EDUC-209

CURRICULUM DEVELOPMENT PROCESS

MARY ROSE NAVALUNA- RESMA
MA-EM - 1

The process of developing a structured framework for teaching and

learning is known as curriculum development. It entails creating
and implementing a course of study or educational program that
specifies the material that will be taught to students, how it will be
delivered to them, and how their progress will be evaluated. The
purpose of curriculum creation is to offer students a comprehensive
and worthwhile educational experience that supports their growth
and learning.

The steps in the procedure are often broken down into the following
stages:

1. Needs assessment is the initial stage in the curriculum

development process where the educational needs of the learners
and the community are identified. The goal of a needs
assessment is to identify what learners need to learn in order to
achieve their goals and objectives by gathering information about
the learners' present knowledge, abilities, and attitudes.

Data are gathered as part of the needs assessment process

using a variety of techniques, including surveys, interviews, focus
groups, observations, and analysis of previously collected data. In
order to decide how the curriculum may address these difficulties,
this data is used to identify the opportunities, challenges,
opportunities, and strengths that exist in the current educational
system.

The findings of the needs assessment aid in establishing the

learning goals and objectives that the curriculum should pursue as
well as the knowledge, abilities, and attitudes that learners must
gain. Additionally, the needs assessment process aids in ensuring
that the curriculum is pertinent to the needs, interests, and
abilities of the learners and that it takes into account the unique
possibilities and difficulties that are present in the community.

2. Curriculum Design

A curriculum's framework is developed through the process of

curriculum design, which is based on needs analysis. Establishing
a precise and comprehensive strategy for what will be taught, how it
will be taught, and how student learning will be evaluated is the
goal of curriculum design.

Choosing the content's scope and order is the initial stage in

curriculum design. This entails selecting the major themes and
ideas the curriculum will cover and placing them in a sensible and
cogent sequence. The breadth and depth of the content, as well as
the amount of time available for teaching and learning, may also be
taken into account by the curriculum designers.
 Finding the learning objectives comes after the scope and
sequencing have been decided. Learning objectives are precise,
quantifiable targets that outline the abilities that students will have
after finishing the curriculum. The knowledge, skills, and attitudes
revealed in the needs assessment serve as the foundation for these
objectives.

The selection of acceptable teaching and assessment

techniques can be made by curriculum designers after the learning
objectives have been determined. Lectures, talks, group projects,
and practical exercises are examples of teaching techniques.
Exams, essays, projects, and performance reviews are examples of
assessment techniques. The chosen methods should facilitate the
growth of the desired knowledge, abilities, and attitudes and should
be in line with the learning objectives.

In general, curriculum design entails developing a thorough

plan for the curriculum that is based on the needs analysis and is
intended to meet the students' learning needs.

3. Content Selection

Following curriculum design, the process of developing a

curriculum includes the crucial step of content selection. The
following step is to choose the individual subjects, sources, and
materials that will be used to support learning and instruction once
the curriculum's structure has been defined.
 Finding topics that are pertinent to and appropriate for the
learning objectives set during the curriculum design stage is part of
the content selection process. The interests and backgrounds of the
students, as well as the most recent developments and industry
standards, may also be taken into account by the curriculum
designers.

The curriculum designers can start choosing tools and

materials to enhance learning and instruction after the themes have
been determined. Textbooks, essays, films, simulations, and other
educational materials may be among them. The chosen resources
ought to be interesting, pertinent, and suitable for the requirements
and skills of the students.

When choosing content and resources, the curriculum

designers may also take into account various teaching strategies
and techniques, such as project-based learning, inquiry-based
learning, or blended learning. The chosen methods should facilitate
the growth of the desired knowledge, abilities, and attitudes and
should be in line with the learning objectives.

To support the learning objectives defined during the

curriculum design stage, content selection entails choosing
acceptable and relevant subjects, resources, and materials while
taking into account the interests and skills of the learners as well
as current trends and industry best practices.
4. Curriculum Implementation

The stage at which the curriculum is put into practice by the

teachers or instructors is known as curriculum implementation. It
entails conveying the information, imparting the knowledge and
ideas indicated in the curriculum, and evaluating the progress of
the students.

The preparation of the teachers or instructors who will be

presenting the curriculum is the first step in the implementation of
the curriculum process. This could be instruction, professional
growth, or the distribution of teaching aids and resources.

The curriculum can be delivered to the pupils once the

professors or instructors are ready. This could entail utilizing a
range of teaching techniques, including lectures, debates, group
projects, and hands-on activities, as well as the tools and supplies
chosen during the content selection stage.

Teachers or instructors who are implementing the curriculum

should keep an eye on student development and modify their
approach as necessary to ensure that the learning objectives are
being reached. This could entail altering teaching strategies, giving
students more support or difficulty, or changing tests to better
gauge student learning.

