Curriculum design MCQ Quiz - Objective Question with Answer for Curriculum design - Download Free PDF

The correct answer is 'Spiral curriculum'

Key Points

• Spiral curriculum:
  • A spiral curriculum is an educational approach where complex ideas are introduced at a simplified level initially and are revisited at more complex levels later on.
  • This method allows children to build upon what they have learned through concrete experiences, gradually increasing their understanding and mastery of the subject.
  • It is designed to reinforce learning by building on previous knowledge, making it easier for students to understand and retain complex concepts.
  • The concept of the spiral curriculum is attributed to Jerome Bruner, an influential cognitive psychologist.

Additional Information

• Overt curriculum:
  • This refers to the explicit, formal curriculum that includes the courses, lessons, and learning activities students are required to complete.
  • It is the official and structured educational content provided by educational institutions.
  • Unlike a spiral curriculum, it does not specifically emphasize revisiting topics at increasing levels of complexity.
• Hidden curriculum:
  • Hidden curriculum includes the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school.
  • This may involve norms, values, and beliefs conveyed in the classroom and the social environment of the school.
  • It is not a structured or deliberate part of the formal curriculum like the spiral curriculum.
• Informal curriculum:
  • Informal curriculum refers to the learning that occurs outside the formal academic curriculum, such as through extracurricular activities, peer interactions, and other social experiences.
  • It is often spontaneous and unstructured, unlike the systematic approach of the spiral curriculum.
  • While it contributes to the overall educational experience, it does not specifically focus on revisiting and building upon complex ideas in a structured manner.

The correct answer is 'Curriculum design'

Key Points

• Curriculum design:
  • Curriculum design refers to the process of creating an educational curriculum that outlines the materials, lessons, and assessments to be used in an instructional program.
  • It involves selecting and organizing content, determining learning objectives, and choosing appropriate teaching methods and assessment strategies.
  • The aim of curriculum design is to create a structured plan that guides educators in delivering effective instruction and achieving educational goals.

Additional Information

• Curriculum change:
  • Curriculum change refers to the process of modifying and updating the existing curriculum to address new educational standards, advancements in knowledge, or changes in societal needs.
  • It is not the initial design but rather the adaptation and enhancement of the curriculum.
• Curriculum evaluation:
  • Curriculum evaluation involves assessing the effectiveness and impact of the curriculum on student learning outcomes.
  • It is focused on measuring how well the curriculum meets its goals and identifying areas for improvement.
• Curriculum criticism:
  • Curriculum criticism entails the analysis and critique of the curriculum to identify biases, gaps, and areas that may not be inclusive or effective.
  • This process helps in refining the curriculum but does not involve the actual design or arrangement of materials.

The correct answer is 'Input'

Key Points

• Input:
  • The Input aspect of the CIPP (Context, Input, Process, Product) model of curriculum focuses on the resources necessary for the effective functioning of the school.
  • This includes material resources such as textbooks and equipment, time resources including scheduling and time allocation, physical resources like infrastructure and facilities, and human resources which encompass teaching staff, administrative personnel, and support staff.
  • The main goal of the Input evaluation is to determine what resources are required to achieve the educational objectives defined in the Context phase.

Additional Information

• Context:
  • The Context aspect involves assessing the needs, problems, and opportunities within the educational environment.
  • This helps in establishing goals and objectives, and determining the relevance of the curriculum to the needs of the students and the community.
• Process:
  • The Process aspect focuses on the actual implementation of the curriculum and the instructional strategies used.
  • It involves monitoring the delivery of the curriculum and the teaching-learning process to ensure that it is carried out as planned.
• Product:
  • The Product aspect evaluates the outcomes of the educational process, including student performance and achievement.
  • It assesses whether the goals and objectives set during the Context phase have been met.

The correct answer is 'Robert Stake'.

Key Points

• Congruence-Contingency Model:
  • This model was developed by Robert Stake.
  • It focuses on evaluating how well educational programs align (congruence) with their intended outcomes and how effectively they adapt to changing conditions (contingency).
  • The model emphasizes the importance of context and the specific needs of the stakeholders involved in the educational process.
  • It allows evaluators to take into account both the goals of the curriculum and the real-world application and outcomes.

