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 co-
curricular) 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
• 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:
• 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:
• 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:

• 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
• 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
• 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)
• 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