Name: BONGALES, JAY T.

Date: August 13, 2021

Subject: PED 9: CURRICULUM DEVELOPMENT

1. What is curriculum?

A. According to Cattington (2010), curriculum refers to the standards, benchmarks, and outcomes that
describe the content taught and learned in science classrooms.

B. Goodlad and Su (1992) define curriculum as a plan that consists of learning opportunities for a specific
time frame and place, a tool that aims to bring about behavior changes in students as a result of
planned activities and includes all learning experiences received by students with the guidance of the
school.

C. According to Lake and Winterbottom (2010) in Kattington (2010), curriculum is a set of rules that
benefits students by providing them with practice in both content and social curriculum through the
use of active learning, exploration of interests, civic responsibility, character building, and recognizing
and helping the community.

D. Stotsky (2012) explained curriculum as a plan of action that is aimed at achieving desired goals and
objectives. It is a set of learning activities meant to make the learner attain goals as prescribed by the
educational system.

E. Tanner (1980) defined curriculum as “the planned and guided learning experiences and intended
outcomes, formulated through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for the learners’ continuous and willful growth in personal social competence”.

2. What are the different concepts about curriculum?

The concept of curriculum is as dynamic as the changes that occur in society: In its narrow sense,
curriculum is viewed merely as a listing of subject to be taught in school; while in a broader sense, it refers to
the total learning experiences of individuals not only in schools, but in society as well.

To accommodate difference of view, Hamid Hasan (1988) telling that curriculum concept can be evaluated
in four dimensions, that is

1. Curriculum as an idea; yielded pass or through research and theory's, especially in the field of
education and curriculum
2. Curriculum as plan written, as materialization of curriculum as an idea; what in it load about target,
materials, activity, appliances, and time
3. Curriculum as an activity, representing execution of curriculum as a plan written; in the form of study
practice
4. Curriculum as a result of representing consequence of curriculum as an activity, in the form of got of
curriculum target namely reaching of change of certain ability or behavior from all educative
participants.

3. What are the different levels of curriculum? Describe each level.

Phase 1: Plan and Research

The planning and research required to commence curriculum development creation will take place
during this phase of curriculum development. The objectives of this phase are to obtain a better
understanding of the standards and best practices in the field and in education, as well as to design a plan to
ensure that the curriculum development process is completed and implemented on time.

Phase 2: Curriculum development

This is the stage at which the curriculum's content is written. The work completed in the first phase will
inform the writing process, ensuring that the written curriculum is viable and rigorous, aligned to the
standards, and articulated EC-12 to ensure that students’ progress naturally and logically from one grade
level/course to the next, ensuring that every student is college and career ready. The objectives of this phase
are to construct a year-long curriculum plan, examine prospective resources to support the curriculum, and
determine the district community's professional learning needs.

Phase 3: Professional Learning and Continued Curriculum Development

During this phase, the curriculum will be readied for implementation, and the district community will
receive professional learning. To ensure that the written curriculum becomes the taught curriculum,
professional learning will take place. Teachers will get a clear grasp of how to execute the written curriculum
through professional learning, including the ability to read unit maps, translate unit maps into daily plans, and
explore and implement any new materials and assessments. They should also be aware of how and when they
will be able to provide feedback, as well as who they should turn to for help if they have any concerns. The
objectives of this phase are to establish core unit maps, design or select common assessments, pick resources
if necessary, conduct professional learning, and develop a curriculum evaluation strategy.

Phase 4: Implementation

The written curriculum becomes the taught curriculum during this phase. Teachers will be able to
provide feedback on instruction, curriculum, resource utilization, assessments, and any other area of learning
and teaching as needed as the curriculum is implemented. The purpose of this phase is to obtain input during
the implementation phase that will inform future curriculum development and professional learning because
the curriculum development process is ongoing and recursive.

4. What is curriculum development?

Curriculum development is defined as planned, a purposeful, progressive, and systematic process to create
positive improvements in the educational system. Curriculum development is not only about the school, the
learners, and the teachers. It is also about the development of society in general. It is defined as the process of
selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities and
interests of the learners and the nature of the society or community.

What are the different stages of curriculum?

The stages of the curriculum are as follows:

Step 1: Diagnosis of learner’s needs and expectation of the larger society.

Step 2: Formulation of learning objectives.
Step 3: Selection of learning content.
Step 4: Organization of learning content.
Step 5: Selection of learning experiences.
Step 6: Organization of learning experiences.
Step 7: Determination of what to evaluate and of the ways and means of doing it.

5. Why should schools need a curriculum?

Schools need a curriculum because it provides teachers, students, administrators and community
stakeholders with a measurable plan and structure for delivering a quality education. The curriculum identifies
the learning outcomes, standards and core competencies that students must demonstrate before advancing
to the next level. A good curriculum also connects teachers from across grade levels and subject areas to look
at the big picture of student learning. Teachers can work together to plan a progression of topics that build off
of ones that came before and connect across disciplines.

6. Make a reflection why you need to understand curriculum development as a teacher.

A teacher needs to understand curriculum development because it helps the teacher to assist students in
developing a positive relationship with the subject and the overall learning process. Active learning will
improve curriculum focus and retention, resulting in a more engaging learning environment. Furthermore, a
teacher must be involved in the development process for a curriculum to be effective, as a teacher plays
significant role in establishing, implementing, assessing, and revising the curriculum. An evidence-based
curriculum serves as a roadmap for teachers and students on their way to academic success.