Additional Information

• Ralph Tyler:
  • Ralph Tyler is known for developing the Tyler Model of curriculum evaluation, which focuses on defining educational objectives, selecting learning experiences, organizing them, and evaluating their effectiveness.
• Malcolm Provus:
  • Malcolm Provus developed the Discrepancy Model, which focuses on identifying discrepancies between actual and desired performance in educational settings.
• Daniel Stufflebeam:
  • Daniel Stufflebeam is known for the CIPP Model (Context, Input, Process, Product), which provides a comprehensive framework for evaluating all aspects of educational programs.

The correct answer is 'Objectives, Content, Learning Experiences and Evaluation'

Key Points

• Curriculum Design:
  • Curriculum design is the process of conceptualizing and structuring the educational experiences provided by an institution.
  • It involves defining the objectives, selecting content, determining learning experiences, and establishing evaluation methods.
  • This structured approach ensures that educational goals are met effectively and that students receive a comprehensive learning experience.
• Objectives:
  • Objectives are clear statements of what students are expected to learn and achieve by the end of the course or program.
  • They provide direction for both teaching and assessment.
• Content:
  • Content refers to the subject matter or information that students are expected to learn.
  • It includes topics, concepts, and skills that are deemed essential for achieving the learning objectives.
• Learning Experiences:
  • Learning experiences are the activities and interactions designed to help students acquire and apply knowledge and skills.
  • These can include lectures, discussions, projects, experiments, and other instructional methods.
• Evaluation:
  • Evaluation involves assessing students' learning to determine whether the educational objectives have been met.
  • It includes a variety of assessment methods such as tests, quizzes, assignments, and observations.

Additional Information

• Materials, Learning Experiences, Pedagogy and Examination:
  • While these elements are important in the educational process, 'Materials' and 'Pedagogy' are more specific components of 'Content' and 'Learning Experiences' respectively.
  • 'Examination' is a subset of 'Evaluation'. Thus, this option is not as comprehensive in defining curriculum design as the correct answer.
• Students, Teachers, Syllabus and Evaluation:
  • This option focuses on the stakeholders and structural elements of the educational system rather than the process of curriculum design itself.
  • 'Syllabus' is part of the 'Content', and while 'Students' and 'Teachers' are crucial, they are not components of curriculum design.
• Family, School, Workplace and Records:
  • This option lists various contexts and administrative elements rather than components of curriculum design.
  • These elements relate more to the broader educational environment and record-keeping rather than the curriculum structure itself.

Curriculum design

• Curriculum design focuses on the creation of the overall course blueprint, mapping content to learning objectives, including how to develop a course outline and build the course.
• Each learning objective is met with assessment strategies, exercises, content, subject matter analysis, and interactive activities.
• Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of curriculum (instructional blocks) within a class or course.
• It is a way for teachers to plan instruction. When teachers design a curriculum, they identify what will be done, who will do it, and what schedule to follow.
• The ultimate goal is to improve student learning, but there are other reasons to employ curriculum design as well.

Types of Curriculum Design

1. Subject-centered design:
   • Subject-centered curriculum design revolves around a particular subject matter or discipline.
   • For example, a subject-centered curriculum may focus on math or biology.
2. Learner-centered design:
   • learner-centered curriculum design takes each individual's needs, interests, and goals into consideration.
   • In other words, it acknowledges that students are not uniform and adjust to those student needs.
   • Learner-centered curriculum design is meant to empower learners and allow them to shape their education through choices.
3. Problem-centered design:
   • Problem-centered curriculum design is also a form of student-centered design.
   • Problem-centered curricula focus on teaching students how to look at a problem and come up with a solution to the problem.
   • Students are thus exposed to real-life issues, which helps them develop skills that are transferable to the real world. 

Dimensions of curriculum design:

1. Scope:
   • define as all the content, topics, learning experiences, and organizing threads comprising the educational plan.
   • The term broad, limited, simple, general is a few of the words that can describe the scope.
2. Sequence:
   • ​contents and experiences are arranged in a hierarchical manner where the basis can either be the logic of the subject matter or on the developmental pattern of growth of the cognitive, affective, and psychomotor domain.
3. Continuity:
   • vertical repetition and recurring appearances of the content provide continuity in the curriculum.
   • This process enables the learner to strengthen the permanency of learning and development of skills.
4. Integration:
   • ​“Everything is integrated and interconnected. Life is a series of emerging themes”. This is the essence of integration in the curriculum design.
5. Articulation:
   • It can be done either vertically or horizontally.
   • In vertical articulation, contents are arranged from level to level or grade to grade so that the content in a lower level is connected to the next level.
   • Horizontal articulation happens at the same time as social studies in grade six is related to science in grade six.
6. Balance:
   • equitable assignment of content, time experiences, and other elements to establish balance is needed in curriculum design.
   • Too much or too little of these elements may be disastrous to the curriculum.

