1. The document discusses the principles of curriculum construction and outlines 10 key principles that educationists have laid down for developing curriculum. 2. The principles include ensuring the curriculum is child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, promotes renewal, is creative, motivating, and appropriate to students' maturity levels. 3. Effective curriculum construction should take into account students' needs and interests, the environment, ways to engage their interests, and teaching approaches that support effective learning.

1. MILLATH
COLLEGE OF TEACHER EDUCATION
(Affiliated to the University of Kerala)
SOORANAD, KOLLAM – 690 522
ONLINE ASSIGNMENT
B.Ed. COURSE 2013 - 2014
Name of Student Teacher…....LEKSHMI M S……..
Subject………SOCIAL SCIENCE……………………………
Reg.No..………13375012…………………………………………
Certified Record Of ………………………………………
Register No. ………………………for the year 2013 - 2014
Examiner Lecturer Principal

2. 2
TITLE
PRINCIPLES OF CURRICULUM CONSTRUCTION

3. Introduction
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Curriculum is the crux of the whole educational process. Without
curriculam, we cannot conceive any educational endeavour.
The term curriculam is derived from the latin word currere which
means path, In this sense curriculam is the path through which the
student has to go forward inorder to reach the goal envisaged by
education.

4. Principle of curriculum construction /Development
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Educationists have laid down certain general principles for developing
curriculam some of these basic principles are indicated below.
1. The principle of child‐centrelness
Curriculum should be child‐centred. It must be based on the
needs, requirments and circumstances of the child. The child
needs more experience than instruction.
2. The principle of community‐centerdness
Besides treating each child as an individual, we should also
view him as a member of the community to which he
belongs. In fact, the learner is going to be an active member
of the community as a a citizen. It is there for,quite desirable
that his needs and desires must harmonies with the needs
and desires of those amongst whom he has to live.
3. The principle of activity –centredness
Action is the sign of life. Man is an active being. There for the
curruculum should provide for a variefy of activities both
physical and mental in which children are naturally
interested. The activity must be connected with the childs
desires and needs as well as societal and educational
requirements.
4. The principle of integration
By integration we do not nerely mean integration of subjects.
What is required is the integration of the childs needs on the
one hand and the needs of the democratic society on the
other.
5. Forward looking principle
The aim of education is to prepare the child for an effective
adult life. There fore, the curriculum should reflect an insight
in to the future life of the child.

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6. Conservative principle
The curriculum should preserve and transmit the traditions
and culture of human race. It should embrace such subjects,
topics or activities by which students should cultivate a sense
of respect for their traditors and culture.
7. Renewal principle
While conserving and transmiting the cultural heritage,
education should cater to renewal of theculture to suit the
requirments of changing times.
8. Creative principle
God has created the universe and men have created a variefy
of things in it. By nature,man is creative. Therefore education
should be so moulded as to enable one develop ones creativity.
9. Motivation principle
The curriculum should be tailored to suit the needs and
interests of the pupils. It must be goal directed. It should thus
motivate the pupils to actively participate in the learning
process with an innate desire arising out of intrinsic
motivation.
10. Maturity principle
The curriculum should be suited to the mental and physical
maturity of the pupil.

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Conclusion
Curriculum is therefore, very comprehensive in its scope. It
touches all aspects of the life of the pupil. The needs and interests
of pupils, environment which should be educationally congenial to
them, ways and manners in which their interests can be handled
and warmed up, the procedures and approaches which cause
effective learning among them.