CURRICULUM

DEVELOPMENT

NILDA TUAZON-AGGABAO
Curriculum
* a school’s written courses of study and other curriculum
materials.
* the subject matter taught to the students
* the courses offered in a school
* the planned experiences of the learners under the guidance
of the school.

▪ planning of instruction by the teachers

▪ methods used by teachers in teaching
▪ assessment procedures used by teachers in teaching
▪ monitoring and evaluation of teaching performance
* school’s resources
➢ Curriculum - is all of the experiences that individual
learners have in a program of education whose purpose is
to achieve broad goals and related specific objectives,
which is planned in terms of the framework of theory and
research or past and present professional practice.

➢Instruction - is the processes, based on theory,

research, and past and present professional practice, that
are utilized in implementing the curriculum.

➢Planned Curriculum -is the set of experiences, based

on theory, research, and past and present professional
practice, that are designed with and for learners with the
purpose of achieving the objectives of the curriculum.
➢ Experienced Curriculum -is the actual set
of experiences and perceptions of the
experiences that each individual learner has
of his or her program of education.

➢Curriculum Planning -is the process of

gathering, sorting, selecting, balancing and
synthesizing relevant information from many
sources in order to design those experiences
that will assist learners in attaining the goals
of the curriculum.
Planned Curriculum

Implemented
Curr.
Experienced
Curr.
➢Curriculum Criteria- are guidelines
or standards on which curriculum
and instructional decisions can be
made.

These criteria include:

▪ planned objectives
▪ individual differences
▪ continuity
▪ balance
▪ flexibility
▪cooperative planning
▪ student-teacher planning
▪ teaching of values
▪ systematic planning
▪-self-understanding
▪-relevance
▪-personalization of instruction
 TYPES OF CURRICULUM
1. Overt/Explicit/Written Curriculum – is
usually confined to those written undertandings
and directions formally designated and reviewed
by administrators, curriculum
planners/designers and teachers.

2. Societal Curriculum – the massive, on-going,

informal curriculum of family, peer, group,
neighborhoods, churches, organizations, mass
media and socializing forces (social net work),
that “educate” all of us throughout our lives.
3.The Hidden Curriculum

❑ hidden curriculum is the unplanned curriculum

Wiles and Bonds (1993);
❑ taught implicitly/indirectly (Schubert, 1986);
❑ unofficial instructional influences(McNeil, 1990)
❑ tacit teaching to students or norms, values and
disposition that goes on simply by their living in and
coping with the institutional expectations and
routines of schools day in and day out for a number
of years (Appie, 1979)
❑ describes it as the “kinds of learning… derive from
the very nature and organizational design of the
school, as well as from the behaviors and attitudes
of teachers and administrators” whether intentional
or not. Shane(1993)
 These terms are often loosely used
interchangeably
*Curriculum- what is taught to students, including the
intended and unintended information, skills, and attitudes
that are communicated to students in schools; content
oriented; highly dependent in the social, cultural, and
philosophical factors that impact school and community.

*Instruction- how the curriculum is

delivered/communicated to students; interaction between
teaching agents and learners (teaching agents: teachers,
computer-assisted instruction, videos, instructional
materials, programmed instruction); process oriented;
occurs when learning is structured within a given context
in order to produce specific outcomes.
* Learning- acquired knowledge or
skill(Webster’s New World dictionary) in
three classes of outcomes: knowledge:
(facts, concepts, generalizations),
techniques (processes, skills, abilities),
and values (norms, attitudes, interests,
appreciations, aversions/strong feeling of
dislike – Cuban, 1992)
Curriculum Processes and Curriculum
Products
*
* Levels of Curriculum
Major Types of Curriculum
*
❑Is a process of development that creates
educational experiences to meet the intentions
of planners (Wiles & Bondi, 1998), which include
total development of learners and their being
able to live well in a democratic society.

❑It’s basic task: 1)identifies purpose; 2)sets goals

and objectives; 3) assigns curriculum content; 4)
focuses on critical needs of learners; 5) delivers
the program; 6) evaluates the curriculum; 7)
makes decisions as to retain, revise or change
curriculum.
❑Requires curriculum planners to use taxonomies
(cluster of skills) and behavior objectives to focus
on instructional activities.

❑Synthesis of process in designing a program of

experiences for the student and for which the
school accepts responsibility.

