Every curriculum models are designed and developed based on a number

of principles. Given these principles, each bound by the provisions of the

curriculum development or in the development of law that has a clear
direction in accordance with principles agreed.
In general principles of curriculum development includes the principles of
relevance, flexibility, continuity, efficiency and effectiveness.
The principles of relevance with regard to compatibility between
components of the objectives, content, strategies, and evaluation. The
principle of flexibility with regard to the freedom / flexibility held by
teachers in implementing the curriculum and the selection of alternative
education programs for students in accordance with their interests and
talents. The principle of continuity with regard to the continuity of the
subject matter between the different types and levels of schools as well as
antartingkatan class. The principle of efficiency and effectiveness with
regard to optimal utilization of all resources to achieve optimal results.
Meanwhile, special principles should be considered in developing a
competency-based curriculum, among others: the principle of faith, values
and noble character, mastery of national integration, the balance of ethics,
logic, aesthetics, and kinetics, similarity of the opportunity, the century of
knowledge and information technology, development of life skills, childcentered and comprehensive approaches and partnerships.
When analyzed in depth some specific principles that are applied in the
development of competency-based curriculum, essentially an elaboration
of the four general principles of curriculum development.
There are two approaches in curriculum development, namely
administrative and grassroots approach. Administrative approach is an
approach to curriculum development in which ideas or development
initiatives emerging from officials or developers policies such as the
Minister of Education, Head of Department and others. Meanwhile, grassroots approach, the development of ideas emerged from the restlessness
of teachers to implement the curriculum in the schools where they want
change or improvement in accordance with the needs of the school.
There are several steps in curriculum development, namely the analysis
and diagnosis of needs, formulation of objectives, selection and
organization of material, selection and organization of learning
experiences, and the development of evaluation tools.
Analysis and diagnosis is done by studying the needs three things: the
needs of students, the demands of society / world of work, and the
expectations of the government. The way to do through needs
assessment, competency studies, and analysis tasks.
The next step after the development of curriculum structured set of needs
is the formulation of objectives, selection and organization of material,
selection and organization of learning experiences, as well as the
development of evaluation tools.