PART
1: RATIONALE
Desirable
and feasible
-
Vision:
constitution, state vision, of society, of child, of school [next
workshop]
-
Beliefs and assumptions: child, learning, teacher, why education, equity/diversity
-
Knowledge:
what is knowledge (+ whose knowledge) , approach to subjects – what they mean,
how they are learnt…
-
Ground
realities:
PART 2
Subjects:
what is to be learnt and why, how, what kind of classroom for this subject…
Objectives
at different stages
[based on
PART 1]
PART
3: IMPLEMENTATION
-
Pedagogy
-
Materials [textbook, library, TLM, CALM, etc.]
-
Classroom organisation (especially differential classroom + special
training)
-
Planning
-
Evaluation (CCE)
-
Training + Teacher Support
-
Monitoring and Supervision
[DETAIL]
Three
Parts of Curriculum
Any
curriculum document has three parts:
1.
Rationale
2.
Description
of subjects and learning outcomes
3.
Implementation
imperatives
1. Rationale
This
clearly provides the reasons for everything that is included and is required to
be done. Some of the sources from which the rationale is drawn are:
1.1 Vision
1.1.1
State's
vision (e.g. State Vision 2020)
1.1.2
A.
Vision of the child
B. Vision of the citizen
C. Vision of the society we want
1.1.3
A.
Vision of the kind of classroom/
B. Vision of the kind
of school we want
1.2 Beliefs and assumptions about
1.2.1
Children
1.2.2
learning
(including how children learn),
1.2.3
teachers,
1.2.4
Equity,
1.2.5
aims
of education (including what we mean by all-round education)
1.3 Approaches to
knowledge
1.3.1 In general
1.3.2 For specific
subjects (in language: which languages should a child know, how many and why?)
1.3.3
Across
subjects (e.g. integration or interlinkages)
1.4 RTE mandates and
how they would reflect in the curriculum
1.5 Other aspects you
might consider necessary
1.6 Ground realities
1.6.1 Situation of the
state in general
1.6.2 Specific
situation of children
1.6.3 Situation
regarding
A. teachers,
B. school
and
C. education
system
1.6.4 Hence what needs
to be emphasised / included (e.g. approach to multilingual situation)
1.7 Implications of the above for what
should be included and implementation aspects (such as pedagogy, textbooks,
assessment etc.)
2. Description
of subjects and learning outcomes
2.1 This part describes for each
subject its importance (i.e. why it has been included) and what is worth
stressing in the discipline, how knowledge is to be organised, the subject specific way of learning (or what
the classroom for this subject would be like), nature of materials and their
use, what should be assessed.
2.2 The stage at which the subject
would start would be indicated (e.g. start English in class 1 or 4? Or science,
as separate from EVS , in class 3?)
2.3 The linkages across the subjects
would be discussed. Where integration or overlapping is suggested, this would
be delineated.
2.4 Learning objectives for terminal
stages (e.g. grade 3, 5, 8) would be listed (with some details if required).
They would be in sync with the description of the subject.
2.5 The syllabus can be
developed from this later. It is a more specific document which lays out in
clear terms the sequence of amount of learning for each subject in each class.
It includes the percentage of time distributed to different topics /
objectives, including guidelines for assessment (i.e. what should be assessed,
in what proportion).
3. Implementation
imperatives
3.1 Pedagogy and learning progression:
3.1.1 In order to attain the
above, what teaching-learning methods and processes would be used; what will the critical relationships
be (teacher-student, student-student, student-material, student-environment,
including the community)
3.1.2 How will diversity among
students be addressed? Will they all progress at the same pace, or
differentially? How will the needs of children in special training be
addressed?
3.2
Materials and their use
3.2.1 Textbooks: their role and
nature, numbers (e.g. merge two subjects or have separate books), guidelines
for their development and use), etc.
Other
materials: such as locally available material, prepared material, supplementary
material or workbooks and the like. Where learning packages are being used,
there would be details regarding these.
Library
and its use
Computer
aided learning materials and their use (where applicable, and where states are
seriously examining their use)
3.3 Management of learning:
3.3.1 Classroom organisation /
management: How will the resources (e.g. space, time, materials) be utilised to
optimise learning? How will multi-grade/multi-age contexts be handled? What
will be the role of children in running the class? And should learning
continue to be organised in form of the same old 'periods' or is another way of
organising time required (e.g. flexible sessions, since in any case it is the
same teacher with the class for much of the time?)
3.3.2
Planning
(for teaching): How should the teacher plan her class? The old formats may not
work now
3.3.3
Evaluation:
RTE mandates moving toward CCE. How will this happen>
3.4 Systemic requirements (in light of all the
above)
3.4.1 Standards for school (as laid out in RTE, and
others that the state may prescribe)
3.4.2 Standards for teaching learning process /
teacher performance (as emerging from all the sections above). This should
conform to the RTE mandate of school atmosphere and learning process that
involves children in activity and exploration.
3.4.3
Standards
for teacher training (in order to enable the teachers to attain the performance
standards for training described above)
3.4.4
Standards
for school management (including role of HM), supervision, parents / community
representatives / PTAs / MTAs / SMCs, and academic support (i.e. for all
stakeholders involved)