❑Involves processes / phases of curriculum

planning, design and organization
Implementation, evaluation, and change and / or
improvement.
➢To build the curriculum of a course, the
importance of using concepts, theories,
and models is emphasized. Concepts are
important as these are the cornerstones
of a curriculum. Theories are important
because, aside from guiding thinking,
they expand upon concepts. Models are
important because they provide examples
that can be followed. The importance of
these is however hinged upon a climate
that encourages experimentation and
tolerates errors.
 starts in the classroom with
the teacher, in contrast with other models which begin
in district, regional, or national offices; has eight steps,
as follows. This give teachers some form of ownership
and commitment. It ties curriculum with instruction.

information on the community and its

schools combined with existing data to form a comprehensive
view of local needs.

objectives should
include concepts, attitude, habits or skills to be learned and
ways of thinking to be reinforced.

include choosing of specific, necessary

topics carefully, when should parallel students’ development
levels.
 begins with simple topics and
concepts that move to more complex ones such as
generalizations and principles.

all
objectives need accompanying activities which must be based
on the developmental level of learners- variety, sequence, and
links among activities must be considered.

lessons and units should be evaluated and

re-evaluated continuously to determine actual progress of
learners using the curriculum as basis.

done to
determine whether the content matches the logic of core
ideas.
 purposes that curriculum
development to begin by defining the school’s and teachers’
philosophy; identifying desired outcomes (goals, educational
objectives, and purpose); and designing and evaluating the
curriculum accordingly by examining three elements: the
learners, life in the community, and subject matter:
comprehensive analysis of students’
needs and wants be made as this is important in
motivating them to learn.
needs to be considered so that the
learners will understand, and be able to interact
with, the environment they are in, to be able to
identify and find ways of solving problem in that
environment.
has to be organized following a
structure of knowledge that must be understood
well and must likewise reflect learning by doing.
•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.

• Goal-setting and need identification

•Goal setting: formulating statements of

educational intent
Distinction among terms:
broad and general statement of society’s
intention for the school as an institution; usually an
expression of national policy (e.g., to initiate the
younger generation into worthwhile knowledge and
to develop acceptable skills, attitudes, and values)
general statement of intent at the system,
school, subject grade or department level, which is
derived from the interpretation of the goal(s) (e.g. to
guide individual development in the context of
society through recognizable stages of development
towards perceptive understanding, mature
judgment, responsible self-direction, and moral
autonomy)
subject/ class level) a more specific
statement of planned learning outcomes
(anticipated change in learners) derived from the
analysis, and of aims (e.g., to name the different
regions in the country, when given a political map
of the Philippines)
•Budget determination: a budget is a
“financial translation of an educational plan
for the school”; contains a listing of required
resources and estimates of expenditures and
revenue.
- Involves the “form” (design) of curriculum used such as:

❑Subject curriculum: all subject matter is

classified and organized in such a way as there are
clear boundaries of definition.

❑Activity curriculum: basis of curriculum is the

student activities and not mastery of a body of
knowledge

❑Core curriculum: based not on subjects or

interests but on areas of social concerns; subject
matter is used to solve problems
❑Spiral curriculum: method of organizing learning
experiences within the subject and core curricula
- Includes selection of content/ subject matter/
competencies/ learning activities, grade placement, time
allotment, and sequence of content/ activities

Selection of content -answers the question “What knowledge

is most worth?
❖Content is the subject matter of teaching-learning
process; includes knowledge, skills, concepts, attitudes,
and values, and significant only in so far as it is
transmitted to the student in some way (method)

❖Search for the best content includes consideration of

known information (body of knowledge) including world
events and current education reform goals) Society’s
needs; needs and interests of learners, and human
development (improvement of society by improving
individuals)
Selection of content -answers the question “What
knowledge is most worth?

❖Content is the subject matter of teaching-

learning process; includes knowledge, skills,
concepts, attitudes, and values, and significant
only in so far as it is transmitted to the student
in some way (method)

❖Search for the best content includes

consideration of known information (body of
knowledge) including world events and current
education reform goals) Society’s needs; needs
and interests of learners, and human
development (improvement of society by
improving individuals)
❑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 breath and depth of
treatment (flexibility)

❑interest: whether content is of interest to

student
❑learnability: whether content is easily
learnable
❑consistency with social realities:
whether content represents most useful
orientation

❑utility: whether content is helpful to student

in coping with real life elements of curriculum
content

❑sequence- may be from simple to complex,

whole to part, chronological, concrete to
abstract, from part to whole, close to remote,
expository order based on prerequisite
learning's
❑integration- horizontal relationship (e.g. Math-
Science) or vertical integration

