Republic of the Philippines
St. Louise de Marillac College of Sorsogon
Higher Education Department
Talisay, Sorsogon City
Group 3
Topic : Curriculum Development and Planning
Curriculum Development and Planning
 Curriculum development today presents
both a strategic process challenge as well
as policy change.
 There are many models for curriculum
development (9 models).
 As process, curriculum development is
focused on reviewing, planning, developing,
implementing and maintaining curriculum.
Models of Curriculum Development
 Any significant change specifically in the
society’s system always require a model.
 Henson (2009) – defines it as a set logical
relationships, either qualitative or
quantitative that will link together the
relevant features of the reality.
 Functionally, models are used to represent
events and event interaction in a highly
compact and illustrative manner.
The Aim Model
 The most simple and Clear Model is the
Aim.
 Consist of both student activities and
teacher activities, but no foundation
elements and no philosophy statement.
Taba’s Inverted Model
Taba’s approach to curriculum development
is referred to as an inverted model. This inverted
model has eight steps.
Step 1. Diagnosing needs using a needs
assessment tools.
Step 2. Formulating specific objectives, including
concepts and attitudes to be learned, ways of
thinking to be enforced, and skills to be mastered.
Step 3. Selecting content by carefully choosing
topics, and writing a rationale to support each
choice.
Step 4. Organizing the content..
Step 5 and 6. Selecting and organizing
experiences.
Step 7. Evaluating the unit continously.
Step 8. Checking for balance and sequence.
Tyler’s Ends-Means Model
 The student as Source.
 Society as Source.
 Subject matter as Source.
 Philosophy as a Source.
 Psychology as a Source.
The Oliva Models
In 1976, Olivia introduced a curriculum
development model. Then in 1992, he expanded
this model. His target was develop a model for
curriculum development that was simple,
comprehensive and systematic.
Use of the Model
 First, it offers a process for the complete
development of a school’s curriculum.
 Second, a faculty can focus on the
curricular components of the model to make
programmatic decisions.
 Third, a faculty can concentrate on the
instructional components.
The Saylor and Alexander Model
Galen Saylor and William Alexander (1974)
introduced a curriculum model consisting of four
steps:
a. Goals, Objectives and Domains.
b. Curriculum Designing.
c. Curriculum Implementation.
d. Curriculum Evaluation.
According to them, curriculum is “a plan for
providing sets of learning opportunities to achieve
broad educational goals and related specific
objectives for an identifiable population served by
single school centre”.
Macdonald’s Model
(Macdonald & Leeper, 1965) perceived
teaching as a personality system (the teacher)
acting in a professional role and learning as a
personality system (the student) performing task-
related (learning) behaviors.
V. Concomitant Learning.
VI. Behavior Modification.
VII. In-service experiences.
VIII. Supervision experiences.
IX. Pupil-teacher planning experiences.
X. Pupil-teacher planning experiences.
Eisner’s Artistic Approach
This artistic curriculum approach to curriculum
planning by Elliot W. Eisner was developed with a
combination of his interests in art education and
curriculum.
It comprises seven components which are as
follows:
 The Goal and their priorities.
 The Content of the curriculum.
 The Types of learning opportunities.
 The organization of learning activities.
 organization of content areas.
 The Mode of presentation and mode of
response.
 The types of evaluation procedures.
The Diamond Model
Diamond's model starts with an assessment
of needs from the learners which is followed by the
statement of goals, followed by designing the
instructions to attain these goals, followed by the
implementation and lastly the revision based on the
results. Diamond says that his model is easy to use
— it can used to design or redesign courses or
workshop in every subject area. It ensures that all
important matters will be given attention and
options are explored before decisions are made.
Walker’s Naturalistic Model
 This model used the deliberative approach
in curriculum planning.
 Walker began studying what people actually
do when planning curricula.
 He believed that better curriculum planning
and development will result when those
involved in it understand the process.
 Walker’s naturalistic model is a descriptive
model.
Walker’s model steps:
 The first phase of the model is called the
platform.
 The second phase is deliberation.
 The final stage in design phase is the
creation of the planned curriculum.
Participants in Curriculum Development and
Planning.
Planning takes place at the classroom,
school, local and national level. Macdonalds long
ago advocated that all parties affected by the
curriculum should be involved in deciding its nature
and purpose. The key players should be scholars-
experts, professional educators, (consultants,
administrators, supervisors, etc.) teachers,
students. Parents and community members
(including business people and politicians) should
play lesser roles.
TEACHERS - Must fill in the main position in
curriculum decision making for they decide which
parts of the curriculum, newly developed or on-
going, to implement or stress in a particular class.
STUDENTS - Their input is significant in its own
right, accepting them to participate in curriculum
development also inspires them and encourages
them to take the responsibility for matters that
concern them.
PRINCIPALS - For a successful curriculum
planning in school the principals must be involved.
They should schedule time for curricular activities
arrange INSET, sit on curriculum committees and
refine school's mission, serve more actively as
curriculum Initiators and implementers.

PARENTS - Supports and influences the
implementation of the curriculum by means of
financial resources (contribution for the public
school/payment of school fees).
CURRICULUM SPECIALISTS
Curriculum specialists, curriculum coordinators,
directors are the same and they serve same
functions such as:
 Have a broad knowledge of curriculum.
 Experts in creating and implementing
curricula.
 Do not have a major in specific content.
prepared for work, middle level skills development
and higher education.
3. Significantly address shortages or gaps in
educational inputs (teacher item, School head item,
Classroom, Instructional materials) address
significantly.
4. Broadened and strengthened stakeholders
support in the improvement of basic education
outcomes.
5. Improved internal efficiency.
6. Improved system of governance in the
department.
7. Improve quality of teachers process Goals of the
K to 12 Basic education program.

SUPERINTENDENTS
 Respond to matters before school board. Members:
curriculum activity.
 Start programs for INSET. Leslly Habulan
 Inform all district personnel of changes
Rona Mae Gabion
occurring in other schools.
 Process demands from outside the system Elizabeth Embile
for change or maintenance of educational Reggie Catalan
offerings. Maricel Burton
 Inspire change and enable curricula to
respond to changing demands of the time. Jolia May Lasala
Carmella Anacin
THE NATIONAL GOVERNMENT AND ITS John Paul Jalmansar
AGENCIES.
Angelic Espera
The national gov't affects the curriculum in
many ways, it frequently publish guidelines on what Angelica Lucino
will be taught. Ivan Rey Defeo
Jolina Jalmasco
GOAL BASED MODEL OF CURRICULUM
PLANNING, THE PHILIPPINE EXPERIENCE Randy James Bolso
Cyra Buenaventura
This model has several features, it is goal-
based, because it assures that curriculum revisions
are made with general outcomes evidently in mind.

OUTCOME GOALS OF THE K TO 12 BASIC

EDUCATION PROGRAM

The K to 12 Basic education program seeks to

realize the following:
1. Philippine education standards to be at part with
international standards
2. More emotionally mature graduates equipped
with technical or vocational skills who are better