CURRICULUM DEVELOPMENT

planned, purposeful progressive, and systematic process to create positive improvements in the educational system

Approaches to Curriculum
1. Curriculum as a Content or Body of Knowledge
Approaches to Content Knowledge
Topical (based on knowledge and experience)
Concept Approach (few topics in cluster)
Thematic (combination of concepts that develop conceptual structures)
Modular (complete unit of instruction)

Criteria in the selection of content

1. SELF-SUFFICIENCY
the prime guiding principle for content selection is helping the learners to attain maximum self-sufficiency in the
most economical manner. Israel Scheffler
three types of economy:
economy of teaching effort and educational resources
economy of students’ efforts
economy of subject matter extent of generalizability.

2. SIGNIFICANCE
Content contributes to the basic ideas, concepts, principles, generalizations,
Content develops a particular learning abilities, skills, processes and attitude formation.

3. VALIDITY
Validity must be verified at the initial selection of curriculum content, but it also needs to be checked at regular
intervals through the duration of the curricular program to determine if content originally valid continues to be so.

4. INTEREST
These persons note that knowledge exists in the learner when it is meaningful to his or her life. When it fails to be
meaningful, it dehumanizes education.

5. UTILITY
usefulness of the content.
Usefulness to those favoring the subject-centered design is often judged in terms of how the content learned will
enable students to use that knowledge in job situations and other adult activities.

6. LEARN ABILITY
selected contents are sometimes arranged and presented in ways that make their learning difficult for some
students.

7. FEASIBILITY
in light of the time allowed, the resources available, the expertise

Basic Principles in the selection of content

1. Scope
address the breadth and depth of its content, varieties and types of educational experiences that are created to
engage students in their learning.
consists of all the content, topics, learning experience, and organizing threads comprising the educational plan.
(Taba)
the horizontal organization of the substance of the curriculum. (John Goodlad and Zhixin Su )
cognitive, affective, and psychomotor content
2. Sequence
curriculum fosters cumulative and continuous learning or what is referred to as the vertical relationship among
curricular areas.
Smith, Stanley, and Shores introduced four such principles in sequencing content:
Simple to complex interrelationships among components.
Prerequisite learning bits of information or learning must be grasped before other bits of learning can be
comprehended.
Whole to part learning curriculum presents experience first in an overview (abstract) fashion to furnish students with
a general idea of the information or situation.
Chronological learning history, political science, and world events are organized in this manner.

3. Continuity
the vertical manipulation or repetition of curriculum components
Tyler indicated that, if for example, reading skills is an important objective, then “it is necessary to see that there is
recurring and continuing opportunity for these skills to be practiced and developed. This means that overtime the
same kinds of skills will be brought into continuing operation.

4. Integration
linking all types of knowledge and experiences contained within the curriculum plan.
curriculum integration is not simply a design dimension; it is a way of thinking about the purpose of the schools, the
resources of the curriculum and the nature and uses of knowledge.

5. Articulation
Articulation refers to the interrelatedness of various aspects of the curriculum.
Vertical articulation depicts the relationships of certain aspects in the curriculum sequence to lesson, topics, or
courses appearing later in the program’s sequence.
horizontal articulation curriculum content in one part of the education program with those contents that are similar
or have a logical or educational link

6. Balance
appropriate weight be given to each aspect of the design so that distortions do not occur.
Mastery of knowledge and to internalize and utilized it in ways that are appropriate for their personal, social, and
intellectual goals.
curriculum should be balanced in terms of subject of subject matter and the learner. (John Goodlad)

Approaches to Curriculum
2. Curriculum as a Process
the practice of teaching and learning
Ways of managing the content
Guiding learning
Methods of teaching and learning strategies
Delivery modes
It is what learners desire to achieve as learning outcomes
What the learner can demonstrate at the end of a learning process.

Curriculum Development:
Process and Model
Curriculum planning generally subscribes to the ends-means rationale which adopts Ralph W. Tyler’s (1950) four
basic questions as follows:

 What educational purposes should the school seek to attain?

 What educational experiences can be provided that is likely to attain these purposes?

 How can these educational experiences be effectively organized?

 How can we determine whether these purposes are being attained?

Vision
ex. BSU as an International University engendering graduates to walk the intergenerational highways.
--It provides the focal point or unifying element according to which the school staff, faculty, students perform
individually or collectively. It is the guiding post around which all educational efforts including curricula should be
directed.
Mission
Ex. BSU cares to: Challenge innovation, Advance technology and facility, revitalize administration, engender
partnership, and serve intergenerational role.
--It spells out how it intends to carry out its Vision. The mission targets to produce the kind of persons the students
will become after having been educated over a certain period of time.
Goals
In a curriculum, goals are made simple and specific for the attainment of each learner. These are called educational
objectives.

