“Curriculum” is a term used in a number of related ways.
First,it refers to the overall content of what is to be taught, which is to be prepared by the teachers before a day they come to class.
Second, it refers that our syllabus is based on the principle of the "competency-based" curriculum.
  "Why do we have to learn this Xseed?""Because it's good for them"
Third, it embrace both elements, and refer to the overall "what", "how" and "why" of teaching. on the whole it is a "teaching side" rather than "learning side". Information about the respective teaching is informed to parents giving an accountability of their child’s performance..
The material is deemed to be important in its own right, either because the students are interested in it, or they ought to be interested in it. So they provide them a proper way and idea what to be used and what not to be. Sample papers and assignments are provided to them to have practice for their exam , so this practice will help them to do their own way of answering.. This is what all about Xseed. Students may question normally, "Why do we have to learn this Xseed ?" "Because it's good for them". .Xseed basically is designed to brainstorm students that will in turn arouse academic interests of the students and thereby enable them to perform better.
  In this above diagram, a number of learners, with different starting points, are all working towards mastery of a particular topic, indicated by the dotted line. Bill and Estelle do not have far to go, but once they reach that thereshould bethe course which will not necessarily have much more to offer them. On the other hand, start from further behind and as the dotted line indicates, require additional help to reach the "finishing line" i.e. Developmental andConstructive.
The other kind of curriculum is often concerned with quite advanced skills (rather than simple knowledge)  is a developmental one. It is centred around the development of the students’  "maximum potentiality" is the terminology and tries to take them forward from wherever they are more sophisticated understanding or skill in a particular area: the measure is "improvement" rather than the achievement of a particular level.
In this version, everyone gets to travel the same developmental distance from their starting point, and most people do better than the required threshold: but no one can make it. Thus there are continuing debates about the justification of any curriculum. You may not need to engage with all of them, but to build yours. You do need to be clear about where you stand with your material, not least because it affects how you assess it.

The above model is just one of many ways of conceptualizing different models of the curriculum. What all of them do is to direct your attention to the fact that the assumptions you make about what you are up to will affect the way you set about teaching.
The Vocational/Mastery oriented teacher (or trainer) It may be open-ended: as soon as we have demonstrated our competence.Westopped learning (like the driving test), but until then we keep having the lessons. The threshold of competence is determined by clear right and wrong answers, and it is easy to formulate objectives.
The Vocational/Developmental teacher is probably working with more experienced practitioners, and uses open-ended exercises and promotes peer interaction to help them to cultivate their expertise. There is more uncertainty, and feedback is more discursive. Assessment is much more difficult, and the teacher may struggle to formulate objectives which do not contain words like "understand" and "appreciate". (Although that is not so much of a sign as some hard-liners maintain)
The Academic/Induction teacher is probably the teacher we all knew in school. She has a clear body of knowledge to pass on, and your success is assessed by the extent to which your answers conform with hers. What counts as acceptable performance and knowledge, however, can always be debated. In practice the debate is often curtailed by the demands of assessment bodies, which set the "syllabus".
The Academic/Constructive teacher may well be yourself the same person as the learner when you set out to learn about something simply because you are interested. What counts as progress may be highly individualised: the "syllabus" may be subordinated to your interests, and the most important assessment is self-assessment.
These are all "ideal types"  in the real world. Most teaching and learning contain mixtures. All have their place, despite the vociferous arguments of proponents of one model or another. Nevertheless, it helps to be clear about what we are trying to do.