PROCESSES FOR

DEVELOPING A
CURRICULUM
SITUATIONAL ANALY SIS
The first phase; starts with analyzing the context in which the
curriculum is developed. The situational analysis includes a
study of the different curriculum sources (students, society
and disciplines or subject matter) and careful examination of
the different influences (internal, external and organizational)
that affect curriculum development.
SELECTION OF GOALS AND
OBJECTIVES
Results from situational analysis; in some cases, if the
government or the university prescribes the curriculum goals
and objectives, such features will be considered as part of the
internal or external influences that will be studied in the
situational analysis.
 DEVELOPMENT OF
CURRICULUM STANDARDS
Takes place after the situational analysis and selection of goals and
objectives. The first phase of Glatthorn’s model (1998) was modified to
simplify the task for developing curriculum standards: (a) develop a
comprehensive set of content standards by examining various
curriculum sources and influences; (b) align the standards with several
criteria; (c) secure teachers’ input to revise and improve the standards;
(d) ask experts to validate the standards; and (e) develop the final draft
of standards, divided into content standards, skills standards and values
standards.
 SELECTION OF CONTENT
OR SUBJECT AREAS

Phase where the developed curriculum standards are used to

select subjects or courses to be included in the curriculum.
 SELECTION AND
ORGANIZATION OF
LEARNING EXPERIENCES
Includes selecting learning activities, organizing instructional plans,
and selecting instructional materials to be used in implementing the
curriculum.
 IMPLEMENTATION

Involves the actual implementation of the curriculum by

faculty members. It is where the actual teaching and learning
take place.
 EVALUATION

The final phase; phase where the goals and objectives of the
curriculum, including the design and selection of all the curriculum
elements, are evaluated. After the result of evaluation, the
curriculum development process will go back to situational analysis
to reexamine the needs and include necessary changes and demands
from curriculum sources and influences.