The document discusses curriculum planning and development. It states that the quality of a school's curriculum shapes the quality of thinking and minds of students. Effective curriculum planning stimulates change, raises awareness, and ensures activities are documented as a resource. Curriculum planning involves setting goals, choosing resources, and assessing progress. The staff room is where teachers can discuss problems, research improvements, and develop a shared vision to enhance student learning outcomes. Evaluation of the curriculum measures the achievement of objectives and smooth implementation of educational programs. Ultimately, the curriculum encompasses all subjects, content, programs, resources, and experiences that occur in school.

1. CURRICULUM
Rita Chatterjee
“The quality of curriculum that a school has, shapes
the quality of thinking that goes on in the school
and therefore shapes the quality of the minds
engaged in the common, curriculum pursuit”

2. WHY PLAN
• To set priorities
• To accomplish short range and long range
goals and perspectives
• Build on strong successful paths of your
pre-thought and discuss to improve the
weak ones
• Reach consensus with the other members
of the school community on the
circumference and reach of the curriculum

3. EFFECTIVE PLANNING
• Stimulates change and improvement
• Helps to identify what will happen and how it should
happen
• Raises awareness and conciousness about the processes
• Ensures documentation of activities which could become
a rich resource for staff room and library
• The curriculum is like a blue print or a road map
• Ensure that the curriculum is adapted and modifies to
suit the children or the processes until it works

4. PRECISELY CURRICULUM IS :
• It is defined as the process of selecting,
organizing, executing and evaluating
learning experiences on the basis of the
needs, abilities and interests of the
learners and nature of society or school
community

5. WHAT IS CURRICULUM PLANNING?
• It is the steps taken towards preparing
assiduously the responsiblities of teaching and
understanding the goals
• Working on curriculum factors
• Smartly choosing learning resources and
classroom procedures
• Assessing and evaluating progress
• Positive thoughts for the next plan

6. IN THE STAFF ROOM
• Discuss common problems
• Reach effective solutions
• Develop functional policies
• Study the capacity of the learners and the environment
• Pace up with up to date knowledge
• Research on how to improve on your own instructions
• Talk of research and evaluation
• Develop a shared vision with the help of the other colleagues and
their expertise
• Develop a cohesiveness in teaching, learning and assessment
practices
• With co-operation of every member in the staff room and circle
time, student learning outcome will improve.

7. THINK - TANK
• The staff room will turn into a curriculum
laboratory where teachers will be learners of
curriculum
• Turn the library into a resource unit – research
on teacher references required for planning
developing and suitable material for chosen
content and topic

8. ESSENTIALS
• Learner centric – teacher should have in mind
that no two persons are alike.
• Every achievement by every individual child
will be considered as self improvement
• The teacher should stimulate direct leaning
process
• Evolve experiential learning processes
allowing the child in their capacity and in their
capability to apply the knowledge learnt

9. • Every topic chosen should be aimed at certain
competencies – abilities of the learner
• Content is to be taught – learning experience
is an activity which results in cognitive and
behavioral changes within the student

10. RELEVANCE OF CONTENT
• Ensure validation of the topic selected to achieve
the stated goals of the curriculum
• Relate learning experience of the learner to real
life like situation within and outside the school
• To keep the learners interest going, the teacher
has to provide interest towards different types of
experiences
• The learning experience must suit the learning
capability and learning characteristics of the
learner.

11. AIMS OF EDUCATION
• Aims of education are reflected in the
curriculum keeping in mind that the aim of
education must be in complete agreement
with the aims of life and society which are
amenable to constant change
• The teacher is considered to be their guide
and the curriculum is their path on which the
school policies are affixed

12. EVALUATION OF CURRICULUM
• Measured by achievement of objectives set in
outlining of the curriculum
• Smoothness in the process of educational
programmes is a measure of successful
curriculum evaluation

13. ULTIMATELY THE CURRICULUM IS
• That which is taught in schools
• A set of subjects
• Content
• A programme of studies
• A set of materials (correct book selection and agreed upon
resource/reference material)
• All that happens in school – enrichment, enhancement classes,
counselling, guidance, enhancement of library/laboratory
resources, is controlled by the curriculum
• For all school programmes, including the policies behind maths,
science, computer, artificial intelligence, art, dance etc is controlled
by the curriculum
• All that the individual learner experiences is because of schooling

14. THANK YOU
Teach to the individual,
not the curriculum