The evaluation of student learning and any necessary

curricular modifications are made possible via assessment, which is
a crucial part of curriculum implementation. A range of techniques,
including tests, essays, projects, and performance evaluations, may
be used for assessment.

In general, curriculum implementation entails presenting the

curriculum to the students, keeping track of their development, and
evaluating their learning. It calls for the efficient use of instructional
techniques, tools, and materials as well as constant assessment
and modification.

5. Evaluation and Review

The final phase of curriculum creation is evaluation and

review. It involves evaluating the curriculum's effectiveness and
making changes to keep it current and relevant.

Monitoring student achievement, formal curriculum

evaluations, and gathering feedback from students and teachers are
all possible components of the evaluation and review process.
Surveys, focus groups, and other techniques can be used to gather
feedback in order to learn what aspects of the curriculum were
successful and what needed improvement.

To ascertain whether the learning objectives are being

reached, it is also possible to examine student performance data in
addition to comments. Exam results, completion rates, and other
measures of student progress may be examined in this regard.
 The curriculum can be modified to increase its efficacy based
on student comments and performance statistics. This could entail
changing the learning objectives, the instructional methods, or the
material.

To make sure the curriculum is current and relevant, it must

be reviewed frequently. This can entail taking into account
modifications in the subject or sector, technological developments,
or fresh teaching and learning research.

In conclusion, the evaluation and review phase is essential for

ensuring that the curriculum is efficient and satisfies the needs of
the students. It entails gathering input, examining performance
statistics, and modifying the curriculum as necessary to keep it
current and relevant.
 EDUC-209
DRIVES AND CONSTRAINTS IN CURRICULUM DEVELOPMENT
MARY ROSE NAVALUNA- RESMA
MA-EM - 1

Numerous motivations and limitations have an impact on

curriculum creation. These may include internal elements like the
skill of curriculum designers and available resources, as well as
external factors like governmental policies, social expectations, and
educational standards.

1. Curriculum Standards

Educational standards are criteria or benchmarks that outline

the knowledge and skills students should possess at different levels
of their education. These guidelines serve as a reference for
curriculum designers to make sure that the curriculum fulfills
specific benchmarks. Typically, these standards are created by
national or state education bodies.

Education across multiple schools and districts should be

consistent and coherent thanks to educational standards.
Education standards can ensure that all students, regardless of
location or socioeconomic background, have access to a high-
quality education by creating explicit learning objectives.

Curriculum developers may use educational standards as a

guide to ensure that the curriculum meets certain benchmarks.
This can involve aligning the curriculum with specific standards,
such as the Common Core State Standards in the United States, or
using the standards to inform the development of the curriculum.

Curriculum designers may ensure that students are exposed

to the knowledge and abilities they need to succeed in further
education and the workforce by ensuring the curriculum is aligned
with educational standards. Additionally, it can guarantee that the
curriculum is rigorous and up-to-date and that students are
adequately equipped for the chances and problems they will face
throughout their life.

Overall, educational standards are important in the

establishment of curricula because they offer a clear set of rules for
what knowledge and skills students should have at various levels of
their schooling. These standards can be used as a guide for
curriculum designers to make sure their work is rigorous, current,
and in line with what students and society require.

2. Government Policies

Curriculum development may be significantly impacted by

government actions. Governments are in charge of making
decisions regarding education in many nations, and these decisions
can affect the curriculum's structure and content.

Standardized testing is one method that government

regulations might affect how curriculum is developed. Standardized
testing may be mandated by governments in order to assess
student success and hold schools accountable for their
performance. In response to these regulations, curriculum
designers may create curricula that are in line with the particular
knowledge and skills that are tested.

Similar to this, government accountability policies may

influence how the curriculum is developed. For instance,
curriculum designers may give priority to the skills and knowledge
required for students to fulfill such benchmarks if schools are held
accountable for student success on certain indicators, such as
graduation rates or college attendance.

Governments have the authority to establish standards for the

curriculum's content and organization in addition to testing and
accountability procedures. For instance, a government may
mandate that kids learn particular skills, such as computer
programming or financial literacy, or that certain disciplines, like
math or language arts, be taught at particular grade levels.

In general, as they can affect the curriculum's content,

structure, and priority, governmental policies can have a big impact
on how it is developed. The demands and objectives of the learners
and community they serve must be taken into consideration when
designing a curriculum, and effective curriculum creators must be
aware of these policies and regulations.

3. Community expectations
 The expectations and values of the community are taken into
account when developing curricula. When creating a curriculum
that satisfies the needs of the learners, curriculum planners must
take into account the unique demands and expectations of the local
community for the education of their children.

