OF

CURRICU
LUM
DESIGN
1.Curriculum change is inevitable,
necessary, and desirable

Schools and school systems grow and develop in

proportion to their ability to respond to change and adapt
to changing conditions. Society and its institutions
continuously encounter problems to which they must
respond.
2. Curriculum both reflects and is a
product of its time
The curriculum responds to, and is changed by,
factors such as social forces, philosophical
positions, psychological principles, accumulating
knowledge, and educational leadership at its
moment in history.
3. Curriculum changes made at an earlier period of
time can exist concurrently with newer curriculum
changes.

Curriculum revision rarely starts and ends abruptly.

Changes can coexist and overlap for long periods of time.
Usually curriculum is phased in and phased out on a
gradual basis.
4. Curriculum change depends on people
to implement
01
the change
People who will implement the curriculum
should be involved in its development. When
individuals internalize and own the changes in
curriculum,
03 the changes will be effective and
long-lasting.
5. Curriculum development is a
cooperative group activity.
Significant and fundamental changes in
curriculum are brought about as a result
of group decisions. Any significant
change in the curriculum should involve
a broad range of stakeholders to gain
their understanding, support, and input.
6. Curriculum development is a decision-making
process in which choices are made from a set of
alternatives.

Examples of decisions curriculum developers must make include

what to teach, what philosophy or point of view to support, how
to differentiate for special populations, what methods or strategies
to use to deliver the curriculum, and what type of school
organization best supports the curriculum.
7. Curriculum development is an ongoing
process
Continuous monitoring, examination, evaluation, and
improvement of curricula are needed. No curriculum
meets the needs of everyone. As the needs of
learners change, as society changes, and as new
knowledge and technology appear, the curriculum
must change.
8. Curriculum development is more effective if it
is a comprehensive process, rather than a
“piecemeal” process.

Curriculum development should not be a hit or

miss proposition, but should involve careful
planning and be supported by adequate
resources, needed time, and sufficient personnel.
9. Curriculum development is more
effective when it follows a systematic
process
A set of procedures, or models, for
curriculum should be established in
advance, and be known and accepted
by all who are involved in the process.
The model should outline the sequence
of steps to be followed for the
development of the curriculum.
10. Curriculum development starts
from where the curriculum is.
Most curriculum planners begin
with existing curriculum. Oliva
advises planners to "hold fast to
that which is good."