Conclusion:

• Students and their learning needs are at the center of effective curriculum planning and assessment.
• Curriculum designs provide clear relationships between and among the different elements of the curriculum: objectives, contents, activities, and evaluation.
• Curriculum planning and assessment recognize that learning occurs along a continuum.
• This allows teachers to embed relevant formative and summative assessment strategies into classroom practice.
• Curriculum design processes are essential to effective learning experiences across education and professional contexts.
• Without effective curriculum design processes, learners often lack the structure and guidance necessary for optimal learning and organizations lack the ability to effectively measure results and optimize their return on investments. 
• The different dimensions emphasize continuous and cumulative learning, the arrangement of learning objectives, the interrelatedness of objectives, etc.
• Articulation helps to connect the content of the lower level to a higher level. It also connects the content of the same level.

Hence, option (3) is correct.

Key Points

So the correct answer is 4) A - II, B - IV, C - I, D - III.

CIPP is a program evaluation model which was developed by Danial Stufflebeam in 1960. It is an acronym for Context, Input, Process, and Product . CIPP is a decision focused approach to evaluate and emphasize the systematic provision of information for program management .

Key Points CIPP model focuses on continuous improvement by concentrating on four areas of a program / project .It provides holistic view of every element by evaluating context, input, process, and output from each and every angle. The areas are given below:-

• Context - To define, identify, and address the needs of the target population like- Beneficiaries, Needs, Resources, Problems, Background, Environment etc.
• Input - The input aspect of the model focuses on the material, time, physical, and human resources needed for the effective working of the school. This includes things like textbooks, classroom space, teachers, and other staff.
• Process - Focuses on the running of the program and teaching learning process, Implementation decision are taken like- Develop, Implement, Monitor, Feedback  etc.

   Thus, the option 2nd is correct .

• Product - Focuses on outcomes, not on the grades but the skill, attitudes, knowledge and learning like- Impact, Effectiveness, Transportability, Sustainability, Adjustment etc.

  CIPP model provides holistic view of every element by evaluating context, input, process, and output from each and every angle.

  CIPP model focuses on the context for the evaluation of teaching learning and development process. 

Additional Information CIPP model is a qualitative evaluative approach. In this model Information is gathered by using the senses and are subjective as compared to quantitative .

 Hence, Input aspect of CIPP model of curriculum involves material, time, physical, and human resources needed for the effective working of the school .

The concept of Instructional Design can be traced back to as early as the 1950s. But it wasn’t until 1975 that ADDIE was designed. Originally developed for the U.S. Army by the Centre for Educational Technology at Florida State University, ADDIE was later implemented across all branches of the U.S. Armed Forces Important Points

Statement I : ADDIE model of instructional design is an acronym for the five phases : Analysis, Design, Development, Implementation, Evaluation. 

• Analysis: The analysis stage was originally conceived to analyze the tasks associated with the training.
• Design: The focus of the designer in this phase is on the target audience. It is also here that the program matches the level of skill and intelligence that each student/participant shows .
• Development: This stage determines all goals, tools to be used to gauge performance, various tests, subject matter analysis, planning and resources. The Development stage starts the production and testing of the methodology being used in the project.
• Implementation: The implementation stage reflects the continuous modification of the program to make sure maximum efficiency and positive results are obtained
• Evaluation: The last stage of the ADDIE method is Evaluation. This is the stage in which the project is being subjected to meticulous final testing regarding the what, how, why, when of the things that were accomplished (or not accomplished) of the entire project

Statement II : Remembering, Understanding, Applying, Analysing, Evaluating, and Creating are core components of Bloom’s taxonomy of learning objectives:

• Memory level teaching emphasis on presentation of fact and information and it’s all about CRAMMING. Knowledge or information is gained by the learner through memorization. It is the initial stage of teaching and induces the habit of ROTE Learning of facts and subject matters .
• Memory level teaching is the prerequisite for the understanding level of teaching as it talks about the generalization of principles, theory, and other key important facts. This helps to build the thinking level of students to make use of their acquired knowledge based on previously known facts and subjects
• Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories.
• Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. 
• Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose.

Hence, we can conclude that Statement I is incorrect but Statement II is correct.

