CURRICULUM

DEVELOPMENT
1. CURRICULUM
PLANNING
 considers the school vision, mission and goals. It also includes
the philosophy or strong education belief of the school. All of
these will eventually be translated to classroom desired
learning outcomes for the learners.
PLANNING PHASE IN TEACHING 4

(a) the needs of the learners

(b) the achievable goals and objectives to meet the needs
(c) The selection of the content to be taught
(d) the motivation to carry out the goals
(e) the strategies most fit to carry out the goals
(f) The evaluation process to measure learning outcomes
 PLANNING PHASE IN TEACHING 5

Teaching plans may be short term like the daily plan or long-term
plans like the unit plan or a yearly plan.
In a plan, considerations should include the learner, availability of
materials, time requirements of particular activities, the strategies
needed to achieve the objectives, and the teacher.
The planning phase recognizes the intent that it will be the learners
who will learn, the next phase will engage the learner more.
2. CURRICULUM DESIGNING

 is how curriculum is conceptualized to include the selection and

organization of content, the selection and organization of learning
experiences or activities, and the selection of the assessment procedure
and tools to measure achieved learning outcomes. A curriculum design
will also include the resources and the statement of the intended
learning outcomes.
3. CURRICULUM IMPLEMENTING
 is implementing the plan based on the curriculum design in the classroom
or learning environment. The teacher is the facilitator of learning and,
together with the learners, uses the curriculum as design guides to what will
transpire in the classroom with the end given achieving the intended
learning outcomes. Implementing the curriculum is where action takes
place. It involves the activities that transpire in every teacher's classroom
where learning becomes an active process.
 4. CURRICULUM EVALUATING
 determines the extent to which the desired outcomes have been achieved.
 This procedure is on- going as in finding out the progress of learning (formative) or
the mastery of learning (summative). Along the way, evaluation will determine the
factors that have hindered or supported the implementation. It will also pinpoint
where improvement can be made and corrective measures, introduced. The result of
the evaluation is very important for the decision-making of curriculum planners,
and implementors.