Understanding Curriculum as a Concept

5. Phases/Processes in Curriculum Development

a. Curriculum Planning

A process that involves situation analysis, goal setting and

need identification, budget determination, and decision-making
regarding implementation and evaluation details
 A. Situation analysis
-Points to the need to examine the nature of the situation,
or learning context , to justify the selection of objectives
and learning experiences
-On the macro level (societal, governmental). situation
includes these factors
-Cultural and social changes and expectation (e.g. parental
expectation, employer requirements, community values,
changing relationships, and ideology)
-Education system and requirements and challenges (e.g.
policies, examination, research, local authority and demands)
 A. Situation analysis

-The changing nature of the subject matter to be taught

-The potential contribution of teacher support system (e.g.
teacher-training institutions, research institutes)
-Flow of resources into the school
On the micro level (school level) the factors that need to be
analyzed include:
Pupils: aptitudes, abilities, identified educational needs
Teachers: values, attitudes, skills, knowledge, experiences,
special strengths and weaknesses, role
School organizational climate and structure: traditions, power
distribution, authority relationship, and dealing with other school
stakeholder
Material resources: buildings, plants, equipment and potential
for enhancing these
Perceived and felt problems in existing curriculum
 b. Curriculum Organization and Design
Involves the “form” design, pattern, or simply the
arrangement of elements of curriculum used; based on one
dominant source of curriculum content
Includes selection of content/subject
matter/competencies/learning activities grade placement, time
allotment, and sequence of content/activities
Answers such questions as 1) what is to be done? ; 2) What
subject matter is to be included? ; 3) What instructional
strategies, resources and activities will be employed? ; And, 4)
what methods and instruments will be used to appraise the
results of the curriculum?
 6. Curriculum Organization and Design
oSelection of content
Answer the question “What knowledge is most worth”
Content is a subject matter of teaching-learning process;
includes knowledge, skills, concepts, attitudes, and values and
significant only insofar as it is transmitted to the student in some
way (method)
Search for best content includes consideration of known
information (body of knowledge) including worlds events and
current education reform goals, society’s needs; needs and
interest of learners and human development (improvement of
society by improving individuals)
 6. Curriculum Organization and Design
Criteria for selecting content

Validity – whether content is authentic and can achieve stated

objective
Significance – whether content is fundamental to the subject of
question, whether selected contents allows for breathe and depth
of treatment (flexibility)
Interest whether content is easily learnable
Consistency with social realities: whether content represent
most useful orientation
 6. Curriculum Organization and Design

Integration brings to a close relationship all concepts, skills, and

values contained in the curriculum
Utility: whether content is helpful to student in coping with real
life
Scope: breadth of the curriculum at a given time; refers to the
range of important ideas and concepts included
Continuity and sequence: involved in the vertical organization of
the curriculum; refers to recurrence and repetition of content and
depth with a skill or content building on the preceding ones
Grade Placement

Allocation of content to definite grade capable of learning

Factors to consider: child’s ability, difficult of item,
importance of content, maturation, mental age, experiential
background (KUASH)
Time Allotment
Specification of delimit time subject/course; amount of
time given to a subject
Factors to consider: importance of subject; child’s ability,
grade level average of days/hours

Sequence
Putting content into an order of succession for an orderly
and productive learning contents
C. Curriculum Implementation

A process by which curricula are used in school; this is the

instructional phase of curriculum development process
Includes knowing the
a.Scope and complexity of curricular changes
b.How curriculum content is disseminated
c.Professional development
d.Identification of resources requirement
Curriculum Implementation

Requires planning and managing the major operation that

occur in sing the curriculum in the classroom
A process by which curricula are used in school; this is the
instructional phase of curriculum development process
Includes knowing the
a. Scope and complexity of curricular changes
b. How curriculum content is disseminated
c. Professional development
d. Identification of resources requirement
D. Curriculum Evaluation

The process of delineating, obtaining, and providing

useful information for judging decision alternatives (PDK,
1971)

Refers to the formal determination of the quality,

effectiveness, or value of a curriculum (Stufflebeam, 1991)

Involves value judgment about the curriculum

D. Curriculum Evaluation

Consists of process and product assessment

oProcess evaluation – used to a) provide information about

the extent to which plans for curriculum implementation are
executed and the wise use of resources; b) to provide
assistance
oProduct evaluation – used in gathering interpreting and
appraising curricular attainments, as often as necessary, to
determine how well the curriculum meets the needs of the
students it is intended to serve
D. Curriculum Evaluation

Procedures of curriculum evaluation:

1.Focusing
2.Preparing
3.Implementing
4.Analyzing
5.Reporting
8. Curriculum Evaluation

Criteria to observe:
1.Consistency with objectives
2.comprehensive scope
3.sufficient diagnostic value
4.validity
5.unity of evaluative judgment
6.continuity
8. Curriculum Evaluation

Why evaluate? 1) meet demands that current educational

reforms have made; 2) provide direction, security, and
feedbacks to all concerned; 3) determine appropriate and
available resources, activities, content, methods or whether
curriculum has coherence, balance articulation, etc. in order
to meet curriculum goals/objectives
Thank you!