CURRICULUM DEVELOPMENT HANDOUT

I. CURRICULUM
What is Curriculum?
• • “EDUCATIONAL PROGRAM OF SCHOOL” (Albert Oliver, 1977)
• • All experiences learners need to learn.
• • All means of instruction (Krug, 1957)
• • set of goals and values, which are activated through a development process culminating in
classroom experiences for students.

What is Curriculum Development

• • It is defined as the process of selecting, organizing, executing and evaluating the learning

experiences on the basis of the needs, abilities, and interest of learners, and on the basis of
the nature of the society or community.
II. STAKEHOLDERS IN CURRICULUM DEVELOPMENT
A. School-based
1. LEARNERS
• • needs and abilities are the basis of curriculum content solution
• • achievement level measures the effectiveness of the curriculum

2. TEACHERS
• • establish direction and implementation of a particular program
• • select content to be given emphasis
• • assist/ contribute in the preparation of the scope and sequence of the program
• • attend to the pedagogical concerns such that they modify the curriculum to suit the needs of the
learners
• • help in evaluating the effectiveness of the curriculum

3. SCHOOL ADMINISTRATORS
• • supervise curriculum implementations
• • select, recruit and hire qualified teachers
• • admit students
• • take charge in the procurement of school equipment and instructional materials needed for the
effective delivery of instruction

B. Community-based
1. PARENTS
• • support and participate in parent-school organizations where priorities for the curriculum are set

2. PUBLISHERS
• • provide/ develop instructional materials based on the prescribed curriculum

3. LAW MAKERS/ GOVERNMENT OFFICIALS

• • authorize school budget
• • enact legislation to effect curriculum change or improvement
• • issue guidelines in designing and implementing curriculum

4. COMMUNITY-AT-LARGE
• • often dictates the purpose, goals and content of school curricula
• • recommend directions and changes in the curriculum
III. TEACHER AS CURRICULARIST
1. KNOWER
• • knowing about the curriculum, the subject matter or the content
• • acquiring academic knowledge about formal and informal disciplines
• • mastery of the subject matter.

2. WRITER
• • Writes the curriculum
• • takes record of knowledge concepts, subject matter or

content.
• • writes books, modules, laboratory manuals, instructional guides, and reference materials in
paper or electronic media

3. PLANNER
• • make a yearly, monthly or daily plan of the curriculum.
• • takes into consideration the learners, support material, time, subject matter or content, desired
outcomes , context of the learners among others in planning the curriculum.

4. INITIATOR
• • Implements curriculum to the schools from DepEd, CHED, TESDA, UNESCO, UNICEF or other
educational agencies for improvement of quality education
• • Implementation of a new curriculum requires the open mindedness of the teacher, and the full
belief that the curriculum will enhance learning

5. INNOVATOR
• • Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always dynamic,
hence keeps on changing

6. IMPLEMENTER
• • teacher becomes the implementer of the curriculum
• • engages with the learners, with support materials in order to achieve the desired outcome.
• • teaching, guiding and facilitating skills of the teacher is expected

7. EVALUATOR
• • determine if the desired learning outcomes have been achieved

IV. FOUNDATIONS OF CURRICULUM

A. PSYCHOLOGICAL FOUNDATION - forms the basis for the methods, materials and activities for
learning and subsequently serves as basis for many curriculum decisions.
MAJOR THEORIES PROPONENTS CURRICULUM
PROPONENTS CURRICULUM
MAJOR THEORIES
1.1. Behaviorism 1. Edward • curriculum should be
Thorndike organized so students
2. Ivan Pavlov experience success in
3. Burrhus mastering the subject matter
Frederic • highly prescriptive and
Skinner diagnostic in approach
• rely on step-by-step
procedure, structured
methods of learning
• for students who have
difficulty learning,
curriculum and instruction can
be broken down
into small units with appropriate
sequencing of
tasks and reinforcement of
desired behavior