❑Focus- determining which content items are more

important to cover (covering excessive number of facts
ma hinder coverage of main ideas); appropriate
relationship between facts and ideas has to be
determined.
*
*
➢ Grade placement
-Allocation of content to definite grade capable of
learning

➢Factors to consider: child’s ability, difficulty of

item, importance of content, maturation, mental age,
experiential background (KUASH)
➢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

➢ Sequence
-Putting content into an order of succession for an
orderly and productive learning contents
❖A process by which curricula are used in
schools; the instructional phase of curriculum
development process

❖evolves through a judicious blending of

strategies that encourage participants, mainly
teachers, to make personal transitions, develop
their own meanings, and reduce their
ambiguities about using a modified curriculum

❖requires planning and managing major

operations that occur in using the curricula in
classroom:
Scope and complexity of the
curricular change:
▪Scope: breadth of the curriculum to be
implemented – single unit? A year’s work
in one subject? Added responsibility for
teachers?

▪Complexity: nature of change – change in

purpose of education? Content differing
from traditional ways?
Communication

- Refers to all oral and written ideas concerning

curriculum change that need to be disseminated
to all people concerned

Professional Development

-Refers to in service , training, assistance,

orientation, or other activities that, in the
context of curriculum implementation, help
faculty and staff develop personal meaning for
the materials, teaching approaches, and beliefs
involved with a revised curriculum.
Resources
-Refers to time, personnel, resources, and funds
required to use modified curricula.

-includes how teachers impart the curriculum

content, with the use of any or a variation of these
models/ methods of teaching: a) exposition –
focuses on narration and based on tightly sequenced
steps of learning and the use of reinforcement to
elicit observable behaviors; c) cognitive
development – involves selection of learning tasks
according to student development while eliciting
student reasoning in relation to these tasks; d)
interaction – emphasizes students’ interaction with
other people and with society and a group process
model.
Important issues to address in change
processes in curriculum implementation

❖active initiation and participation of

implementers:

❖pressure and support

❖changes in behaviors and beliefs (through creating

personal meanings)

❖ownership, which requires receptivity to change,

familiarity with change, sense of clarity, skill, and
commitment for the institutionalization of change
➢The process of delineating, obtaining, and
providing useful information for judging
decisions alternatives (PDK, 1971)

➢Refers to the formal determination of the

quality, effectiveness, or value of a curriculum
(Stufflebeam, 1991)

➢Involves value judgment about the

curriculum

➢Consists of process and product assessment

▪Process Evaluation - used to a) provide
information about the extent to which plans
for curriculum implementation are executed
and the wise use of resources; b) to provide
assistance for changing or clarifying
implementation plans, and, c) asses the
degree to which curriculum implementers
carry out their roles.

▪Product evaluation- used in gathering,

interpreting and appraising curricular
attainments, as often as necessary, to
determine how well the curriculum meets
the needs of the students it is intended to
serve
Procedure of curriculum
evaluation:

1) focusing;
2) preparing;
3) implementing;
4) analyzing, and,
5) reporting
 Criteria to observe:
1) consistency with objectives;
2) comprehensive scope;
3) sufficient diagnostic value;
4) validity;
5) unity of evaluative judgment;
6) continuity
Considers these questions:
a) What for?
b) What to evaluate?
c) How to evaluate

Why evaluate?
1) meet demands that current educational reforms have
made;
2) provide direction, security, and feedbacks to all
concerned;
3) determine appropriate and available resources,
activities, content, methods or whether curriculum has
coherence, balance, articulation, etc. in order to meet
curriculum goals / objectives.
 What curriculum qualities
to evaluate:
1) mission statement (philosophy);
2) sequence (order);
3) continuity (without disruptions);
4) scope (depth / variety of content)
5) articulation (how parts fit);
6) balance (quantitative and qualitative aspects of
content);
7) coherence (relationships among different
components)
 - Curriculum Improvement

- Refers to alteration of certain aspects of

curriculum without changing the fundamental
curriculum elements/ structure / conception(e.g.
Change in strategies and/or activities / time allotment,
etc.)

-Curriculum Change

-Refers to the basic alteration in the structure

elements, conception and design of learning experiences
and content based on new conceptions. (e.g. change in
subject areas and content/s, in conception, philosophy,
mission, goals, in competencies and objectives, in
sequence of content for the whole level/ etc.)
THANK YOU!
☺☺☺