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Curriculum transaction

This document discusses curriculum transaction, which involves effectively planning and implementing curriculum contents based on listed aims and objectives, and providing learning experiences for students. It involves clear planning, organization, implementation, review, teamwork, communication, time management, and understanding students. Curriculum transaction is based on factors like social philosophy, national needs, course structure, exams, government, human development theory, and committee recommendations. It requires active contributions from students, teachers, parents, administrators, and writers, and the intended curriculum is transformed through these interactions from its idealized design in actual classrooms.

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DR. KIRTI MATLIWALA M.Sc., M.Ed., Ph.D., PGDRM, PGDET, PGDPC, CIC, G-SET, NET
 It is the effective and desired implementation of the curriculum contents on the basis of aims and objectives listed in the curriculum.
 Curriculum Transaction incorporates effective planning for providing learning experiences for its learners, organization of planning, administration/implementation of the organized planning and evaluation of the implementations by the implementer and the experts in the relevant field.
 Planning  Clarity of thought  Organizing  Knowing how we will transact  Review of the work  Team responsibility  Clarity of communication  Addressing different levels of children  Knowing, observing and understanding children at all times  Time management  Alertness  Material organization  Room set up  The way we reach out to the children  Ready alternatives  Always being alert
Bases of transaction of curriculum  Social philosophy of the society  National needs  Nature of course of study  Type of examination system  Form of government  Theory of human organisation  growth and development of students  recommendation of commissions and committees
In contrast, we feel that curricular transactions are a series of micro-operations which will have to involve the active and motivated contributions of several participants such as  pupils,  teachers,  parents,  school administrators,  textbook writers etc.
 In the process, the intended (official or mandated) curriculum gets transformed in various ways owing to these mediations. From this it follows that what finally reaches or is realized in classrooms in particular schools is quite different from what is idealized at the design and formulation stage.
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