Curriculum Development
Elmer A. F. Conde
Contents
• Definition of a curriculum
• Difference between curriculum, syllabus and
course
• Elements of curriculum
• Types of curriculum
• Curriculum development basics
• Process of curriculum development
• Curriculum planning
Definition
• The word curriculum has
Latin origin. It is a runway,
a course to which one runs
to reach a goal.
• “A course to which one
runs to reach a goal.”
Definition
• “Curriculum is a fixed
program of courses.”
• “Planned experiences
(Curricular and cocurricular) offered to the
learner under the guidance
of school.”
Definition
• “A body of prescribed
educative experiences
under school supervision.”
• “Curriculum means all
these activities which are
provided inside or out side
school to the student in
order to achieve
predetermined goal”
Definition
• Curriculum Development
can be defined as the
systematic planning of
what is taught and learned
in schools as reflected in
courses of study and
school programs.
Definition
• Curriculum is an
educational program that
include the following:
program of studies,
program of activities &
program of guidance.
Related Terms
• Curriculum is “Planned experiences
(Curricular and co-curricular) offered to
the learner under the guidance of
school.”
• Whereas Syllabus includes a list of
topics and subtopics related to a
subject.
• Education imparted in a series of
lessons or class meetings is called
course.
Elements
•
Objectives
•
Content
•
Method of Teaching
•
Evaluation
Objectives:
• “Objectives are expected result before the
completion of work”
• There are two types of objectives:
General objective
Specific objective
Needs of Objectives
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Children needs
Society needs
National needs
Philosophical needs
Cultural needs
Religious needs
Trend and issue in country
Contents:
• “Content contains and
values, culture, social
needs, festivals, history
and present needs”
• Content is prepared
according to objectives.
Teaching Methods:
• “By changing contents and
objective teaching method
will also change”
• Teaching method are
planned according to
content
Different Teaching Methods:
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lecture method
book reading
discussion method
experiment method
demonstration method
project method
problem solving
inductive method
deductive method
playing method
Evaluation:
• “It is a process by which we
want to know to what extent
the objectives have been
achieved”
• To what extent teaching
method was successful and
either content was related to
the objective or not.
Curriculum Evaluation
• A continuous process for
collecting information about all
the elements and outcomes of
the curriculum to help arrive at
an understanding of the extent
to which they have been
achieved and subsequently take
decisions to improve their
efficacy.
Types of Evaluation
• placement evaluation
• formative evaluation
• diagnostic evaluation
• summative evaluation
Types of Curriculum:
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Recommended Curriculum
Ideal Curriculum
Entitlement Curriculum
Intended Curriculum
Supported Curriculum
Implemented Curriculum
Achieved Curriculum
Definitions:
RECOMMENDED CURRICULUM
• It is presented by experts
IDEAL CURRICULUM
• It is also presented and
recommended by expert ideal
curriculums also called
recommended curriculum
Definitions:
ENTILEMENT CURRICULUM
• It is selected by society and
according to the needs and
interest of people of society.
INTENDED CURRICULUM
• It is prepared by institution for
the fulfillment of a course and
syllabus.
Definitions:
SUPPORTED CURRICULUM
• It is the curriculum which is supported and
supervises by human and material
resource and it is thought by the
availability of resources.
IMPLEMENTED CURRICULUM.
• It is also called real curriculum it is that
curriculum which is implemented in the
classroom in real situation.
Definition:
ACHIEVED CURRICULUM
• it is prepared by implemented
curriculum and by opinion of
teacher concern in this
curriculum teacher gives his
point of view that which
portion in curriculum can be
removed or added.
Sources of
Curriculum Design:
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Science as Source
Society as Source
Eternal and Divine Sources
Knowledge as a Source
The Learner as a Source
Science as a Source
• The scientific method
provides meaning for the
curriculum design.
• Only those items that can be
observed and quantified
should be included.
Science as a Source
• Problem-solving should have the
prime position in the curriculum,
i.e., stress thinking.
• Procedural knowledge or
knowledge of process.
• The curriculum teaches rational
processes for dealing with reality.
Society as a Source
• Curriculum is an agent of society.
• Curriculum are designed to serve the broad
social interests of society, as well as the
local community.
• Society shows where to modify the
curriculum.
Society as a Source
• Support is shown for
society as a curriculum
source since the universe
is becoming, rather than
existing for our detached
scientific viewing.
External Sources
• Curriculum design should be intended
to perpetuate society.
• It should pass on the significance of
people's values and personal morality.
• Today these sources are reflected
through the curriculum designer's
values and personal morality.
Knowledge as a Source
• One of the prime sources of curriculum.
• Disciplined knowledge has a particular
structure and a particular method(s) used to
extend its boundaries.
• Disciplined vs Undisciplined Knowledge
– Disciplined = unique
– Undisciplined = various (training)
Learner as a Source
• Curriculum is derived from
what we know about the
learner.
• We draw much from the
psychological foundations.
• Based on cognitive research.
• Emphasizes "learning by
doing".
Curriculum Development
Process
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Philosophy of Education
Goals & Aims
General Instructional Objectives
Specific Instructional Objectives &
Outcomes
Task Analysis & Content Selection
Learning Activities
Subject Matter Selection
• Criteria: relevance,
importance, priority
• Scope: amount, depth of
coverage, concentration
• Sequence: hierarchy &
progression of complexity or
difficulty
Learner Needs
• Cognitive development
• Linguistic development
• Psycho-social
development
• Moral/affective
development
• Vocational focus
Needs of Society
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Transmission of values & culture
Literacy
Vocational skills
Social order & morality
Interpersonal skills
Creativity & innovation
Curriculum Models
• Are based on a body of
theory about teaching &
learning.
• Are targeted to needs &
characteristics of a
particular group of
learners.
• Outline approaches,
methods & procedures for
implementation.
Model of Curriculum Design
• The nature & structure of
knowledge
• The needs of the society
• The needs of the learner
Four Points in
Curriculum Models
• What educational purposes should the
school seek to attain?
• What educational experiences can be
provided that are likely to attain these
purposes?
• How can these educational experiences be
effectively organized?
• How can we determine whether these
purposes are being attained?
Steps in Curriculum
Development (Tyler)
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Selection of aims, goals and
objectives;
Selection of learning
experiences and content;
Organisation of learning
experiences;
Evaluation of the extent to
which the objectives have
been achieved
Steps in Curriculum
Development (Taba)
• Step 1: Diagnosis of need
• Step 2: Formulation of
objectives
• Step 3: Selection of
content
• Step 4: Organization of
content
Steps in Curriculum
Development (Taba)
• 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.
Thank You