07 / Curriculum and content

Curriculum and content

NEP 2020 changed what a curriculum is expected to do: outcome-based, multidisciplinary, credit-based, taught where possible in the learner’s own language, and open to every learner, including those with disabilities. Most institutions agree with the direction and struggle with the work.

We design curricula and produce the content that delivers them, from early years to postgraduate, through one pipeline: outcomes first, then books, video and assessments, then translation and accessibility. Your faculty and academic bodies stay in charge of academic decisions. We do the heavy lifting and keep it consistent.

NEP ALIGNED

The problem we solve

A Board of Studies revises a syllabus, but the books, slides, videos and question papers still follow the old one for two more years. K-12 groups buy content from several publishers that do not match each other or the national frameworks. Indian-language versions are machine translations nobody has proofread. Videos have no captions, PDFs are scanned images a screen reader cannot read, and the first time anyone checks accessibility is when a student with a disability complains. When NAAC asks how curriculum outcomes are measured, the answer has to be reconstructed from files.

What you have at the end

  • A curriculum with outcomes mapped to programmes, courses and assessments, aligned to the relevant national frameworks.
  • Books, video and assessments that match the curriculum actually approved, version by version.
  • Content in the Indian languages you teach in, reviewed by subject experts who speak them.
  • Accessible content by default, checked against WCAG and the RPwD Act duties, with records to show it.
  • A content pipeline your faculty can run for the next revision without external help.

Scope of service

01

Curriculum design, K-12 to higher education

For schools we work to the National Curriculum Frameworks for foundational stage and school education. For colleges and universities we work to the UGC curriculum and credit framework for undergraduate programmes, learning outcomes-based design and the multidisciplinary structure NEP 2020 describes. We facilitate; your academic bodies approve.

Deliverables

  • Programme and course outcomes, mapped to assessment
  • Credit structures with entry and exit points where applicable
  • Draft syllabi prepared for Board of Studies or academic council review
  • Outcome-attainment method that feeds NAAC Criterion 2 evidence
02

Books and the video content pipeline

We run a production pipeline that turns an approved syllabus into textbooks, workbooks, teacher guides and video lessons, in that order and in step with each other. Scripts, recording, editing, subtitling and review follow one workflow, so a correction in the book is not forgotten in the video.

Deliverables

  • Content map from syllabus to book chapters and video lessons
  • Manuscripts, layouts and print-ready or digital editions
  • Scripted, edited and captioned video lessons
  • Version register linking every asset to the syllabus version it serves
03

Multilingual content in Indian languages

NEP 2020 encourages teaching in the mother tongue or regional language, especially in the early years. We produce content in the Indian languages you teach in, using machine translation only as a first draft and always with review by a subject expert fluent in the language. Terminology is kept consistent through a managed glossary.

Deliverables

  • Language plan by grade, programme or course
  • Translated and expert-reviewed content in each target language
  • Subject terminology glossary per language
  • Indian-language captions and voice-over for video, in the languages agreed for that engagement. A launch list is not published on this page.
04

Accessibility

The Rights of Persons with Disabilities Act, 2016 requires educational institutions to provide inclusive education and accessible materials. We build content to WCAG 2.1 level AA as a baseline: real text instead of scanned images, captions and transcripts for video, alt text for diagrams, accessible document formats and keyboard-usable digital resources.

Deliverables

  • Accessibility audit of existing content with a prioritised fix list
  • Accessible formats for new content (tagged PDF, accessible EPUB, captioned video)
  • Alt text and long descriptions for diagrams and charts
  • Accessibility statement and a feedback route for learners
05

Assessment design aligned to outcomes

An outcome is only as real as the way it is assessed. We design question banks, rubrics and continuous-assessment tasks against the outcomes, tagged by topic and difficulty, so they can be reused in classrooms and in examinations.

Deliverables

  • Outcome-tagged question banks
  • Rubrics for projects, practicals and assignments
  • Blueprints for internal and end-term assessments
06

Content review and refresh cycle

Content ages: data changes, regulations change, and syllabi are revised. We set up an annual review cycle with owners and a change log, so updates are planned work rather than a scramble before an inspection.

Deliverables

  • Annual review calendar with named owners
  • Change log and approval trail per asset
  • Learner and faculty feedback fed into the next revision

How an engagement runs

  1. 01

    Map what exists

    We inventory your current curricula, syllabi and content, and check them against the frameworks that apply and against each other.

  2. 02

    Agree outcomes and scope

    With your academic leadership we fix the outcomes, the languages, the formats and the accessibility baseline, and agree what will be revised first.

  3. 03

    Design and produce

    Curriculum drafts go to your academic bodies. Approved syllabi move into the content pipeline: books, video and assessments built together.

  4. 04

    Translate, make accessible, review

    Language versions and accessibility work happen inside the pipeline, not after it, with subject-expert and accessibility review before release.

  5. 05

    Hand over the pipeline

    We train your faculty and content team on the workflow and leave the templates, glossary and version register in your hands.

Who this is for

UniversitiesAutonomous collegesK-12 school groupsOnline-degree programmesState bodies and boards

Regulations covered

UGCNAACABC and APAAR

Questions, answered

Who owns the content you produce?

By default, the institution that commissions it. The ownership and licensing terms are written into each engagement, including any third-party material that has to be licensed separately. The binding clause is the one in the contract.

Do you replace our Board of Studies or faculty?

No. Academic decisions stay with your faculty and statutory bodies. We prepare drafts, evidence and content; they review and approve.

Which Indian languages can you work in?

The languages for which reviewed subject experts are available are not listed on this page. For any language we cannot staff with qualified reviewers, we will tell you rather than ship an unreviewed translation.

Is accessibility a legal requirement for us?

The RPwD Act, 2016 places duties on educational institutions to provide inclusive education and reasonable accommodation, and accessible digital content is part of meeting them. Specific technical standards apply in some contexts; we treat WCAG 2.1 AA as a practical baseline. This is guidance, not legal advice.

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