The document discusses modern trends in curriculum development in Kerala, India. It outlines Kerala's efforts to develop the Kerala Curriculum Framework in 2007, which was informed by the National Curriculum Framework of 2005. The curriculum aims to promote social justice, environmental awareness, citizenship, nationalism, human rights, and science and technology. It advocates for learner-centered methods that emphasize direct experience, cooperative learning, and developing inquisitiveness. The curriculum also focuses on vocational training and integrating traditional knowledge with modern science. Overall, the document discusses Kerala's efforts to reform its education system to address the needs of its diverse population and envision a just, equitable and prosperous future society.

1. MANNAM FOUNDATION CENTRE FOR
EDUCATION TECHNOLOGY
PORUVAZHY, EDAKKADU,KOLLAM
2014-2015
ONLINE ASSIGNMENT
Submitted to Submitted by
Rintu Teacher Saranya T S
Natural Science Natural Science
Reg No:18114373023
Submitted on
19-Sep-2015

2. TOPIC: MODERN TRENDS IN
CURRICULUM MOVEMENT IN
STATE –SCERT,KCF2007

3. INDEX
SL No: Contents Page No.
1 Introduction 4
2 National curriculum frame work 2005 5
3 Aims of education 7
4 The Method of learning 9
5 Learning science 11
6 Conclusion 13
7 References 14

4. INTRODUCTION
Kerala views educationas a crucial pat for shaping its
future. To face the challenges of the present-day world, we
have to envision a progressive and comprehensive education
system. However, a close look a society indicatesthe existence
of a section of peoplewho have an intense desire to gain social
and financialsupremacy. Another group is striving hard to free
itself from the clutches of poverty and procure the basic
necessities of life. For attaininga balanceddevelopmentthat
aims at common good, it is essential to place common interest
over personal interest. It is in this context that the wider
meaning of democracy, secularism and social justice gains
ground.
Kerala’s effort to develop a curriculum framework is a
turning pointin the history of the state. It is for the first time
that the state is making such an exercise and it is rooted on the
ideasarticulated in the NationalCurriculum Framework (NCF) -
2005. Whenever curriculum reforms were taken up at the
nationallevel, the state responded to them in the past.
However, the state’s curriculum reform effort gained further
impetus with the formulationof the NationalCurriculum
Framework (NCF) -2005. NCF-2005 and the position papers
provided grounds for introspection and formulation of the
Kerala Curriculum Framework (KCF) -2007.

5. DEVELOPMENT OF THE CONTENT
National Curriculum Framework -2005 and Kerala
Kerala society by and large recognized the relevance of the new
curriculum initiatedby the state in 1997. NCF-2005 gives us
deeper insight to address the problemsKerala encounters in
the present educationalscenario. NCF-2005 has incorporated
the theoretical, ideologicalandhistorical approach that we had
assimilated in our curriculum. Thiscould be treated as a sign of
recognition to Kerala’s vision of education.
Our classrooms in the past reflected the features of an
undemocratic power structure. The prevailingclassrooms
practices then promoted the culture of passive listening. They
were dominatedby the voice of the teacher and the learners
did not have an opportunityto raise questionsor enquire. On
the other hand, the new curriculum gives the learner more
space than ever before for co-operative and collaborative
learning. The rights of the learners have been recognized and
the crucial role of learners in acquiring knowledge has been
established. Thispaved the way for creating a democratic
atmosphere in classrooms. Thus, the construction of knowledge
and its social dimensionshave become complementary.

6. The Vision On The Future Society
Reforms in educationneed to be formulated in tune with the
vision of our society. We need to create a future society that
ensures creative and collectiveinvolvementof all people. Thisis
based on progressive ideas, lessons learned and experiences
gained. Discriminationbased on caste, creed, financialstatus
and gender does not find any place in such a society. We dream
of buildinga society that:
 Values nationalism,self sufficiency, cultural identity,
democratic rights and principles.
 Focuses on the welfare of the poor and the downtrodden
and highlightsa developmentmodel that utilizes resources
in order to get the best results.
 Envisionsa social system that taps human energy for
sustainabledevelopment.
 Ensures collective and co-operative efforts of all. A society
that provides for a justifiableand effective distributionof
wealth.
 Accepts knowledge as wealth for all and realizes quest for
knowledge and critical thinking as the foundationfor the
construction of knowledge.
 Fights against discriminationtowardshistoricallyand
socially marginalizedsections of the society and accords
equal status to both men and women.

7. Aims Of Education
While formulating the aims of educationof the state, we must
envision a society that is capable of nurturing and
strengthening the democratic and secularnature of India. Such
a society envisages an educationalsystem that provides for the
fullest developmentof all without him/her the perceptionthat
his/her prosperity results in the prosperity of his/her family as
well as the society he/she is a part of. In such a society the aims
of education (should cover) can be stated as:
 Social justice
The education system that is envisaged should be capable of
promoting a social order based on equality and justice. This is more so
when we think of the liberation of a society where disparities in terms
of religion, caste, wealth, gender and region exist. Education in such a
society should health in building up a culture of living coexistence.
 Awareness on environment
A comprehensive awareness on the need to protect
environment is the need of the hour. Keeping in mind the
vision of sustainabledevelopment, we need to develop an
attitude in our learners to see meaning in all
developmentalactivitiesin tune with the environment.
They shouldalso developa sense in preserving all available
resources in nature and to utilize them judiciously.

