New Curriculum of Nepal 1-12 [NEB & CDC]

Curriculum of Nepal

The Curriculum of Nepal for the school level has been designed by CDC and divided into 3 categories according to its nature of it however, in general, we can see The ECD Curriculum the Basic level Curriculum and the Secondary level Curriculum. The curriculum made for early childhood development (ECD) can be included at the basic level however it has its own speciality.

Under the basic level curriculum of Nepal, the integrated curriculum has been designed and implemented in grades one to three which is based on continuous assessment. The assessment is one of the Major parts of any curriculum it has divided the learning outcomes into different themes and the teachers are supposed to be well-trained in the curriculum and the classroom pedagogy of the basic level (1-3) 

Basic Level Curriculum of Nepal

The Next grade 4 & 5 curriculum has been designed differently however the basic structure of the curriculum and evaluation is the same up to grade 8. There are level-specific learning outcomes and various fundamental characteristics of the curriculum. The publication and distribution showed the distinction between grades 4-5 and 6-8. In general, the Basic level curriculum of Nepal is simple and highly structured for student-centred instructional planning. The focus on ICT and integrated life skills is the most significant part of The curriculum of Nepal.

The evaluation procedure for the basic level especially 4-8 is more practical than before as it allows the subject teacher to be more autonomous to keep the overall progress record of the students.The mandatory provision of making portfolios of the students and the scientific internal assessment in all subjects has given a more practical and activity-based learning environment to the students. 50% of internal assessment covers the students’ attendance in class, and presentation in core learning outcomes of the curriculum and the remaining part is allotted for subject-specific learning activities like project work, listening speaking, portfolio and the different types of tests.  

Secondary Curriculum of Nepal

Similarly, the evaluation procedure and the nature of the content of the curriculum for the secondary level are different from the basic level. this level of the curriculum has focused on the use of theoretical knowledge at the practical level along with the national aims of education. The secondary-level curriculum is divided into two parts 9-10 and 11-12. Which seems more scientific.

The optional subjects for different students having different interests can choose the particular field of study but the compulsory subjects are mandatory for all students at both levels. However, in grades 9 and 10 students have limited choice in comparison to the 11-12.In this article, we have given access to the Updated Curriculum of Nepal for free. We keep on updating all levels of the curriculum whenever required. You can download the curriculum pdf file by clicking the button below.

Secondary Level Curriculum Compulsory Subjects 1

Updated Curriculum of Nepal for grades 11 and 12. You can click below to visit the page with all curriculum.

Basic Level Curriculum 4 5 1

Updated Curriculum of Nepal for grades 11 and 12. You can click below to visit the page with all curriculum.

Updated Curriculum & Level Download link
ECD Curriculum of Nepal Download
Integrated Curriculum of Nepal 1-3 Download
Basic level [4-5] Curriculum of Nepal Download
Basic Level [6-8] Curriculum of Nepal Download
Secondary Level [9-10] Curriculum [Compulsory] Download
Secondary Level [11-12] Curriculum [Compulsory] Download

Features of the Curriculum of Nepal

The conventional notion of the curriculum as a subject matter has altered as the traditional meaning of the curriculum appears to have taken its restrictive definition. At a time when thoughts are being transmitted in favour of the suitability of the method to adopt it as a teaching-learning plan, the curriculum is defined broadly. It has previously been stated that it would comprise not only the subjects to be taught, but also the objectives of teaching and learning, subjects, and teaching-learning process planning. The curriculum is regarded in three ways in this context: as a topic, as an experience, and as intended.

Curriculum as a Subject Matter

The conventional interpretation of the curriculum is that it is a list of subjects to be taught to pupils. Nepal’s curriculum covers teaching themes, according this manner. This subject should be taught by the teacher. The general public still understands the curriculum in its conventional sense. The curriculum is also thought of as a subject to be studied in schools, colleges, and universities. In Nepal, the syllabus was regarded as the curriculum because there was no organized curriculum at the pre-school level in 2028 BS. Even now, even if other components of the curriculum are included, there are techniques and practices that place a premium on the subject featured in the curriculum.

There were seven general arts disciplines in the early days of human civilization, and the subject matter of those courses was used as a curriculum. Such themes are discovered to be separated into two portions known as Trivium and Quadrivium. Grammar, poetry, and debate were learned in the Trivium part, while arithmetic, geometry, astronomy, and music were covered in the Quadrivium.

Even in today’s school and higher education curricula, the subject matter or subjects to be covered are regarded vital. This curricular approach appears to place a greater focus on theoretical knowledge than on the student learning process. For example, most individuals comprehend English, Nepali, Mathematics, Science, and Social Studies, six required and two choice topics from Nepal’s secondary level curriculum of eight. The curriculum is seen thematically as information on what is taught beneath it.

The general public is affected by the idea that the thematic approach to the curriculum is insufficient since it only conveys a limited understanding of the curriculum. From this vantage point, the curriculum dictates the subject matter, and as a result, it seems to be decided upon in accordance with the teacher’s and parties’ arguments in order to make the required arrangements for the efficient preparation of the teaching and learning activities.

Curriculum as an Experience

The curriculum of Nepal has recently been viewed as a learning experience that students obtain within the framework of educational activities, which goes along with the criticism about the inadequacies of the conventional conception of the curriculum as a subject matter. Some experiences are obtained via learning, even if the curriculum clearly prescribes how to deliver learning experiences to students. This makes it feasible to deliver experiences that are written and formal as well as missing course experiences when viewing the curriculum as an experience.

This idea refers to the experiences that kids have after engaging in teaching and learning activities rather than the curriculum’s assigned subject matter. This idea contends that the curriculum’s significance extends well beyond its content. In accordance with such a curriculum, the teacher’s job is to aid the victim’s or the pupil’s personal development. Rather than focusing just on the theoretical understanding of the subject matter, such a model of the curriculum includes the experience obtained from actual applications and activities. It gives students the chance to actively engage in the teaching-learning process and acquire ongoing learning experiences.

The curriculum must also cover how to deliver educational experiences. In such a curriculum, there is a belief that learning experiences acquired outside of the classroom, in the home, and from parents and other family members also influence learning.

Curriculum as Intention

During the curriculum planning process, expectations/intentions for what changes may be expected from curriculum implementation are developed. Such expectations are included in the curriculum as curricular goals and objectives. Before the curriculum is implemented, the type of learning experiences supplied to the learners is decided. In this method, the learner’s requirements are addressed by using the target or desired learning experience. In this sense, the curriculum is a statement of the expectations prior to execution.

This method of approaching the course reveals two things. First, the curriculum includes statements outlining predetermined expectations. It covers objectives, aims, and what pupils must learn. Second, pedagogy is a declaration of expected learning experiences, including what the learner should achieve.

When the curriculum is seen as an expectation or intention, it encompasses the expectations of a student and his or her parents, the school, society, and the nation as a whole. National objectives, stratified objectives, and educational theme and class objectives, for example, are all included as expectations. Similarly, the syllabus includes information on the learning experiences that students have. Other activities and materials might be chosen and assessed based on these expectations.

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