 Hello, I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, Assistant Sanna Girls Ruby College, University of Allahabad. And this time I am going to discuss videos, lectures over the main broad heading curriculum in which this time I am going to discuss different types of curriculum. Okay, as usual the lecture will be in bilingual mode and it will be useful for your various competitive teaching examinations as well as for your general and professional BA, MA and BA damage courses. Okay, so let's start, first of all, how many types of curriculum? There are so many types of curriculum, there are many types of curriculum, I have taken some of them. And because the first lecture video has already been shared with you in terms of curriculum design, so subject centered, teacher centered, learner centered and experience centered I am not discussing it in detail, integrated curriculum because it is a big topic in itself which will have a separate video record for it, so from here I will discuss only hidden forward and explicit, hidden and implicit, null and poor curriculum. So how many types of curriculum can be seen, subject centered, that is, the subject centered is the basic part of the curriculum, that is, the subject centered is the discipline of the subject centered. Teacher centered curriculum means that the curriculum is made by the teacher around it, so the teacher is the main part of it. Learner centered curriculum means that we have made it according to the learner, we have made it according to the teacher, according to the student, so all the activities here will also be changed according to that, and if the activity centered, the experience centered curriculum is there, it means that a lot of work will be done by you, there will be a lot of hands-on activities, so this was discussed earlier, so this is not discussed here. So here we will talk about what is the overt and explicit curriculum, what is the hidden and implicit curriculum, what is the null curriculum, what is the poor curriculum, see, many times we say that it is a part of our poor curriculum, it is a part of our poor curriculum, we often tell it, but I hope that many people do not know it, and the integrated curriculum is a very recent topic, so we will discuss it from now on. So firstly, what is the overt or explicit curriculum, see, it is explicit, that is, it is clear, it is clear by itself, so the overt and explicit curriculum is the intended curriculum, that is, we have done it intentionally, which includes all those experience, this curricular which are intentionally planned by the school, college or university organization to be provided by the learners, it consists of knowledge, skills, attitudes and values which are overtly provided to the learners. Suppose that our college, our institution sports is very important, this means that we will try to give you that experience, we will make it a part of your curriculum, we will organize activities again and again, so that you are interested in sports or we get that child who is good in sports, then we can get them to start representation from our college, anything can happen in the same way. So we are doing it overtly, we are doing it in advance, we are doing it deliberately, all those things that we want, our intention is that it can be developed in you, it is the overt or explicit curriculum, it can be knowledge, which knowledge we want to give you, which course we want to develop in you, which education we want to develop in you, which rule we want in our students, if they do an overtly, if they do a full organization institution, if they organize activities, then all that is the part of the overt or explicit curriculum, means everything is obvious that it is happening, it is intentionally happening, it is being planned, it is different from hidden and implicit, it is completely different. What is this? It is unintended and unnoticed, means the overt in this way means that it will be seen somewhere in the curriculum syllabus that this activity, this activity, this activity, because we are doing it overtly, but the hidden curriculum, it has not been written anywhere, it has not been intentionally done, most of the time, we are not doing it deliberately, school, college or university organization does not consciously plan and design such curriculum, we have done it deliberately, it has not been made, it has not been made, whose hidden curriculum, what does hidden mean, what is hidden, what is the meaning of the overt, what is the outside, what is the object, a teacher during his course of interaction with students provides instructional input, which might not be planned and designed by her earlier, means if any teacher went to teach in class, then the instructional input that gesture you are showing, it is coming forward, non-behavioral gesture, posture, eye contact, appreciation of student behavior, we convey a lot to you from all of these, just assume that there is a female teacher, she is not giving importance to females in class, or if there is a co-ed, then the male is giving more importance to the children, or it is possible that she is giving importance to the children of a special class, she is not giving anything else, anything, so what are we doing with that, that we are giving this instruction in a hidden way, that it is better than this, or it is better than these boys and girls, generally what happens, it can be of any kind, which we have not noticed, we have not intentionally done, we are not doing it intentionally, but because we follow that philosophy, then in class we convey it in a hidden way, so what is the curriculum, what is the totality of experience, what is the education commission, what is the curriculum, that informal context that is happening between teacher and student, all that in some way is giving you experience and that experience is teaching you, so this