INTRODUCTION

TO CURRICULUM
DEVELOPMENT
Definition of
CURRICULUM
◦ Originated from the Greek
word “curere”, meaning “to
run a course”
Curriculum
the planned educational
experiences offered by a school
which can take place anywhere
at any time in the multiple
context of the school, e.g.,
public schools as caring
communities (Todd, 1965)
is a set of learning content
and experiences that are
selected, organized and
implemented by the school in
pursuit of its institutional
purpose.
Curriculum

◦refers to the sum total of the organized learning

stated as educational ends, school subjects,
activities performed inside the classroom and
in the immediate school surrounding, and/or
topics decided upon and provided within the
educational institution for the attainment of all
the learners under the effective leadership of
the school officials and specifically, the
teachers (Sanchez, 1996)
Curriculum
◦any document or plan in a school or
school system that defines the work of
teachers, at least to the extent of
identifying the content to be taught
(content) to the children and the
methods (strategies) to be used in the
process. (English, 1992)
As accumulation of organized knowledge

As instructional plan Conceptions of

Curriculum
As interaction process

As cognitive process

As praxis

As a means for self-actualization

As technological tool

As a key towards social relevance

As Accumulation of Organized Knowledge

◦ curriculum comprises of the learning

experience, goals and objectives formulated
through the systematic reconstruction of
knowledge and experiences, under school
authorities for the learner’s willful and
continuous growth in personal and social
competence, the cumulative tradition of
organized knowledge.
As Instructional Plan

◦ curriculum is a plan for

learning. Plans are needed to
serve as guide in the curriculum
so the benefactors (the students
and the educators) would not
get lost in the way.
As Interaction Process

◦ Curriculum is a vital,
moving, complex
interaction of people and
things in a setting.
As Cognitive Process

◦ Curriculum intends to
sharpen students’
intellectual process and
develop cognitive skills
for studying virtually
anything (Eisner and
Valance).
As Praxis

◦The school curriculum

represents a special environment
that has been systematized,
edited and simplified for a
special purpose. (habitual or
established practice; custom)
As Boundary between Formal and Informal
Education
◦ The recognition that what pupils
learn is not limited to the formal
course of study but is affected,
directly or indirectly, by the total
school environment which is
embedded by the curriculum
As a Means for Self-Actualization

◦ Curriculum provides
personally satisfying
experiences for individual
learners.
As Technological Tool

◦ Curriculum makes learning

systematic and efficient thru
programmed learning,
computer-assisted instruction,
etc.
As a Key towards Social Relevance

◦Curriculum prepares
people for living in an
unstable, changing
world.
COMPONENTS OF
CURRICULUM
Courses of Study

◦This includes the subject

matter/syllabus that is
taught within the school and
includes the co-curricular
activities.
Social Context
◦ While interacting within the family,
community and outside, one learns
many things which are not possible
within the classroom. The social
context or situations include one's
thinking and contribute to one's
learning. This is more important for
children who grow up through the
process of socialization.
 Learning Experiences
◦ Every time one interacts with the social
environment, one learns from each
encounter. Activity-based teaching-learning
leads to generation of more experiences; so
also, problem-based learning, especially if
problems are related to real-life situations. In
case of experiential learning, the present
learning is based on previous experiences,
and leads/contributes to the repository of
experiences within the individual child
 Learning Outcomes
◦ This is the most important aspect of the
curriculum, i.e. specification of what is to be
achieved Learning outcomes are expressed in
terms of achievements (and changes in the child
due to education) in knowledge, comprehension,
skills, attitude, values, etc. Learning outcomes
may be specified in broad terms which can be
achieved after certain period (say, primary,
elementary, secondary, etc.), or year-wise for each
grade, or for each subject area per semester, etc.
 TYPES OF
CURRICULUM
Subject-Centered Curriculum

◦ breaks the school’s program into discrete

subjects or disciplines
◦ determines in advance what all children will
learn in various subjects and grades (classes)
◦ focuses on the acquisition of the subject
matter and eventual mastery of the subject
area by the learner
Subject-Centered Curriculum

◦ corresponds mostly to the textbook

written for the specific subject
◦ emphasizes that a student who does not
meet the passing mark for a subject is
failed & is required to repeat it
◦ has existed at all levels of schooling
Subject-Centered Curriculum

◦ focuses on certain processes, strategies,

or life-skills
◦ is teacher-friendly because the teachers’
training was based on this method i.e.
specialization
Subject-Centered Curriculum

◦ Single Subject - based on one of the

academic disciplines or organized subject
matter areas
Subject-Centered Curriculum

◦ Correlated Subjects – multidisciplinary

approach
◦ is a plan by which learning experiences in
two or more areas are related , but the
subject identities are kept
Subject-Centered Curriculum

◦ Broad-Fields – fused or integrated

curriculum; expands the fused subjects'
approach by cutting across an entire
domain of knowledge to provide an
integrated view of subject matter (Sowell,
1996).
Subject-Centered Curriculum

◦ Spiral Curriculum - Topics are treated

with corresponding degree of complexity
across levels; provides for widening
horizontal organization of scope,
integration and deepening of knowledge
(vertical sequence, continuation)
Learner-Centered Curriculum

◦ is organized around needs, interests,

abilities and aspirations of students
◦ students help select and organize the
purposes of learning
Learner-Centered Curriculum

◦ subject areas become the means by

which students pursue problems or
topics from their interests
◦ allows students to be active and acquire
skills and procedures that will be
applicable to the outside work
Learner-Centered Curriculum

◦ Child-Centered – It is anchored on the

needs and interests of the child. The
learner is very much engaged with
his/her environment; therefore, learns by
doing.
Learner-Centered Curriculum

◦ Experience-Centered - Experiences of
the learner become the starting point of
the curriculum. The learners are
empowered to shape their own learning
from the different opportunities given by
the teacher
Learner-Centered Curriculum

◦ Activity-Based - curriculum that utilizes

activities. Students are not subjecting to
rote memorization or paper and pencil
learning.
Learner-Centered Curriculum

◦ Social Processes and Life Functions - It

focused heavily on society & is structured
around the various aspects of problems and
processes of community life. Cooperative
planning occurs more frequently. The
curriculum is more flexible. Skills taught are
skills students can apply to everyday living.
Levels of Curriculum
Societal
• farthest removed from learners
• is designed by the public, including
politicians, representatives of
special interest groups,
administrators at different levels,
and professional specialists.
Institutional
• serve schools and are derived
largely from societal curricula
• with modifications by local
educators and laypersons
Levels of Curriculum

Instructional Experiential 

• one that teachers plan • one perceived and

and deliver in schools experienced by
students
Reference

◦ https://www.slideshare.net/JohnErvin4/intro-to-
curriculum-development