1. Approaches to the construction of curriculum

2. CURRICULUM REFORMS IN INDIA
Against the background of the striking curricular developments that are taking place abroad, the school curriculum in India will be found to be very narrowly conceived and largely out-of-date. Education is a three-fold process of imparting knowledge, developing skills and inculcating proper interests, attitudes and values. Our schools (and also our colleges) are mostly concerned with the first part of the process- the imparting of knowledge- and a premium on bookish knowledge and rote learning makes inadequate provision for practical activities and experience, and is dominated by examinations, external and internal.

3. HISTORY OF CURRICULUM RECONSTRUCTION
The first major attempt in Curriculum Reconstruction in India was made in 1937 when Gandhiji propounded the idea of basic education and Dr.Zakir Hussain Committee elaborated the scheme of studies of basic education. However, much work in this direction could not be done as India was under the British rule. After independence, Basic system of Education was accepted as the national System of Education at the primary stage. The entire instructional programme was to centre round a craft.

4. NEED FOR A RADICAL REFORM OF SCHOOL CURRICULUM
The commission stated: “The explosion of knowledge in recent years and the reformulation of man concepts in the sciences have highlighted the inadequacy of existing school programmes and brought about a mounting pressure for a radical reform of school curriculum. A unified approach should be taken to the framing of the entire school curriculum, a new definition of the content of general education and a new approach to the place of specialization.”

5. MAJOR STEPS OF CURRICULAR IMPROVEMENT
a) Research in curriculum development undertaken by university Department of Education, Training Colleges, state Institutes of education and Boards of School Education. b) Revision of curricular based on such research. c) The preparation of textbooks and teaching-learning materials. d) The orientation of teachers to the revised curricular through in service education.

6. ORGANISATION OF THE CURRICULUM
COMMON CURRICULUM FOR TEN YEARS.
CURRICULUM AT THE LOWER PRIMARY STAGE.
CURRICULUM AT THE HIGHER PRIMARY STAGE.

7. IMPLEMENTATION OF RECOMMENDATIONS
The following five goals were clearly mentioned:
Relating Education to the Needs of the Society.
Promotion of National Integration.
Equalization of Educational Opportunity.
Linking Education with Productivity and National Development.
Acceleration of Social Transformation.

8. conclusion
Lastly we can conduce that the new pattern of education was introduced in some of the States. In 1977, the government of India appointed a Committee known as the Ishwar Bhai Patel Committee to review the working of the new pattern and it suggested certain modifications in the scheme in the light of its working during the previous years.
In 1977, another Committee known as Plus 2 Committee under the Chairmanship of Dr.Malcolm S.Adiseshiah, then Vice-Chancellor, University of Madras, was appointed to review the curriculum of Plus 2 stage of school education with special reference to vocationalization of education.