CRITICAL ANALYSIS OF CHEMISTRY CURRICULUM
WITH
SPECIAL REFERENCE TO NATIONAL CURRICULUM
FRAMEWORK-2005(NCF-2005) AND NEP2020(NATIONAL
EDUCATION POLICY)
CURRICULUM
Curriculum is derived from a latin word ‘currere’ meaning to run. It is compared with race course which is run
across by a student to arrive at his destination.
It is perhaps best thought of as sum total of all deliberately planned set of activities which facilitate learning and
which are designed to implement specific educational aims. It is a plan to explain what concepts are to be
transacted and what knowledge, skills and attitudes are to be deliberately fostered. It includes statements of
criteria for selection of content, and choice of methods for transaction of content as well as evaluation.
It is concerned with• the general objectives of education at a particular stage or class;
• subject-wise learning objectives and content;
• course of studies and time allocation;
• teaching-learning experiences;
• teaching-learning aids and materials;
• evaluation of learning and feedback to learners.
In other words, curriculum is a complete plan for implementation of educational aims. Curriculum
should respond to the new developments and the concern of the country. NCF-2005 recommends that
emphasis should be laid on the active participation of the learner in the construction of their knowledge.
The National Curriculum Framework-2005 provides following guidelines for curriculum development
The criteria used for the development of syllabi by NCERT in 2005, evolved from NCF-2005 are listed
below:
• Appropriateness of topics and themes for the relevant stages of children’s development from a
psychological point of view.
• Continuity from one level to the next.
• Interdisciplinary linkages between topics listed for different school subjects which fall under discrete
disciplinary areas.
• children’s everyday experiences and knowledge derived from them.
• Infusion of environment-related knowledge and concern in all subjects and at all levels, treating
‘environment’ as a holistic expression, covering nature, all forms of life, human values and socio-economic
and cultural meanings of environment.
• Sensitivity to gender parity, peace, health and the children with special needs.
• Integration of work-related attitudes and values in every subject and at all levels.
• Need to nurture aesthetic sensibility and values by integrating the arts and India’s heritage of crafts in every
aspect of the curriculum.
• Linkage between school and college syllabi avoiding overlapping.
• Using the potential of educational technology which includes the new information technology in all
subjects.
• Encouraging flexibility and creativity in all areas of knowledge and its construction by children.
Science Curriculum For Different stages1) Primary stage- At this stage of formal education, it is advisable to include science as a general
science.
2) Middle level- At this stage, different branches of science can be proposed such as physics,
botany, biology with their relation and facts.
3) High and higher Secondary stage- This is that stage of education in which is laid the foundation
for future life of students. The subjects selected at this stage determine the professional life of a
child. The teaching of science is divided into two parts at this stage:
a) Curriculum of general science which is compulsory for all.
b) Specific science curriculum related to optional subjects.
General science course should include suitable topics of different branches of the following
sciences:
(i) physics, (ii) chemistry, (iii) biology, (iv) hygiene and physiology, (v) geology, (vi) astronomy,
(vii) geography, (vii) home science.
The Chemistry Syllabus is taught from the lower classes as it is considered as one among the main subjects when students
reach the Class 12. It is interrelated to many other topics such as physics, Biology, and Mathematics, or says something like
all of these three go hand-in-hands. The chemistry classes should involve fun, application of maths , logics and more facts
about the origin of life and discoveries. The syllabus should be designed in such a manner to give a comfortable learning
experience for every student.
The curriculum of Chemistry at Senior Secondary Stage aims to:

promote understanding of basic facts and concepts in chemistry while retaining the excitement of chemistry.

make students capable of studying chemistry in academic and professional courses

expose the students to various emerging new areas of chemistry and apprise them with their relevance in future studies and their
application in various spheres of Chemistry and technology.

equip students to face various challenges related to health, nutrition, environment, population, weather, industries and agriculture.

develop problem solving skills in students.

expose the students to different processes used in industries and their technological applications.

apprise students with interface of chemistry with other disciplines of Chemistrysuch as physics, biology, geology, engineering
etc.

acquaint students with different aspects of chemistry used in daily life

develop an interest in students to study chemistry as a discipline.