Curriculum Aims, Goals, and Objectives

Education is purposeful. It is concerned with outcomes that are expressed at several levels:

 AIMS – the most general level

 GOALS – reflect the purpose with some outcomes in mind
 OBJECTIVES – reflect the most specific level of educational outcomes

Educational Objectives
Benjamin Bloom and Robert Mager defined educational objectives in two ways:
1. explicit formulations of the ways in which students are expected to be changed by the educative
process
2. intent communicated by statement describing a proposed change in learners

BSU Goals & Objectives

Goal I: Challenge Innovation in the Four-Fold Function of the University
     Objectives:
     1. To provide quality education responsive to the needs of time.
     2. To enhance research productivity contributing to sustainable development;
     3. To disseminate relevant research outputs and other scholarly activities consistent with BSU’s mandated
programs
     4. To promote sustainable and appropriate resource generation strategies for the implementation of
development plans
     5. To advocate for resource management and effective energy efficiency in addressing the demands of climate
change.
Goal II: Advance Technology and Facility by shaping the University become responsive to modern needs.
     Objectives:
     1. To use information and communication technology learning resources to sustain and enhance quality of
alternative teaching - learning continuity endeavors
     2. To upgrade facilities and enable researchers/extensionists to conduct activities using specialized facilities; 
     3. To acquire and upgrade state of the art facilities in the project’s innovation 
     4. To upgrade facilities and establish modern physical infrastructures

Goal III: Revitalize Administration by harmonizing performance monitoring, information, and reporting systems.
     Objectives:
     1. To elevate the BSU PRIME-HRM to a level of excellence for good governance and efficient public service
     2. To reinforce transparency, integrity, and objectivity in the delivery of service
     3. To regenerate instruction, research, extension, production, linkages, governance, management, and policies
     4. To streamline operations to be efficient, effective, and responsive to challenges and changes
Goal IV: Serve Intergenerational Role by revitalizing the Spiritual, Physical, Economic, Cultural, Intellectual,
Emotional, and Social (S.P.E.C.I.E.S.) state.
     Objectives:
     1. To establish academic partnerships with local, regional, national and international institution providing
educational opportunities for faculty, staff, and students;
     2. To increase and sustain university relations with academe, industries, GOs, NGOs, and LGUs for research
funding;
     3. To increase and sustain partnership with academe, LGUs, NGOs, Industries, and others;
     4. To comply with existing laws, policies and other requirements key indicators:
Goal V: To strengthen and expand public-private partnerships
     Objectives:
     1. To offer programs that embody social, cultural, economic and developmental needs both for local and global
markets;
     2. To champion local culture and languages in the University context through research, extension, and academic
programs.
     3. Best Practices Documented and Sustained

Curriculum Aims, Goals, and Objectives

Based on the PHILIPPINE CONSTITUTION of 1987, all schools shall aim to:
 Inculcate patriotism and nationalism
 Foster love of humanity
 Promote respect for human rights
 Appreciate the role of national heroes in the historical development of the country
 Teach the rights and duties of citizenship
 Strengthen ethical and spiritual values
 Develop moral character and personal discipline
 Encourage critical and creative thinking
 Broaden scientific and technological knowledge and promote vocational efficiency

Aims of Elementary Education (Education Act of 1982)

 provide knowledge and develop skills, attitudes, values essential to personal development and necessary for
living in and contributing to a developing and changing society
 provide learning experiences which increase the child’s awareness of and responsiveness to the changes in
the society
 promote and intensify knowledge, identification with and love for the nation and people to which he belongs
 promote work experiences which develop orientation to the world of work and prepare the learner to
engage in honest and gainful work

Aims of Secondary Education

 continue to promote the objectives of elementary education
 discover and enhance the different aptitudes and interests of students in order to equip them with skills for
productive endeavor and or to prepare them for tertiary schooling

Aims of Tertiary Education

 provide general education programs which will promote national identity, cultural consciousness, moral
integrity and spiritual vigor

  train the nation’s manpower in the skills required for national development
 develop the profession's that will provide leadership for the nation
 advance knowledge through research and apply ne knowledge for improving the quality of human life and
respond effectively to changing society

Two Types of Educational Objectives

Taba, 1962
1. General Objectives, i.e., those that describe school wide outcomes (curricular goals).
2. Specific Objectives – more specific and describe behaviors to be attained in a particular unit, a
subject/course, or a particular grade-level programmed (curricular objectives).

Domains of Objectives
Benjamin Bloom and his associates classified three big domains of objectives.
 Cognitive
 Affective
 Psychomotor
COGNITIVE/Bloom

AFFECTIVE KRATHWOHL
PSYCHOMOTOR /HARROW

CURRICULUM CONTENT / SUBJECT MATTER

A COMPENDIUM OF FACTS, CONCEPTS GENERALIZATION, PRINCIPLES, AND THEORIES.

CURRICULUM EXPERIENCE
INSTRUCTIONAL STRATEGIES AND METHODS WILL LINK TO CURRICULUM EXPERIENCES, THE CORE AND HEART OF
THE CURRICULUM. THE INSTRUCTIONAL STRATEGIES AND METHODS WILL PUT INTO ACTION THE GOALS AND USE
OF THE CONTENT IN ORDER TO PRODUCE AN OUTCOME.

THE PROCESS OF EXPERIENTIAL LEARNING

- suggest through experiential learning theory a holistic integrative perspective on learning that combines
experience, perception, cognition, and behavior.

CURRICULUM EVALUATION
may refer to the formal determination of the quality, effectiveness or value of the program, process, product of the
curriculum
Tuckman (1985) defines evaluation as meeting the goals and matching them with the intended outcomes.

STUFFLEBEAM’S CIPP MODEL

(CONTEXT, INPUT, PRODUCT, PROCESS)
CONTEXT -Establishing Needs and Objectives
INPUT-Specifying the Most Appropriate Approach to Meet Identified Needs
PROCESS- Assessing The Implementation Of The Programme
PRODUCT-Assessing The Outcomes Of The Programme

PLAN OF ACTION
PROCESS OF CURRICULUM EVALUATION
1. Focus on one particular component of the curriculum.
2. Collect/gather the information.
3. Organize the information.
4. Analyze information.
5. Report the information.
6. Recycle the information.