CIPP model is an evaluation model for curriculum evaluation given by Stufflebeam in 1983 which includes four elements: C- Context, I- Input, P- Process and P- Product. This model can be effectively used for evaluating the quality of education at school.​

• context evaluation, which continuously assesses needs and problems in the context to help decision-makers determine goals and objectives;
• input evaluation, which assesses alternative means for achieving those goals to help decision-makers choose optimal means;
• process evaluation, which monitors the processes both to ensure that the means are actually being implemented and to make the necessary modifications; and 
• product evaluation, which compares actual ends with intended ends and leads to a series of recycling decisions.

Hence, the correct match is:

Key Points

The major components of curriculum design are:

1. Objectives: The objectives of a curriculum are the goals that it is designed to achieve. Objectives should be specific, measurable, achievable, relevant, and time-bound.
2. Content: The content of a curriculum is the knowledge, skills, and understanding that students are expected to learn. Content should be aligned with the objectives of the curriculum and should be relevant to the students' needs and interests.
3. Learning experiences: Learning experiences are the activities that students engage in to learn the content of the curriculum. Learning experiences should be active and engaging and should provide students with opportunities to apply what they are learning.
4. Evaluation: Evaluation is the process of assessing student learning. Evaluation should be used to track student progress, identify areas where students need additional support, and make necessary adjustments to the curriculum.

The four components of curriculum design are interrelated and should be considered together when designing a curriculum. For example, the objectives of the curriculum will inform the selection of content, the learning experiences will be designed to help students achieve the objectives, and the evaluation will be used to assess student learning and make necessary adjustments to the curriculum.

Hence, Curriculum Design conceptualizes the curriculum and arranges its major components as Objectives, Content, Learning Experiences & Evaluation.

Curriculum development can be defined as a step-by-step process used to create positive improvements in the courses. A school curriculum is a complete set of organized experiences in the school. It includes aims, objectives, teaching strategies, and all teaching-learning aids to cater totality of student's experiences that occur in the educational process.

Key PointsCurriculum development has four major steps as described below:

• Formulation of educational objectives (Objectives are set first and then the content is planned)
• Selection of Teaching-Learning experiences (methodology)
• Organization of Teaching-Learning experiences and
• Evaluation of Learning Objectives/Outcomes
• Feedback

All these steps are interrelated.

Thus, it can be concluded that objectives, content planning, methodology, assessment, evaluation, feedback are the correct sequence of the curriculum design process.

Curriculum:

• The curriculum is the outline of concepts to be taught to students to help them meet the content standards.
• Curriculum refers to an interactive system of instruction and learning with specific goals, contents, strategies, measurement, and resources.
• A curriculum refers to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education.

Evaluation: Evaluation is a systematic process of collecting and analyzing data in order to determine whether and to what degree objectives have been achieved.

Curriculum evaluation:

• Curriculum evaluation is an essential phase of curriculum development. Through evaluation, a faculty discovers whether a curriculum is fulfilling its purpose and whether students are actually learning. 
• The term ‘curriculum evaluation’ has historically been used to refer to the evaluation of curriculum products and to the evaluation of curriculum programs within specific field contexts. Curriculum products such as textbooks or natural curricula are evaluated prior to large-scale implementation using pre-specified external criteria, outcome data from field trials, or both.

