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Elements of 3C Curriculum


Traits imbibed by the Learners through a value system continuously evolving for a harmonious co-existence in the world at large.


Skills developed by learners effectively and continuously for a progressive growth.


Is the information which contextual, relevant and induces action conforming to prescribed standards of the national curricular framework transcending to global standards.

Concepts –

The mental construct that frames a set of examples sharing common attributes, timeless, universal and abstract( to varying degrees) Example: cycles, diversity and independence attributes

There are 8 key concepts.

Form- What is it like?

  • Role – How does it work?
  • Purpose – Why is it like this?
  • Transform – How is it changing?
  • Link – How is it connected to other things?
  • Outlook – What are the points of view?
  • Accountablilty – What is our responsibility?
  • Contemplation – How will we know?

Content – Concept – Knowledge

Action –

An explicit expectation of 3C in a successful inquiry will lead to responsible action which is initiated by the student as a result of the knowledge Constructed through the learning process. In 3C, it is believed that every student has the right to involve in such actions as well as should have the opportunity to involve in such actions too. Through this means students are able to grow both personally and socially while developing skills such as cooperation, problem solving, conflict resolution, creative and critical thinking.

Ref: ‘Glossary’ from ‘Stirring the Head, Heart and Soul’ redefining curriculum, instruction and Concept- based learning by H Lynn- Erickson.

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