integrate life skills and values in the context of chemistry.
CHARACTERISTICS OF AN EFFECTIVE CHEMISTRY
CURRICULUM
The following principles are used in the design of the Chemistry Curriculum framework.
(1)
(2)
(3)
(4)
Prior knowledge -This curriculum is developed upon the knowledge, skills, values and attitudes, and learning
experiences acquired by students in the Chemistry Curriculum.
Balance between breadth and depth- The Chemistry Curriculum serves as one of the elective subjects. On the
one hand, a broad coverage of topics is provided, while on the other hand there will be in-depth study on a
certain number of topics to prepare students for further study in a particular field of chemistry and
technology.
Balance between theoretical and applied learning-Learning of the conceptual knowledge described in this
curriculum should enable students to develop a solid foundation in chemistry. In addition, students are
expected to apply the knowledge, concepts and skills to real-life contexts, to develop an understanding of
how chemistry, technology, society and environment are interrelated, and to analyse authentic problems
they may encounter.
Balance between essential learning and a flexible and diversified curriculum-The compulsory part of the
curriculum provides students with essential knowledge and concepts, whilst the choices in the elective part
provide flexibility to cater for students with different interests, aspirations and abilities.
(5)
(6)
(7)
(8)
(9)
Learning how to learn and inquiry-based learning- In this curriculum, a wide range of learning
activities is suggested to help develop students’ capacities for self-directed and lifelong learning. In
addition, teachers are recommended to adopt a range of learning and teaching strategies, e.g.
application-first approach, scientific investigations and problem-based learning, to enhance students’
understanding of contemporary issues.
Smoother articulation to a range of progression pathways-The curriculum enables students to pursue
a wide range of post-secondary education and vocational/professional training. It also equips
students with knowledge and skills to enter the workplace.
Greater coherence -There are cross-curricular elements in the curriculum to strengthen connections
with other subjects.
Catering for diversity Students vary in their aspirations, abilities, interests and needs-This curriculum
provides an opportunity for students to choose topics in the elective part according to their interests
and needs. Furthermore, the curriculum is designed to enable students to achieve the learning targets
at their own pace.
Relevance to students’ life Motivation and interest are key student characteristics in active and
effective learning. This curriculum includes learning content and activities that are relevant to
students’ real life.
General review of the present curriculum shows that it suffers from the following defects:
•
It is examination-centred which results in the selection if important portion from the whole syllabus by the teachers and
pupils from the examination point of view deleting unimportant portions. This is carried out because the worth of a teacher
is judged from the pass percentage of the pupils in the examination and the ability of the students in measured by the
content he can vomit out in the examination scripts.
•
It deals with theoretical generalizations as it is subject- centred and topical. The teachers usually stick to one text-book
and deliver lectures on the subject- matter without earning much for the interests and activity of the students.
•
It does bookish and stereotyped and lays emphasis on the acquisition of knowledge rather than its application to daily life
by the students.
•
It does not lay emphases on the needs of the pupils and the society it is cut off from the real life outside.
•
The Report of the Secondary Education Commission refers to the criticism of the curriculum as under:
a.
b.
c.
d.
e.
f.
It is cut from the life around.
It is an examination ridden curriculum.
It is bereft of the technical and vocational subjects.
There is inadequate provisions for practical work.
The contents are voluminous.
It does not provide rich and significant subject matter.
Suggestions for improvement
•
In order to broaden the horizon of students for career choices available after the study of a chemistry course, it seems useful
if the career options are discussed, perhaps within the textbook itself.
•
The greater the variety of pedagogical approaches employed, the broader will be the range of learners reached. The
enormous potential of ICT in chemistry pedagogy should be exploited.
•
The classroom atmosphere should be such that it provokes questioning, discussions and debates and enhances students’
meta cognitive skills.
•
The experiments and technological modules should be subjective to continuous assessment even for the final Class XII
examination.
•
The theoretical papers including those for the Class XII external examination should have some experiment/ technology
based test items.
•
An important reform to reduce examination related stress is to permit students to accumulate marks/credits in different
subjects at their own pace and not insist on their appearing for examination in all subjects at one go.
•
Chemistry teachers in middle schools should make chemistry teaching more and more practical and useful for life.
•
Laboraties should occupy an equal place of importance in chemistry teaching as it is occupied by textbooks.
Recommendations of NEP 2020 to improve the Curriculum
•
The NEP 2020 underscores the pivotal role of teachers in the educational system and their need for continuous
professional development. It states, "High-quality teachers will be the key in improving educational outcomes."
The policy recognizes the importance of attracting and retaining talented individuals in the teaching profession and
emphasizes the need to provide ongoing training and support to teachers. This is a commendable approach as it places
teachers at the forefront of educational reform.
•
It also acknowledges the importance of specialized training for teachers in various areas:“ Specialized training,
including in foundational literacy and numeracy, multilingualism, and inclusion, will be imparted to teachers.
•
This vision emphasizes the importance of teachers in the education system and their role in nurturing inquiry-based
learning. It highlights the need for teacher development and empowerment.
•
The NEP 2020 also places a strong emphasis on the use of technology in education and teacher training. It mentions,
"Online and digital resources will be used for teacher preparation programs," highlighting the importance of
incorporating digital tools and platforms in teacher training. This is a progressive approach, especially in the context of
the 21st century, where technology plays a crucial role in education. However, it also brings challenges in terms of
access to technology and digital literacy, which must be addressed to ensure equitable implementation.
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