Cultural and linguistic diversity is one manner in which

curriculum expectations might be influenced by community
expectations. Curriculum designers may need to think about how to
meet the requirements of pupils who speak different languages or
come from different cultural backgrounds in communities with
diverse demographics. This may entail creating curricula that
incorporates multicultural viewpoints or providing language
assistance for pupils learning a second language.

Community expectations might also affect the curriculum's

content and organization. For instance, there can be a high
emphasis in some communities on particular disciplines, like
science or technology, or a desire for particular learning outcomes,
like character education or community service.

Curriculum designers may need to interact with stakeholders,

such as parents, community leaders, and educators, in order to
address community expectations. This can entail sharing
information about the curriculum's goals and objectives as well as
asking for comments and suggestions regarding the design of the
curriculum.
 In the end, including community expectations and values in
the curriculum can assist guarantee that it is pertinent and
meaningful for the students as well as that it satisfies the demands
and objectives of the neighborhood.

4. Available Resources

The availability of resources is a key factor in developing

curricula. The resources at their disposal, including funding,
materials, and technology, must be taken into account by
curriculum designers as they create a workable and efficient
curriculum.

Funding is one of the main ways that the availability of

resources can impede the development of curricula. The extent and
depth of the curriculum may need to be constrained by the
curriculum architects' need to work within a finite budget. To
satisfy the demands of the students, they might need to give some
subjects or themes higher priority than others or come up with
inventive ways to employ the resources already available.

The availability of resources and technology can similarly

affect the curriculum. For instance, curriculum designers may need
to create curricula that can be taught without specific resources,
such textbooks or computer laboratories, or come up with other
solutions to supply them.

Curriculum designers may need to take an inventive and

creative approach to curriculum design to solve resource
limitations. They might need to look for alternate funding sources or
figure out how to make better use of their current resources. In
order to be adjusted as resources become available or as needs
change over time, they may also need to build curriculum that is
flexible and adaptable.

In general, the amount of resources that are accessible can

significantly impede the creation of curricula. In order to create
curriculum that is effective and satisfies the needs of the students
and community they serve, curriculum creators must be able to
operate within these limitations.

5. Expertise of Curriculum Developers

Curriculum creation depends heavily on the knowledge and

experience of curriculum developers. Different experiences,
education, and backgrounds for curriculum developers might result
in distinctive viewpoints and methods for the development process.
The curriculum's structure and content may be impacted by this.

For instance, a curriculum developer with subject-matter

experience may have a stronger comprehension of the important
ideas and abilities that students must master in that topic. They
can utilize this information to create a more targeted and efficient
curriculum in that subject area. A curriculum developer with
knowledge of instructional design, on the other hand, might bring a
more methodical and data-driven approach to the development
process, ensuring that the curriculum is founded on reliable
pedagogical principles and is in line with industry standards.
 Additionally, curriculum designers with various backgrounds
can provide a variety of viewpoints to the development process. For
instance, a curriculum developer with experience dealing with
children from varied cultural and linguistic backgrounds may be
able to offer insights into how to create curricula that is sensitive to
cultural differences and meets the particular requirements of these
kids.

Curriculum developers frequently work in teams to make sure

that the development of the curriculum is enriched by a variety of
viewpoints and skills. The curriculum can be made to be well-
rounded and reflect a variety of viewpoints by a team of curriculum
developers with complementary talents and backgrounds. The
curriculum can be created to satisfy the needs of a variety of
learners and be more efficient overall by utilizing the knowledge of
all team members.

6. Changes in the Field or industry can have a significant impact

on curriculum development. As new technologies emerge, job
requirements evolve, and research on teaching and learning
advances, curriculum developers must adapt their curriculum to
ensure that it remains relevant and effective.

The curriculum could need to include new tools and resources

to enhance learning and instruction, for instance, as a result of
technological improvements. This can involve including interactive
simulations, multimedia tools, and online learning platforms in the
curriculum. Similar to how the labor market has changed, the
curriculum may need to concentrate on teaching students how to
build skills that are in high demand in the workplace, such data
analysis, digital literacy, or project management.

Research on teaching and learning can also influence

curriculum revisions. Curriculum designers may need to modify the
teaching techniques employed in the curriculum to conform to the
most recent findings as new research on efficient teaching tactics is
produced. For instance, studies on the advantages of active learning
may influence curriculum designers to include more experiential,
hands-on learning activities in the curricula.

The development of curricula, however, might often be

hampered by changes in the area or industry. For instance,
curriculum designers may need to work within the limitations of the
resources available to integrate new technology or instructional
approaches. Similar to this, curriculum developers may encounter
difficulties putting a new or revised curriculum into practice if there
is resistance to change within the educational community or
industry.