Phases and Process of

Curriculum
Development
A. Curriculum planning
 isa complex activity involving the interplay of
ideas from the curriculum field and other related
disciplines. However, the ultimate purpose of
curriculum planning is to describe the learning
opportunities available to students.
1.Levels of Curriculum
Planning
The National Level

• involves scholars of some discipline from various institutions across the country

The State Level

• involves the establishment of a committee (group of educators (teachers, principals, curriculum coordinators, etc.) under
the Education Department
• the task of the Committee is to recommend what ought to constitute the overall program across the nation

The Building Level

• deals with a group of parents, teachers, administrators, counsellors and students from a particular institution
• the group works on the basis that a student’s encounter with personal and social experiences is as important as with those
experiences gathered from the academic activities

The Teacher Team Level

• deals with a group of teachers representing different subject areas who come together to develop a unit
• type of activity that is known as inter-disciplinary curriculum planning since it involves contributions from various
subjects or disciplines of knowledge

The Individual Teacher Level

• a teacher tries to take a decision about learning objectives—what the teacher would like a group of students to learn about
a particular subject

Cooperative Curriculum Planning Level

• the teacher and learners work together to decide any combination of the ‘what, how, who were, and when’ questions
regarding the unit they are working on
2. Elements of
Curriculum Planning
 • analysis of different conditions such as emotional, political, cultural, religious and geographical condition of a country
Situational Analysis
• helps curriculum planners in the selection of objectives, selection of organization of learning materials and in suggesting appropriate evaluation procedure

• the following are the four main factors for formulating the objectives of education: A. Socierty; B. Knowledge; C. Leaner; D. Learning Process
Formulation of
Objectives

• one of the important elements in curriculum development

• consider the following factors in the selection of subject matter:
• available sources and resources
• demand of the society
• international needs
• level or age of the learner
Selection of Content
• methods of content organization
• number of courses offered
• quantity and qualification of teaching staff
• scope of subject matter
• system of examination
• types of society and culture

• these are adopted by the teachers during instruction and learning experiences
Strategies and
Method of Teaching

• a broader term being used to make judgment about the worth and effectiveness of the curriculum. 
Evaluation

a broader term
being used to make
judgment about the
worth and
effectiveness of the
curriculum. 
B.CURRICULUM DESIGN AND
ORGANIZATION
1.Approaches in Curriculum
Designing
 APPROACHES IN CURRICULUM DESIGNING

Learner-Centered Approach Subject-Centered Approach Problem-Centered Approach

 Child is the center of the  Separate distinct subjects for  Assumes that in the process of
educational process. every educational level: basic living, children experience
 Curriculum is constructed education, higher education or problems.
based on the needs, interest, vocational-technical  Problem solving enables the
purposes and abilities of the education. learners to become
learners. increasingly able to achieve
 Built upon the learners’ complete or total development
knowledge, skills, previous as individuals.
learnings and potential.
2. Elements of
Designing
 Elements
Intended Learning Outcomes
Content/Subject Matter
References
Teaching and learning Strategies
Assessment/Evaluation
Description
 Something to be accomplished after a particular session
 Should follow SMART: Specific, Measurable, Attainable, Result
Oriented and Time-bounded
 State based on what students can do
 Include cognitive, performance and affective outcomes
 Topics to be covered in a session
 Relevant to the outcomes
 Appropriate to the level of the lesson
 Reflect current knowledge and concepts
 Books, modules or any print used as sources of information for a
topic
 Includes the author, copyright, publishing company and others
 Activities where the learners derive experiences.
 Must allow interaction, communication and collaboration as well as
independent learning
 Use of varied strategies to accommodate all types of learners
 Utilize cooperative learning activities to allow teamwork and
collaboration
 Feedback by the teacher about the performance of the students
 Provide an information whether or not the outcomes are met.
However for a better understanding of curriculum design let us take a look at the sayings
shared by Peter Oliva.

 Peter Oliva’s 10 Axioms for Curriculum Designers

 Curriculum change is inevitable, necessary and desirable.
 Curriculum is a product of its time
 Curriculum changes made earlier can exist concurrently with newer curriculum changes
 Curriculum change depends on people who will implement the change
 Curriculum development is a cooperative group activity
 Curriculum development is a decision-making process made from choices of alternatives
 Curriculum development is an on-going process
 Curriculum development is more effective if it is a comprehensive process rather than a
“piecemeal”
 Curriculum development is more effective when it follows a systematic process
 Curriculum starts from where the curriculum is.
3.Components of a Curriculum Design

 A curriculum must be reviewed and evaluated regularly. This is to ensure that

competencies identified are aligned with the regulatory standards. Curriculum
mapping model is based on Dr. Heidi Hayes Jacobs’s work (1997, 2004, 2006,
2008, 2010) which addresses the need to create various models that focuses on the
recommendations and requisites that affect students’ learning and teaching
environments.
How is it defined?

Curriculum
Mapping
Curriculum Mapping
Process of organizing core skills, competencies, contents,
learning experiences and assessment used for each course.
An activity involving teachers and stakeholders utilizing
appropriate strategies.
Utilizes diagram to correct misalignments and redundancy
and improve overall coherence of a course of study.
Provides the visual that presents the timeline, sequence and
articulation of content and other important details.
 
 Indicate the Write the learning
Make a matrix
timeline outcomes

Identify teaching Determine subject

List the applicable
learning methods areas to be
assessment tasks
and activities covered

Review the map

and revise based
on the suggestions
How is it mapped?
Curriculum mapping can either be:
 Horizontal alignment or a pacing guide allows teacher teachers teaching the same subject in a particular
grade level to use the same timeline and accomplish the same learning outcomes.
  
 Vertical alignment is strategy used to ensure that no overlapping will happen in the process of writing the
curriculum. It builds concepts and skills from simple to more complex ones.
  
 Subject-area alignment is a technique used to ensure coherence within a subject area for example
Mathematics, Science must be aligned within and across year level.
  
 Interdisciplinary alignment is a strategy used to ensure that content is coherent across multiple subject
areas and may be aligned both within and across year level. It usually emphasize on essential skills
needed by students to succeed in a particular academic course. For example vocabulary can also be
taught in other subjects not only in English courses.
Models of
Implementation
 
 1. Overcoming Resistance to Change Model - This model rests on the assumption that the
success of curriculum implementation primarily depends on the impact the developer can make
on the consumers, i.e., teachers, students and the society in general. While addressing the
persons within the system, we should remember that to get the desired result the subordinates
should be motivated rather than ordered
 2. Leadership-Obstacle Course (LOC) Model. This model treats staff resistance to change
as problematic and proposes that we should collect data to determine the extent and nature of
the resistance.
 3. Linkage Model – This model recognizes that there are innovators in research and
development centers, universities, etc. Educators in the field, however, find some of their
attempts at innovations that are inappropriate for solving the problems. What is therefore
needed is a match between the problems and innovations-the establishment of linkages. This
model foresees two systems: user system and resource system. There has to be a link between
these two systems.
  
 4. The Rand Model is based on the assumption that the success of the implementation of
new program depends on: the characteristics of the proposed change; competencies of
the teaching and administrative staff; the support of the local community; and the school
organizational structure

 Organizational Development Model – This model is an information-processing change

strategy that enables the system to improve its operations and the quality of interactions
among its members to facilitate the introduction of change.This model improves the
organization’s problem solving and renewal process and its emphasis on teamwork and
organizational culture.