Evaluation Models

1. Bradley’s Effectiveness Model
   • Bradley’s (1985) book Curriculum Leadership and Development Handbook provides 10 key indicators that can be used to measure the effectiveness of a developed curriculum.
   • This book provides indicators that can help measure the effectiveness of a developed or written curriculum. For purposes of the classroom teachers, some of the statements were simplified.
2. Tyler’s Objectives-Centered Model:
   • One of the earliest curriculum evaluation models, which continues to influence many assessment projects, was proposed by Ralph Tyler (1950).
   • Tyler's goal attainment model or sometimes called the objectives-centered model is the basis for most common models in curriculum design, development, and evaluation. 
   • Tyler's model obtains the curriculum objectives from three sources: 1) the student, 2) the society, and 3) the subject matter.
   • The Tyler model is comprised of four major parts. These are: 1) defining objectives of the learning experience; 2) identifying learning activities for meeting the defined objectives; 3) organizing the learning activities for attaining the defined objectives, and 4) evaluating and assessing the learning experiences. 
3. Stufflebeam’s Context, Input, Process, Product Model:
   • CIPP model is an evaluation model for curriculum evaluation given by Stufflebeam in 1983 which includes four elements: C- Context, I- Input, P- Process, and P- Product. This model can be effectively used for evaluating the quality of education at school.
   • the Stufflebeam model provides a means for generating data relating to four stages of program operation:
   • context evaluation, which continuously assesses needs and problems in the context to help decision-makers determine goals and objectives;
   • input evaluation, which assesses alternative means for achieving those goals to help decision-makers choose optimal means;
   • process evaluation, which monitors the processes both to ensure that the means are actually being implemented and to make the necessary modifications; and product evaluation, which compares actual ends with intended ends and leads to a series of recycling decisions.
4. Scriven’s Goal-Free Model:
   • Michael Scriven (1972) was the first to question the assumption that goals or objectives are crucial in the evaluation process. In conducting a goal-free evaluation, the evaluator functions as an unbiased observer who begins by generating a profile of needs for the group served by a given program. Then, by using methods that are primarily qualitative in nature, the evaluator assesses the actual effects of the program. If a program has an effect that is responsive to one of the identified needs, then the program is perceived as useful.
   • It is a kind of evaluation, in which the evaluator conducts evaluation without particular knowledge or reference to stated or predetermined goals and objectives.
   • The goal free evaluator attempts to observe or measure all actual outcomes, effects, or impacts, intended or unintended, all without being cued to the program’s intention.

5. Stake’s Responsive Mode/Congruence-Contingency Model
   • Stake’s model of curriculum evaluation is more than just an evaluation process.
   • the responsive model is based explicitly on the assumption that the concerns of the stakeholders—those for whom the evaluation is done—should be paramount in determining the evaluation issues.
   • There are six key terms, broken down into two groups of three, that we need to know in order to understand Stake’s model and they are as follows.

• Development Stage
  • Potential prerequisites: The prerequisite is another way of saying “before” or the state of the context before the intervention of teaching. This includes student’s attitude, motivation, prior academic performance, teacher characteristics, and more
  • Potential Curriculum: Potential curriculum is the “dream” curriculum that is developed. It includes everything that the teachers want to do.
  • Potential results: Potential results are what the teachers hope to see as a result of the use of the curriculum.
• Evaluation Stage
  • Prerequisites applied in context: In the evaluation stage, the evaluators determine what prerequisites actually impact the curriculum.
  • Evaluation of operational curriculum: The Operational curriculum is what was actually used.
  • Actual results: Actual results are the real performance of the students.

6.   Eisner’s Connoisseurship Model:
   • Elliot Eisner (1979) drew from his background in aesthetics and art education in developing his “connoisseurship” model, an approach to evaluation that emphasizes qualitative appreciation.
   • The Eisner model is built on two closely related constructs: connoisseurship and criticism. Connoisseurship, in Eisner’s terms, is the art of appreciation—recognizing and appreciating through perceptual memory, drawing from experience to appreciate what is significant. Criticism, to Eisner, is the art of disclosing qualities of an entity that connoisseurship perceives.

Key Points

Conclusion: Evaluation models are used in the curriculum as a process for assessing the appropriateness of a curriculum for a context. As with approaches to curriculum evaluation, evaluation models can be divided into scientific and humanistic models. Every model of curriculum evaluation has some merits and demerits. From the above discussion, it is clear that the congruence- contingency model was proposed by Robert Stake. Stake’s Model provides evaluators with an opportunity to compare the desired outcome with the actual outcome. Hence, option (3) is correct.

A curriculum is the combination of instructional practices, learning experiences, and students' performance assessments that are designed to bring out and evaluate the target learning outcomes of a particular course. So, Curriculum is a guide for teachers and evaluators

​​There are six important aspects of a curriculum that explain the concept of the curriculum itself.

