, individual
differences, teacher role, and
quality aspects.

111. THANK
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