CURRICULUM DEVELOPMENT

What is Curriculum Development?

 Isa process that creates educational
experiences to meet the intentions of
planners(Wiles and Bondi, 1998), which
include total development of learners.
 A process of designing a program of
experiences for the student and for which
the school accepts responsibility
Phases of Curriculum Dev’t.
 Curriculum planning,
 Curriculum design and organization,
 Curriculum implementation,
 Curriculum evaluation, and
 Curriculum change and/or
improvement.
Stakeholders in Curriculum Development
 Include individuals and groups who
influence and make important
contributions to the curriculum
 May be categorized as community-
based, whose influence on the curriculum
is at societal and institutional levels; or
 school-based, whose contributions to the
curriculum are either on the institutional
level, instructional level, or experiential
level
Specific role of different stakeholders
in curriculum development
1. Community-at-large:
a. often dictates the purposes, goals,
and content of school curricula;
b. recommend direction and changes
in the curriculum (e.g. professional
groups, civic groups, business and
industry)
2. Law-makers/government officials:
a. authorize school budget;
b. enact legislation to effect
curriculum change or
improvement;
c. issue guidelines in designing and
implementing curriculum
proposals
3. Governing/school boards:
a. either make important decision on, or
oversee/manage school operation;
b. conduct public hearings to either inform or
solicit information on curriculum matters;
c. authorize school expenditure for curriculum
development, implementation and evaluation
as needed in the distinct or school; consider
and adopt .
4. Parents/Guardians:
a. support and participate in parent-school
organizations where priorities for the curriculum
are often set (instructional materials, learning
experiences to provide etc.)
5. Publishers:
a. support development of instructional materials
based on the curriculum developed;
b. helped in the implementation of curriculum
6. Teachers:
a. establish direction and implementation of a
particular program; select content to be
emphasized;
b.attend to pedagogical concerns such that
they may modify the curriculum to suit the
needs of the learners;
c. help in evaluating the effectiveness of
curriculum
7. Learners:
a. the primary stakeholders of the
curriculum, whose needs and abilities are
the basis of curriculum content selection
and
b. whose achievement level measure the
effectiveness of the curriculum
Approaches to Curriculum Development
 Technical approach
 Considered as the traditional way
developing curricula; which heavily relies
on curriculum knowledge from non-
teachers; not concerned about the context
in which it will be used
 Non-Technical Approach
 Relies heavily on teachers as the major
source of curriculum knowledge because
they know their students and teaching
contexts
 Curricula using this approach do not
initially have intended learning outcomes
because what students are expected to learn
is not easily predicted
 Teachers in this approach enact, rather
than implement, the curriculum, which
means that the teachers are involved in
both development of curriculum and
fitting the curriculum to specific context
Most Influential Models of
Curriculum Development
1. Hilda Taba’s Inverted Model of
Curriculum
 Development includes the following
steps:
1. Diagnosing Needs- information on the
community and its schools combined with
existing data to form a comprehensive
view of local needs
2. Formulating learning objectives:
objectives should include concepts,
attitude, habits or skills to be learned and
ways of thinking to be reinforced
3. Selecting content: include choosing of
specific, necessary topics carefully, which
should parallel students’ development
levels
4. Organizing content: begins with simple
topics and concepts that move to more
complex ones such as generalizations and
principles
5. Selecting and 6. Organizing activities
which must be based on the developmental
levels of learners and in which variety,
sequence, and links among activities must
be considered
7. Evaluating lessons and units – it should
be evaluated and reevaluated continuously
to determine actual progress of learners
using the curriculum as basis and
 includes what otherwise is the 8th step,
which is to check for balance and
sequence
2. Ralph Tyler’s End- Means Model
1. Determining the school’s and teacher’s
philosophy
2. Identifying educational purposes
3. Selecting and organizing content
4. Evaluation
Tyler suggest to consider three
important elements:
1. learners (analyzing their needs and wants);
2. society (so that learners will understand, be
able to interact with, and help find ways of
solving problems in the environment they
are in), and
3. subject matter (has to be organized
following a structure of knowledge and
congruent with learners’ and society’s
demands)
Linking Curriculum with instruction
 Curriculum and Instruction, as has
been shown earlier, are inextricably
related to each other
 the basis for instruction is the
curriculum and that curriculum has been
developed primarily to be taught to
learners in school, as terms, they are often
used interchangeably
Phases/ Processes in Curriculum
Development
 Curriculum Planning
 A process that involves situation analysis, goal
setting and need identification, budget
determination, and decision-making regarding
implementation and evaluation details
 Situation Analysis
 Points to the need to examine the nature of the
situation, or learning context, to justify the
selection of objectives and learning experiences
 On the macro-level (societal, governmental), situation
includes these factors
 Cultural and social changes and expectation (e.g.
