Curriculum: of a course, prerequisites, the grading/evaluation scheme,



curriculum emerge from ideas about what should be taught, and learned, and how
such teaching and learning might best be undertaken, and then certified. It refers
to the sum total resources – intellectual and scientific, cognitive and
linguistic, textbook, and adjunct resources and materials- that are brought
together for teaching and learning by students’ in classrooms and other
learning environments. It is very constitutive cultural and scientific substance
of education that is transmitted by the instruction and assessment.

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to the traditionalists view, curriculum consists of a written document which
act as a ground through which pupil and teacher cover to reach the goal or objective
of education. It is developed and organized around social functions of themes, systematized
knowledge and learner’s interests. The subject matter is organized in terms of
knowledge, skills and values.

major components of curriculum comprise of aims and objectives, subject matter
and content, learning experiences and evaluation approaches. Few factors are considered
while composing a curriculum such as environment analysis, needs analysis and the
application of principles.

main objective of curriculum is to enhance student’s growth and development, as
it highlights the emphasis on purposeful activities which are child centred. This
aim can be achieved, by indoctrinating skills, values and attitudes which are essential
for personal improvement and providing learning experiences which increase a
child’s awareness of and responsiveness to the changes in the society.




is considered as an important instrument of structure in a course. It outlines
the goals and objectives of a course, prerequisites, the grading/evaluation
scheme, materials to be used (textbooks, software), topics to be covered, a
schedule, and a bibliography. Each of these components defines the nature of
the learning experience. Goals and objectives identify the expected outcomes
and scope of the course as determined by the instructor or course designer,
restricting the domain of knowledge for the learner.  An organized, comprehensive, easy-to-read syllabus can make a
positive impression on students and familiarize them with the quality of their
experience in the course.

Traditional syllabi are often characterized by a static and
linear learning plan. They usually refer to print versions of textbooks and
reading assignments, tend to present inflexible schedules, and often focus on lecture
and content delivery as opposed to hands-on, collaborative learning where the
classroom environment is primed for the generation of new ideas.


between Curriculum and Syllabus:




curriculum is an extension of schools philosophy as it conveys the overall content
to be taught to achieve educational outcomes.

A syllabus
is a written document which conveys an outline, aims and objectives of one

A curriculum
is wide and general.

A syllabus
is narrow, specific and focused on one subject.

A curriculum
is prescriptive in nature.

syllabus is descriptive in nature.

A curriculum
is uniform and standardized.

A syllabus
is changeable, flexible and varies from teacher to teacher.

A curriculum
helps to develop and enhance students’ personality, values, and attitudes and
inculcates a civic sense.

A syllabus
helps to impart subject related knowledge to the students’.  

is not accessible to students’.

is given to the students at the beginning of the course.

is composed at institute level.  

is developed by an individual.