8.  Citizenship
There is a need for empowering each childto grow up
and develop as a responsible citizen of the society. The
civic sense should ideallyincludehistorical awareness and
a balancedpoliticalvision.
 Nationalism
Creating a generation upholdingnationalismrooted in a
universal vision is the need of the times. Human progress
and universal love form the basic dimensionsof such a
vision. While recognizing the pluralityof Indiansociety the
nationalisticvision should help in capturing the meaning of
unity and diversity.
 Awareness of one’s rights
Realizingthe rights accorded to every individualby our
constitutionis of great significance. Educationneedsto
actualize the rights ensured in our constitutionand also
the rights enumerated in UN conventionson children’s
rights (CRC Convention on the Rights of Children),
women’s rights (CEDAW- the Conventionon the
Elimination ofAll Forms of Discriminationagainst Women)
and human rights (UNCHR- United NationsCommission on

9. Human Rights). All children need to developan awareness
of one’s own rights and the rights of others.
 Awareness of science and technology
All learners should get opportunityto acquire current
developmentsin the field of science and technology and
apply the same in real life situations. They need to enrich
their knowledge and skills in tune with such
developments. The process of educationshould have
scope for this.
The Method Of Learning
A curriculum that favors construction of knowledge
becomes the focus today. At the primary level stress is placed
on direct experience. He/she should analyze his/her learning
experiences and arrive at certain conclusions. When there is a
scope to provide direct experience, descriptive approachor a
visual presentationusing technology need not attempted. The
experience providedshould give importance to sensory
perceptionsand co-operative learning.Teachers are part of the
learning process and this process should be enriched with
creative activities includinggames. Each learning instance
should have space for values and attitudes. The learner must be
enabledto interact with everyone in a democratic manner

10. without any kind of discrimination.Right from the lower classes
all the learning activities must focus on developingthe
inquisitivenessof the learner. Experiences and observationsof
the adult should be appropriatelyblendedwith the
observationsof the child who is engaged in investigative
learning.
During this period it is advisablefor all learners to gain
experience as apprentice. For this, job clusters are created at
the Block Level and qualitytraining centers are recognized and
authorized to impart training. Learners will be given
opportunityto get trained vocationsthat are useful to society
such as draftsmen, farmers, dairy farmers, horticulturists,
plumbers, architects, electricians, automobilerepairers,
mechanics, computer hardware technicians, repairers of
electronic equipmentsand mobile phones, lab technicians,
community workers, carpenters, hotel managers, caterers,
cooks, masons, sculptors etc. at different training centers.
Along with the higher secondary certificate, there will be
certification on the skill of the learner in any particular
vocation.On completion of higher secondary, those who opt
for academic pursuit can continue in their respective discipline
while for those who seek job, the certificate will give scope for
employment.

11. Learning Science
During the primitive period of life, human beings explored
the world around them through physical interactions, using
sensory organs and intellect. They observed their surroundings
and analyzed what they perceived. Physical, intellectualand
social interactionswith nature helped them to generated
knowledge and appropriatetools as well. Later, the knowledge
and tools thus constructed socially is termed Science and its
applications,technology. These developmentshelpedin the
survival of human beings. It is the responsibilityof the society
to hand over the knowledge and tools thus generated to the
next generation. While handingover the wealth of science to
the next generation, it is important that the following ideasare
considered:
 Science cannot be viewed as a finishedproduct.
Knowledge is constructed through experience. The
process-oriented method of learning helpsthe learner
construct new forms of knowledge
 Concepts and ideasin science that the learner constructs
should have linkage with real life situations
 Considering the nature of content, science is organized in
terms of Physics, Chemistry and Biology. This form of
organizationdoes not help in understandinghow things

12. exist or events occur in the universe. It failsto provide a
comprehensive understandingof how science is integrally
linked to different spheres of life. What we need in this
context is an integrated idea of science. It is desirable to
branch of Science as different subjects for in-depth study
at higher levels.
 The prevailingdichotomy of theory and practice needs to
be replaced by creating opportunityto form theory based
on practicalexperience.
 Every society has its own traditionalform of knowledge.
Such knowledge needs to be analyzedscientificallyand
what is acceptable shouldbe interrelated with the realm
of modern science.
By interacting with the society, a child developsa
variety of notionsabout the nature of science. The
supremacy of science and the perfection of scientific
theories form a part of this. The personal experience of
the learner through suitable learning activities provides
him/her proper awareness on this. A mere learning of
scientific ideasand theories will not enable the leaner to
understand the nature of science.

13. CONCLUSION
Every childhas a right to qualityeducation.There
should be no discriminationin terms of economic, social,
linguistic or gender-specific status that prevents the childfrom
gaining access to education.The limitedfacilities that are
availableshould not prevent the learner from getting access to
qualityeducation.The argument that facilitiesand
opportunitiesthat make learningeasy must be provided at
school has relevance in this context. The added facilities and
learning times that are extended to be learner at school should
be seen as an initiativefor justice towards the poor and needy.
Likewise, physicalchallenges should not act as a hindrance to
the child in utilizing the facilities at school. To overcome the
physical challenges, appropriatematerial support may be
provided. The school must cater to the needs of such learners.
Inclusive educationshould be given maximum priority. Girls
need to get more opportunitiesat school just as they do at
home and in the society aroundthem. The marginalized
sections of the society shouldbe given educationthat helps
them conserve there cultural identityand linguistic originality.
Curriculum should be flexible enough to accommodate these
aspects.

14. REFERANCE
Kerala Curriculum Framework 2007-SCERT
1) www.scert.Kerala.gov.in
2) https://www.scribd.com
3) www.auburn.edu
4) www.ncert.nic
5) www.education.gov.sc