Analysis of School Curriculum at Different Stages

Introduction

The term curriculum refers to the lessons and academic content taught in a school or in a
specific course or program. In dictionaries, curriculum is often defined as the courses offered
by a school, but it is rarely used in such a general sense in schools. Depending on how
broadly educators define or employ the term, curriculum typically refers to the knowledge
and skills students are expected to learn, which includes the learning standards or learning
objectives they are expected to meet; the units and lessons that teachers teach; the
assignments and projects given to students; the books, materials, videos, presentations, and
readings used in a course; and the tests, assessments, and other methods used to evaluate
student learning. An individual teacher’s curriculum, for example, would be the
specific learning standards, lessons, assignments, and materials used to organize and teach a
particular course.

When the terms curriculum or curricula are used in educational contexts without
qualification, specific examples, or additional explanation, it may be difficult to determine
precisely what the terms are referring to—mainly because they could be applied to either all
or only some of the component parts of a school’s academic program or courses.
In many cases, teachers develop their own curricula, often refining an

(a) Lower Primary Stage:

 (Classes I-IV)- The child should receive instruction in the basic tools of learning such
as reading, writing and computation and should learn to adjust to his surrounding
through an elementary study of his physical and social environment.
For a sound foundation of mother-tongue, no language other than this should be introduced
during the first four years. The curriculum should be gradually
The curriculum at this stage should include:
 One language, the mother-tongue or the regional language,
 Arithmetic,
 Study of the environment (covering Science and Social Studies in classes III and IV),
 Creative activities,
 Work-experience and Social Service
 Health education.

(b) Higher Primary Stage:

 (Classes V-VII) The study of second language will be added to mother-tongue;

arithmetic skill will be used in acquisition of more difficult mathematical knowledge;
 environmental activities will lead to the study of natural and physical sciences,
history, geography and civics.
The constructive and creative skills will provide the basis for the practice of
simple arts and crafts. And the practice of healthy living will serve as foundation
for physical education.
At this stage the curriculum will cover the following:
 Two language; Mother-tongue and Hindi or English; it to be noted that a third
language (English, Hindi or a regional language) may be introduced on an optional
basis.
 Mathematics,
 General Science,
 Social Studies (History, Geography and Civics)
 “Art,
 Work Experience and Social Service,
 Physical Education, and
 Education in Moral and Spiritual values.

(c) Secondary Stage:

 The curriculum should meet the needs of the adolescent individuals as well as the
democratic society in which the child is expected to participate as a citizen on
reaching maturity. The secondary school curriculum should contain necessary
educational elements for cultivation of certain skills, elements, attitudes, and qualities
of character viz. capacity for clear thinking, the ability to communicate easily with his
fellowmen, a sense of true patriotism and an appreciation of the value of productive
work.

 The needs of adolescence are related not only to the acquisition of knowledge and the
promotion of intellectual ability, but the fuller development of physical, emotional
aesthetic and moral aspects of personality. Provision has, therefore, to be made in the
curriculum for the programme of physical education. At this stage (classes VIII-X)
the curriculum should include;

Three languages: Mother-tongue, Hindi and English in non-Hindi area and in Hindi area
mother-tongues (Hindi), English and one of the 15 modern Indian languages other than
Hindi, it may here be noted the a classical language may be studied in addition to the above 3
languages on an optional basis.
  Mathematics,
 General Science,
 History, Geography and Civics,
 Art,
 Work-experience and Social Service,
 Physical Education, and Education in moral and spiritual values.

(d) Subject Areas of Higher Secondary (+2) Course:

The existing one year higher-secondary course will soon cover a two- year period after the 10
years schooling pattern. The whole question of higher secondary curriculum will have to be
carefully examined and details worked out by an expert body consisting of representatives of
the Universities, State Board of School Education and State Department of Education. The
curriculum will cover a large area than that of the 10 year pattern of curriculum as follows:

 Any two Indian languages including M.I.L. English and any classical language,
 Any three subjects from among History, Geography, Economics, Logic, Psychology,
Sociology, Art, Physics, Chemistry, Mathematics, Biology, Geology, Home Science
and an additional language,
 Work-experience and Social Service,
 Physical Education,
 Art and Craft, and
 Education on Moral and Spiritual value.