Phases and Steps in Curriculum

Development Process
Prepared by: Lorei Mae P. Remontal
 I. Introduction
Objectives:
At the end of presentation, the listeners should be
able to:
1. define what curriculum development process is,
2. explain the 4 phases in the curriculum development
process, and
3. discuss the steps in every phase of the curriculum
development process.
 II. Presentation
Curriculum Development Process
- According to Sawi (1996), the curriculum
development process systematically organizes
what will be taught, who will be taught, and
how it will be taught. 
•
 Phase I: Planning
Sawi (1996) highlighted that
the planning phase lays the
foundation for all of the
curriculum development steps.
 (1)   Identify Issue/Problem/Need
According to Sawi (1996), this step explores
some of the questions that need to be addressed
to define the issue and to develop a statement
that will guide the selection of the members of a
curriculum development team.
 (2)   Form Curriculum Development
Team
The goal is to obtain expertise for the
areas included in the scope of the
curriculum content among the team
members and develop an effective
team (Sawi, 1996).
 (3)   Conduct Needs Assessment
and Analysis
• Conducting a needs assessment.
 A number of techniques are aimed
toward learning what is needed and
by whom relative to the identified
issue (Sawi, 1996). 
• Analysis
He explained also that in analysis, it
describes techniques on how to use the
data and the results of the information
gathered.
 Phase II: Content &
Methods
Sawi (1996) cited that this phase
determines the intended outcomes (what
learners will be able to do after
participation in curriculum activities), the
content (what will be taught), and the
methods (how it will be taught).
 (4) State Intended Outcomes

An intended outcome states

what the learner will be able to do
as a result of participating in the
curriculum activities (Sawi, 1996).
 (5)   Select Content
Selecting content that will make a real difference in
the lives of the learner and ultimately society as a
whole. The primary questions are: "If the intended
outcome is to be attained, what will the learners need
to know? What knowledge, skills, attitudes, and
behaviors will need to be acquired and practiced?“
(Sawi, 1996)
 (6)   Design Experiential Method

The next step is to design activities

(learning experiences) to help the
learners achieve appropriate intended
outcomes.(Sawi, 1996).
 Phase III: Implementations
(7)   Produce Curriculum Product
Once the content and experiential methods have been
agreed upon, the actual production of curriculum
materials begins. This section includes: 1) suggestions
for finding and evaluating existing materials; 2)
evaluation criteria; and 3) suggestions for producing
curriculum materials (Sawi, 1996).
 (8)   Test and Revise Curriculum

This step includes suggestions to

select test sites and conduct a
formative evaluation of curriculum
materials during the production phase
(Sawi, 1996).
 (9)   Recruit and Train Facilitators

It is a waste of resources to develop

curriculum materials if adequate training is not
provided for facilitators to implement it.
Suggestions for recruiting appropriate
facilitators are provided with a sample three-
day training program (Sawi, 1996).
 (10)  Implement Curriculum

It is a waste of resources to develop

curriculum materials if adequate training is not
provided for facilitators to implement it.
Suggestions for recruiting appropriate
facilitators are provided with a sample three-
day training program (Sawi, 1996).
 Phase IV: Evaluation and Reporting

(11)    Design Evaluation Strategies

Two types of evaluation, formative and summative, are
used during curriculum development. Formative
evaluations are used during the needs assessment,
product development, and testing steps. Summative
evaluations are undertaken to measure and report on the
outcomes of the curriculum (Sawi, 1996).
 (12)    Reporting and Securing Resources

This step includes suggestions to select

test sites and conduct a formative
evaluation of curriculum materials during
the production phase. A sample evaluation
form is provided (Sawi, 1996).
 III. Conclusion
Efforts are made at the governmental
level to bring about the reforms in
education and accordingly the curriculum
was reconstructed but the desired
objectives of education have not yet been
achieved so far.
 The curriculum should be inclusive
promoting equality and diversity in
today’s diverse society. It is important
that the teacher is always involved at all
stages of any curriculum development in
the teaching and learning process.
 The curriculum development process consists of
4 phases and 12 steps. It also shows the interaction
and relationships of the four essential phases of the
curriculum development process: ( I) Planning,
(II) Content and Methods, (III)
Implementation, and (IV) Evaluation and
Reporting. 
 IV. Personal Reflection
Based on my presentation, I have learned that in every
step of the curriculum development process, the most
important task is to keep the learners in mind and involve
them in process. The change should be carefully planned
through maximum involvement of the curriculum users
including teachers so that curriculum could be
implemented effectively.
 As a future educator and curriculum developer, I
can make use of this learning to be involved in
every step of the process especially in con­ducting
the needs assessment. From the needs assessment
process, I can easily identify the problems, gaps
between what learners know and what they need to
know.
 V. List of References
Flaman, M.F. et al. (n.d). Curriculum Development Overview. Naperville 203
Community Unit School District
https://www.naperville203.org/Page/3973#:~:text=Curriculum%20Development%
20Overview&text=There%20are%20four%20major%20phases,and%20Curriculu
m%20Development%2C%20and%20Implementation.
-Date downloaded: June 28,2020
 
Kimbrel, L. (2016). The Four Stages of Curriculum Development. Brookhaven
Innovation Academy
https://lauriekimbrel.wordpress.com/2016/07/06/the-four-stages-of-curriculum-de
velopment/
- Date downloaded: June 28,2020
Sawi. G. E. (1996). Curriculum Development Guide: Population Education
for Non-Formal Education Programs of Out-of-School Rural Youth. Food
and Agriculture Organization of the United Nations: Rome

http://www.fao.org/docrep/009/ah650e/ah650e03.htm - Date
downloaded: June 28,2020
Thank you!