curriculum is not written anywhere, it has not been noticed anywhere, it has not been designed anywhere, despite this, teacher with his instructional input, with his non-verbal behavior, like gesture, what we are happy about, what we are upset about, with posture, with eye contact, with which behavior of the children, we give appreciation, we transmit hidden values to the children, so all that is part of the hidden curriculum, according to Boostrom, a hidden curriculum refers to student learning that is not described by curriculum planners or teachers, they have made curriculum, they have not made it a lesson, and explicit aim of instruction, even though it results from deliberate practices and organizational structures, neither the teachers nor the curriculum planners have made it a lesson, nor have they said it is an explicit aim of instruction, despite that, our students, our teachers, when they talk, they are transmitted and they are called hidden curriculum, okay, and null curriculum, Eisner gave this term in 1979, null curriculum, it refers to the curriculum, which is not taught, null means not taught, this means curricular matters are not consciously, but are taught by our silence, means that the particles of the particle, this means curricular matters are not consciously, but are taught by our silence, that is, we are not studying it deliberately, but sometimes what we are not studying, it makes sure that what is necessary for us and what is not necessary for us, so what we are not studying is a part of the null curriculum, that which we do not teach, thus giving students the message that these elements are not important in their educational experiences or in our society, that is, in a way, what are we teaching them, we are teaching them that this is not a part of the curriculum, that is why this aspect of our society is not necessary for your future life, isn't it? Do not teach, we are not studying it, that means we have demarcated that this is not necessary, this is what is necessary for us to study, null curriculum refers to what is not taught, but actually should be taught in school according to the needs of society, that means it is such that we do not teach it, but if something like this is needed from the society, we can teach it according to the need of the school, and this and that, that is, what is the big thing, that null curriculum is not taught, what is the over-curriculum, it is taught deliberately, what is the hidden curriculum, we have not written anywhere that we will teach it, but we will still teach it, and what is the null curriculum, we are deliberately not teaching it, it has been married up, and the core curriculum, core is the minimum learning experiences that an individual needs for leading a satisfactory life in the society, they are saying that core is the minimum learning experience, that is, at least, at least, which experience you should get, you should meet the child, leading a satisfactory life in the society, that is, in the society that can live a satisfactory life, for this, it prepares him or her for living, and not for making a living, that is, we prepare it for life, through the core curriculum, that means core, that means you have to study it, what is the need for your life, it includes subject matter, which may help him or her to find solutions to problems, that may have to be faced by him or her, as an adult, that is, in the core curriculum, everything comes, which you need, when you become a bias, to live a normal life, that is why, during the initial stages, when we start our studies, in the beginning of the year, like till the time of the class 6, 7, 8, all the children study everything, because in that core curriculum, because all those science, mathematics, all of them have to study minimum science, minimum mathematics, minimum English, Hindi, because in the future, for your society, for your life, for adult life, for your daily life, it is necessary to live a good life, during the initial stages, core learning experiences, in the curriculum are emphasized, as the child reach higher stages, the importance of core curriculum decreases, and as we move forward, the core curriculum is less, why? Because as you move forward, as you go towards specialization, and the general things, we get in childhood, so the general things, the things, what everyone has to study, that is the part of the core curriculum, in the beginning, the curriculum is the same for all pupils, and at a later stage, differentiation takes place, and students are allowed to opt for subjects, they are like this, that is, as you study, that is what you need, that is your choice, preference, specialization, in which you want to do, and in childhood, on a spiritual level, that is what is the part of the core curriculum, core curriculum tries to meet needs of every school child, and helps to move towards advanced studies, if he, she wants to continue education, beyond this stage, isn't it? That is, your specialization, you can do, for that, the background is the core curriculum, you can live in the life, in the world, its background is the core curriculum, so this is the core particle, okay, so we have given types of curriculum, subjects can be centered, learners can be centered, teachers can be centered, activity can be centered, apart from that, over it, we are studying it, we have written it, that we have designed it, we have planned it, hidden, we have written it, we have not noticed it, we are not consciously doing it, but still we teach you, and null, which we don't teach you, and core curriculum, which everyone has to read, which is at the primary level, and as you will go ahead, by the way, you can differentiate, you can specialize, okay, so in this way, I have covered the topic, types of curriculum, so, don't forget to like and subscribe, my channel, explore education, and it is done from my side, okay?