parental expectations, employer requirements,
community values, changing relationships and
ideology)
 Educational system requirements and challenges
(e.g. policies, examinations, research, local authority
and demands)
 The changing nature of the subject matter to be
taught
 The potential contribution of teacher
support systems (e.g. teacher-training
institutions, research institutes)
 Flow of resources into the school 
 On the micro level (school/classroom level)
the factors that need to be analyzed include:
 Pupils: Aptitudes, abilities, identified
educational needs
 Teachers: values, attitudes, skills, knowledge,
experiences, special strengths and weaknesses,
roles
 School organizational climate and structure:
traditions, power, distribution, authority
relationships, and dealing with other school
stakeholders
 Material resources: buildings, plant, equipment
and potential for enhancing these
 Perceived and felt problems in existing curriculum
 Curriculum Organization and Design
 Involves the “form” design, pattern, or
simply the arrangement of elements of
curriculum used; based on one dominant
source of curriculum content
 Includes selection of content/subject
matter/competencies/learning activities,
grade placement, time allotment, and
sequence of content/activities
 Answers such questions as:
 What is to be done?;
 What subject matter is to be included?;
 What instructional strategies, resources
and activities will be employed?
 What methods and instruments will be
used to appraise the results of the
curriculum?
 Criteria for selecting content
 Validity- whether content is authentic and
can achieve stated objective
 Significance- whether content is
fundamental to the subject in question;
whether selected content allows for breadth
and depth of treatment (flexibility)
 Interest: whether content is easily learnable
 Consistency with social realities: whether content
represents most useful orientation
 Integration: brings to a close relationship all
concepts, skills and values contained in the
curriculum
 Utility: whether content is helpful to student in
coping with real life
 Scope: breadth of the curriculum at a given time;
refers to the range of important ideas and concepts
included
 Elements of curriculum content
 Sequence- may be form simple to
complex, whole to part, chronological,
concrete to abstract, from part to whole,
close to remote, expository order based on
perquisite learnings
 Integration- horizontal relationship (e.g.
Math- Science) or vertical integration
 Focus- determining which content items
are more important to cover excessive
number of facts may hinder coverage of
main ideas;
 Grade placement
 Allocation of content to definite grade
capable of learning
 Time allotment
 Specification of definite time for
subject/course; amount of time given to a
subject
 Factors to consider: importance of
subject; child’s ability; grade level
average number of days/hours
 Curriculum Implementation
 A process by which curricula are used in
schools;
 this is the instructional phase of
curriculum development process
 Includes knowing the:
 Scope and complexity of curricular changes
 How curriculum content is disseminated
 Professional development
 Identification of resources requirement
 Requires planning and managing the major
operations that occur in using the
curriculum in the classroom 
 Curriculum Evaluation
 Refers to the formal determination of the
quality, effectiveness, or value of a
curriculum(Stufflebeam, 1991)
 Involves value judgment about the
curriculum
 Consist of process and product
assessment
1. Process evaluation- used to
 provide information about the extent to
which plans for curriculum
implementation are executed and the wise
use of resources;
2. Product evaluation-
 to determine how well the curriculum
meets the needs of the students it is
intended to serve
 Curriculum Improvement
 Refers to alteration of certain aspects of
curriculum without changing the
fundamental curriculum elements/
structures/ conception
 Involves five levels of operation:
 substitution (new series in place of
current series);
 alteration (additional instructional time
for a subject);
 variation (adopting other school’s
programs);
 restructuring (organize teams of subjects
specialists, teachers and aids);
 value orientation (some instructional
routine matters made part of computer-
assisted instruction)
 Curriculum changes
 Refers to the basic alteration in the
structure and design of learning
experiences based on new conceptions,
which may be at the school, district or
national level
 Involves the following tasks:
1. Identification of a particular need to
change; may be based on evaluation results,
or initiative from concerned individuals or
groups
2. study of alternative and proposals for
change
3. selection of proposed change (either one
subject only or in one school only)
4. Pilot study design (try out)
5. Appraisal of data from pilot study, and
the corresponding, necessary modification
if any
6. Continuous study by concerned staff
through adequate in service activities and
help of any consultant
7. Decision to adapt, adopt or reject
8. Integration into school system
THANK YOU VERY MUCH..