The levels of planning discussed in the previous section illustrate what it means to
work on curriculum and thus give some idea of the meaning of curriculum. Let us now
examine some characteristics or principles of curriculum planning as given by Beane,
et. al. ( I986), to arrive at a definition of curriculum planning.
Principle 1: Curriculum planning is concerned with the experiences of
The ultimate purpose of curriculum planning is to improve the learning experiences
provided to the learners. Hence it can be concluded that curriculum planning is essentially
about learning experiences of learners.
. ,
Principle 2: Curriculum planning involves decision about both 'content and
process.
The different levels of planning highlighted the fact that content and instructions are
not independent but interdependent concepts. The curriculum planner should be
concerned not only with what students ought to learn but also how they learn. Since
learning involves doing, curriculum plans without action are incomplete and likewise
plans without a purpose will head-for aimlessness. Therefore curriculum planning
involves decisions about both content and process.
Principle 3: Curriculum planning involves decision about a variety of issues
and topics.
The process of curriculum planning focuses on several issues and topics within a
pal-ticula~a-r ea of instruction. It involves decisions about gbals and objectives of a
programme, curricular approaches, programme of evaluation and need for new
programmes.
Curriculum planning involves decisions about various issues in relation to each other
and not in isolation, for example learning activities are decided in relation to the objectives
of the program etc. Therefore, curriculum planning involves decisions about a variety
of issues and topics.
Principle 4: Curriculum planning involves mariy groups.
In the early twentieth century the popular belief prevailed that curriculum planning
could be done only by scholars and implemented by teachers. As is evident from the
different situations discussed earlier, various participants contribute towards curriculum
planning thereby enriching the plans. Educators have realised that curriculum planning
is not the sole responsibility of any one group but should involve participation of teachers,
shldents, curriculum administrators, citizens, scholars etc. This would result in avariety
of ideas and suggestions and would help to improve the curriculum. The teacher of
course remains the key participant in the curriculum planning process and is ultimately
responsible for implementing thi plan. The underlying principle is that curricul~m
plnn~iingin volves many groups.
Principle 5: Curriculum planning takes place at many levels.
We discussed various situations that described various levels of curriculum planning,
from the national level to the classroom. In order to focus planning on the specific
needs and characteristics of learners it should be done with specific teaching-learning
sihlations in mind. National level planning is as important as local level planning. Planning
at v:u-ious levels ensures participation of different groups. The planning process should
strive to achieve goals framed at all levels. It can be concluded that curriculum planning
takes place at many levels.
Principle 6: Curriculum planning is a continuous process.
The different situations discussed described different phases of the curriculum
planning process. These steps are formulating goals and objectives, defining
organizing centers, selection of learning activities, programme evaluations and
recommendations for its improvement. The process of planning cannot be
compartmentalized, since it is a continuous process, as one process leads to the other.
In order that the cumcular programmes remain dynamic and relevant, the process
should ensure continuity i.e. the cumcular programme should be subjected to periodic
analysis and evaluation and, based on this feedback, the programme should be suitably
modified.
Hence cumculum planning is a contjnuous process.
In the light of the cumculum planning activities discussed above, a comprehensive
definition has been suggested by Beane, et. al. (1986).
"Curriculum planning is a process in which participants at many levels make decisions
about what the purposes of learning ought to be, how those purposes might be carried
out through teaching learning situations, and whether the purposes and means are
both appropriate and effective."
In the following section we shall try to define cumculum and also try to understand
some terms related with curriculum.
work on curriculum and thus give some idea of the meaning of curriculum. Let us now
examine some characteristics or principles of curriculum planning as given by Beane,
et. al. ( I986), to arrive at a definition of curriculum planning.
Principle 1: Curriculum planning is concerned with the experiences of
The ultimate purpose of curriculum planning is to improve the learning experiences
provided to the learners. Hence it can be concluded that curriculum planning is essentially
about learning experiences of learners.
. ,
Principle 2: Curriculum planning involves decision about both 'content and
process.
The different levels of planning highlighted the fact that content and instructions are
not independent but interdependent concepts. The curriculum planner should be
concerned not only with what students ought to learn but also how they learn. Since
learning involves doing, curriculum plans without action are incomplete and likewise
plans without a purpose will head-for aimlessness. Therefore curriculum planning
involves decisions about both content and process.
Principle 3: Curriculum planning involves decision about a variety of issues
and topics.
The process of curriculum planning focuses on several issues and topics within a
pal-ticula~a-r ea of instruction. It involves decisions about gbals and objectives of a
programme, curricular approaches, programme of evaluation and need for new
programmes.
Curriculum planning involves decisions about various issues in relation to each other
and not in isolation, for example learning activities are decided in relation to the objectives
of the program etc. Therefore, curriculum planning involves decisions about a variety
of issues and topics.
Principle 4: Curriculum planning involves mariy groups.
In the early twentieth century the popular belief prevailed that curriculum planning
could be done only by scholars and implemented by teachers. As is evident from the
different situations discussed earlier, various participants contribute towards curriculum
planning thereby enriching the plans. Educators have realised that curriculum planning
is not the sole responsibility of any one group but should involve participation of teachers,
shldents, curriculum administrators, citizens, scholars etc. This would result in avariety
of ideas and suggestions and would help to improve the curriculum. The teacher of
course remains the key participant in the curriculum planning process and is ultimately
responsible for implementing thi plan. The underlying principle is that curricul~m
plnn~iingin volves many groups.
Principle 5: Curriculum planning takes place at many levels.
We discussed various situations that described various levels of curriculum planning,
from the national level to the classroom. In order to focus planning on the specific
needs and characteristics of learners it should be done with specific teaching-learning
sihlations in mind. National level planning is as important as local level planning. Planning
at v:u-ious levels ensures participation of different groups. The planning process should
strive to achieve goals framed at all levels. It can be concluded that curriculum planning
takes place at many levels.
Principle 6: Curriculum planning is a continuous process.
The different situations discussed described different phases of the curriculum
planning process. These steps are formulating goals and objectives, defining
organizing centers, selection of learning activities, programme evaluations and
recommendations for its improvement. The process of planning cannot be
compartmentalized, since it is a continuous process, as one process leads to the other.
In order that the cumcular programmes remain dynamic and relevant, the process
should ensure continuity i.e. the cumcular programme should be subjected to periodic
analysis and evaluation and, based on this feedback, the programme should be suitably
modified.
Hence cumculum planning is a contjnuous process.
In the light of the cumculum planning activities discussed above, a comprehensive
definition has been suggested by Beane, et. al. (1986).
"Curriculum planning is a process in which participants at many levels make decisions
about what the purposes of learning ought to be, how those purposes might be carried
out through teaching learning situations, and whether the purposes and means are
both appropriate and effective."
In the following section we shall try to define cumculum and also try to understand
some terms related with curriculum.
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