Role of Curriculum in moral education of child

Curriculum design is a specialized aspect of curriculum development dealing with the preparation of curriculum plans and materials for use potentially by any students or teachers of a given description. In most studies on teaching strategies for curriculum-oriented moral education we found the following elements: problem-based learning, working in groups, discussions, and using subject topics incorporating moral issues, dilemmas and values. Frequently, a problem-based instructional design is chosen. What has been learnt must be meaningful in the context of students‘ personal objectives and they must be able to connect the learning content with their prior knowledge. Many morals and values education curricula have tended to change by accretion with units of the curriculum centered around specific values or principles. In a situation where there is obviously an overloading of the curriculum in schools, teachers find themselves constantly trying to keep up with new knowledge or the reinterpretation of old ones, and the even more difficult situation of trying to find connections between seemingly separate and specialised bits and pieces of knowledge. The design of the curriculum reflects the concepts outlined in the conceptual framework and implications for the roles of schools, families, NGOs, and teachers. It also attempts to respond to the concerns about the degree of effectiveness of traditional approaches to the teaching of morals and values. To do this effectively, there is a deliberate shift away in this document away from the traditional approaches to the organisation of the curriculum.