The document discusses the meaning, functions, and principles of curriculum construction. It defines curriculum as the totality of a student's educational experiences, including both instructional goals and the planned interactions between students and educational content. Curricula can be standardized or flexible. The functions of curriculum include developing theoretical frameworks and translating them into materials for teachers. Principles of effective curriculum construction include being child-centered, community-centered, balanced across different subject areas and skills, meeting students' needs, and having utility in preparing students for further education and life.

1. ONLINE ASSIGNMENT

2. TOPIC
CURRICULUM- MEANING,
FUNCTION, PRINCIPLES OF
CURRICULUM CONSTRUCTION

3. CURRICULUM MEANING
In education, a curriculum is broadly defined as the totality of student
experiences that occur in the educational process. The term often refers
specifically to a planned sequence of instruction, or to a view of the student's
experiences in terms of the educator's or school's instructional goals. In a 2003
study Reys, Reys, Lapan, Holliday and Wasman refer to curriculum as a set of
learning goals articulated across grades that outline the intended mathematics
content and process goals at particular points in time throughout the K–12
school program. Curriculum may incorporate the planned interaction of pupils
with instructional content, materials, resources, and processes for evaluating the
attainment of educational objectives. Curriculum is split into several categories,
the explicit, the implicit (including the hidden), the excluded and the extra-
curricular. Curricula may be tightly standardized, or may include a high level of
instructor or learner autonomy. Many countries have national curricula
in primary and secondary education, such as the United Kingdom's National
Curriculum.
CURRICULUM FUNCTIONS
The function of external development is to elaborate theoretical conceptions of
society, knowledge, teacher, and learner, and to translate these conceptions into
coherent curriculum materials, each of which serves as a clear-cut alternative
available to teachers. The function of user development is to construct images
of particular instructional settings by matching a variety of theoretical
conceptions with the exigencies of these settings, and to translate these images
into a curriculum-in-classroom use. Curriculum is a systematic and intended
packaging of competencies (i.e. knowledge, skills and attitudes that are
underpinned by values) that learners should acquire through organised learning
experiences both in formal and non-formal settings . Good curriculum plays an

4. important role in forging life-long learning competencies, as well as social
attitudes and skills, such as tolerance and respect, constructive management of
diversity, peaceful conflict management, promotion and respect of Human
Rights, gender equality, justice and inclusiveness. At the same time, curriculum
contributes to the development of thinking skills and the acquisition of relevant
knowledge that learners need to apply in the context of their studies, daily life
and careers. Curriculum is also increasingly called upon to support the learner’s
personal development by contributing to enhancing their self-respect and
confidence, motivation and aspirations.
RINCIPLES OF CURRICULUM CONSTRUCTION
Curriculum organisation is a scientific process which involves basic principles
on which itscredibility exists. It is not just collection of topics, because it
reflects ethos (philosophy / culture)of the society: themes of the subject and
learning variability
1.Principle of Child-Centeredness
Curriculum is mainly for the students. So, the age, interest, capability,
capacity,aspiration, needs and psychology of the learner should be taken in to an
account.
2.Principle of Community-Centeredness
The social needs and the local needs of the learner should
be taken in toaccount while we construct the curriculum. It should be
reflect the values of democracy,ethos and main concerns of the country.
3.Principle of Balance / Integration
It is also called principle of Integration. The curriculum should
integrate:1. Cognitive, affective and psychomotor objectives and abilities2.
Knowledge and experience3. Objectives and content4. Child’s activity and needs

5. with the society needs and activity.It should be related to the social environment
of the students. Here the equal/balance importance should be given to the need of the
Child and need oftheCommunity.
4. Principle of Need
Curriculum helps in fulfilling the various needs of the learner. Each
learner hashis needs which are generally related to physical, emotional and
social development. A wellplanned curriculum provides all such
opportunities through many fold activities whichsatisfies the need of the
learner. It should not be merely the academic but it should includeall other
equally important activities too.
5. Principle of Utility
One of the purposes of education is to prepare the child for living and
learning.This is the most important consideration, so that the child can live a
fruitful and self-fulfillinglife. Curriculum should provide rich experiences, both
academic and social to the students.The content, activities and experience
of the curriculum at a particular stage / grade areuseful to the learner for
the further/higher studies