• The overall curriculum gamut revolves around design, developments, evolving an appropriate delivery strategy, and finally undertaking Learning outcomes and system and course evaluation process. These are not detachable, having linkages and chaining process.
• A curriculum is a planned activity undertaken in an educational institution. It is a planned all learning outcome of an institution, otherwise called “thinking before doing.”
• Any curriculum has four basics, viz; social forces, knowledge of human development as provided by the accepted theory/theories, the nature of learning, and the nature of knowledge and cognition. 
• The goals/purposes of a curriculum are reflected in the set of educational objectives that accompany it. These objectives are the end and the given curriculum is a means to achieve them. Hence the curriculum has to be in consonance with the objectives of education.
• A curriculum facilitates the planning of instruction by teachers. You are expected to understand the social force that operates in society, various stages of human development, and their peculiar characteristics. You should also understand the factors that influence the process of learning and the nature of knowledge and cognition. Due to the intimate knowledge of children, and also how various educational objectives can be attained by children, teachers can plan a set of learning experiences that flow from a given curriculum. The quality and relevance of learning experiences determine the effectiveness of curriculum implementation. Hence, ​Curriculum means a relevant set of learning experiences.
• The teacher plans the same set of learning experiences for all students in the class. However learners differ in terms of the learning experiences, and their level and quality of participation, due to individual differences and variation in their social backgrounds Due to this, every learner has an actual curriculum that is different from the actual curricula of other learners in the same class.
• Due to the gap between the intended curriculum and the transacted curriculum as reflected by the individual learner’s actual learning, the teacher’s role assumes critical importance. A teacher should not only provide flexible arrangements but also meaningful alternatives in learning. These demand professional decisions from teachers in terms of the objectives, bases, and criteria of the given curriculum. Hence, Curriculum implies transactional as well as evaluation strategies.

Curriculum Design

• Curriculum design focuses on the creation of the overall course blueprint, mapping content to learning objectives, including how to develop a course outline and build the course.
• Each learning objective is met with assessment strategies, exercises, content, subject matter analysis, and interactive activities.
• Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of curriculum
• The ultimate goal for curriculum design is to deepen learning and support students in gaining important core competencies such as critical and creative thinking, skillful communication, and demonstrating care for self and others.

Constructivist curriculum.

• A constructively oriented curriculum presents an emerging agenda based on what children know, what they are puzzled by and the teachers' learning goals.
• Thus, an important part of a constructivist-oriented curriculum should be the negotiation of meaning.
• In a constructivist curriculum, the educator must make room to ask open-ended questions.
• This pushes the learners to look at things past their factual sense and be able to think critically about them.
• This way the students are not only learning from the activity but they also, “learn how to learn.”
• A concept map of the curriculum to students can increase their awareness of the importance of prerequisites and taking classes in a specific sequence.
• Understanding how classes are 'tied' together will motivate students to perform better in class

Therefore, In Concept mapping as a tool for curricular choice,  approaches to curriculum design, constructivist orientation will be manifest.

Bases of Curriculum design

A curriculum is designed on the basis of four questions: 

1. What is expected to be done? 
2. What content is to be included? 
3. What strategies, resources, and activities will be employed?
4. How will the results of such a design be appraised? 

The paradigm presented by Giles, el. al. (1942) suggests continuous interactivity between the four Components i.e. decisions made about one component will influence the other. There are four bases of any curriculum social forces, human development, the nature of learning, and the nature of knowledge and cognition.

1) Human Development

• Various aspects of human growth and development are accomplished partly by the structured curriculum in use in the school and partly by society.
• Knowledge about human development can help the teacher develop a curriculum. The curriculum thus developed must include various aspects of the development stage not only in terms of age cohorts but also differences among children from the same age cohort.

2) Social Forces

• The social forces in a society influence the functioning of schools directly as well as indirectly. 
• These social forces are reflected in social goals, cultural uniformity and diversity, social pressures, social change, future planning, and concepts of culture. The curriculum design includes the socio-cultural background of the learner.
• Our country is multicultural and has a long recorded history, the social forces represent a bewildering variety as well as complexity; these social forces determine the social agenda of education. 
• The curriculum reflects contemporary social forces and helps shape society.

3) Nature of Knowledge and Cognition

• The nature of knowledge and cognition is yet another basis of the curriculum. 
• What distinguishes knowledge from information? How do children transform information into knowledge? What knowledge is most worthwhile? What is the nature of thought processes? How are various thought processes and cognitive process skills related to each other? These questions have interested teachers, psychologists, researchers as well as philosophers. Answers to these questions can help educationists organize knowledge in the curriculum. It has been established now that learners have their own preferred learning styles and strategies.
• It includes the cognitive characteristics of the learner. A good curriculum should therefore provide alternative paths for learning according to different learning styles of students.

4) Nature of Learning

• Various aspects of the learning process have been well researched though we have not been able to reveal the entire process. 
• This has given rise to a number of learning theories chief among these being the behaviouristic theories and the cognitive theories. 
• These learning theories recommend different approaches to the task of curriculum planning. 
• Curriculum specialists cannot ignore the role of these theories because most of these are scientific in their orientation.

Hence, we conclude that for addressing the needs of learners through a curriculum design the above bases have to be relied upon and given consideration.