Curriculum Development

CURRICULUM
PLANNING
JULY 22, 2023
.
• Curriculum Planning is an essential part of curriculum

development. It sets the tone for curriculum development
activities. In curriculum planning, we are taught to examine the
needs and demands of the society, understand the nature of the
discipline and structure of knowledge and analyze the nature
and needs of the learners.
.
• Curriculum Planning involves creating a practical plan of action

and a list of learning objectives for any subject. The curriculum
should act as a helpful map, outlining where you need to go and
how to get there.
Ex. Of Curriculum Planning: Individual Lesson Planning
KNOWLEDGE ABOUT THE LEARNERS
• - helps us to understand that curriculum must respond to the

nature, needs, interests, learning styles and thinking preferences
of every learner. It makes us realize that the purpose of the
curriculum is not just to develop knowledge and skills but for
the holistic development of every learner.
KNOWLEDGE ABOUT THE LEARNERS
• By knowing your learners, so you can deliver exactly what they

need. By having a deeper understanding of them, you can
approach them like a friend and guide them like a mentor to
make them change their behavior and attitudes.
KNOWLEDGE ABOUT THE SOCIETY
• - helps us to realize that a curriculum must be made relevant

and responsive to the needs and demands of society. A
curriculum should be context-based and it must uphold social
values and edify democratic principles of the society.
DIFFERENT CURRICULUM INFLUENCES
• - organizational, internal and external influences.

• -understanding these curriculum influences helps us appreciate
the educational and social context where each curriculum is
developed and implemented.
Stark and Lattuca (1997) identified three major factors that influence
curriculum development: external, internal and organizational
Curriculum Influences refer to these three factors that are very influential
in curriculum development.
Curriculum Influences affects the whole academic plan that incorporate a
total blueprint for action, including the purposes, activities and ways of
measuring success.
External Influences – society/government, discipline associations,

marketplace/alumni
Organizational Influences – program relationships, resources,
governance
Internal Influences – faculty, students, discipline and program
mission
CURRICULUM DESIGN
• - refers to the arrangement of the elements of curriculum.

• - these four elements are:
intent : aims, goals and objectives
subject mater or course content
learning experiences, and
evaluation
CURRICULUM DESIGN

intent : aims, goals and objectives
• Aims covers all the experiences provided in the curriculum. Goals are tied to specific
subjects or group of content with in the curriculum; while objectives describe more
specific outcomes as a result of lesson or instructions delivered at a classroom.
CURRICULUM DESIGN

Subject Matter or Course Content
Content, in academic circles, refers to areas of learning and the knowledge within those
areas. Subject matter, on the other hand, is more finely described as the actual knowledge
and learning to be imparted. Seeing these two disciplines through an artists eye adds
another dimension.
CURRICULUM DESIGN

Learning Experiences
Learning experiences is an activity which the learners engage in which the result in his
behavior.
This includes in-class activities such as solving a problem, making a decision, debating a
topic or designing a poster. Learning experience also include field trips, school projects,
self-directed research and life experience in general.
CURRICULUM DESIGN

Evaluation
The former has clear objectives and aligned assessment strategies designed to test how well
students have achieved the learning outcomes.
CURRICULUM DESIGN
• Curriculum design is the planning period during which instructors organize the
instructional units for their courses. Curriculum design involves planning activities,
readings, lessons, and assessments designed to achieve educational goals. The definition
of curriculum design refers to the organization of class curriculum as educators prepare to
deliver lessons and course material. Curriculum design involves creating an academic
blueprint that supports larger course goals or objectives..
• What’s the purpose of curriculum design? The purpose of curriculum design is to help
educators at postsecondary institutions meet the needs of their students.
CURRICULUM DESIGN
• Curriculum design is the planning period during which instructors organize the
instructional units for their courses. Curriculum design involves planning activities,
readings, lessons, and assessments designed to achieve educational goals. The definition
of curriculum design refers to the organization of class curriculum as educators prepare to
deliver lessons and course material. Curriculum design involves creating an academic
blueprint that supports larger course goals or objectives..
• What’s the purpose of curriculum design? The purpose of curriculum design is to help
educators at postsecondary institutions meet the needs of their students.
CURRICULUM DESIGN
TWO LEVELS OF ORGANIZING CURRICULUM
CONTENTS
• Macro level – deals with arranging and organizing the total curriculum from the
philosophy down to the contents of the different courses
• Micro level - deals with organizing the content of a specific course or discipline.
• Macro level is referred as function of curriculum design.
• Micro level is referred as function of curriculum organization.
TWO LEVELS OF ORGANIZING CURRICULUM
CONTENTS
DIFFERENT CURRICULUM DESIGN
• SUBJECT CENTERED DESIGNS

• LEARNER CENTERED DESIGNS
• PROBLEM CENTERED DESIGNS
• CORE LEARNING DESIGNS
THINGS TO CONSIDER IN DESIGNING
CURRICULUM
• - HORIZONTAL ORGANIZATION
• VERTICAL ORGANIZATION
CURRICULUM
CURRICULUM
SEQUENCING CURRICULUM CONTENT
• Sequencing is an essential factor in curriculum development.

• Sequence is the order in which contents are presented to learners.
•
DESIGN PRINCIPLES
• Simple to complex
• Prerequisite Learning
• Chronology
• Whole-to part learning
• Increasing abstraction
CURRICULUM DEVELOPMENT
• Curriculum development is a process of improving the curriculum.

• Curriculum Development Models
• - Linear Models
• -Cyclical Models
• -Dynamic Models

• Tyler’s Model
• Tyler’s Model was developed by American educator Ralph W. Tyler in 1949. It is also known as the objective Model and is among the most
widely used curriculum design models.
• It is based on the notion that the objective of education is to develop learning that is meaningful and useful to learners.
• Tyler’s Model lays importance on the planning phase. At the same time, it focuses on maintaining consistency among objectives, outcomes,
and educational experiences.
• It is a linear model that considers four fundamental aspects of developing a curriculum, including:
• The purpose or objective of education to be achieved
• The learning experience required to attain the defined objective
• Organizing educational activities for effective learning experiences
• Assessing the Learning experiences

• Taba’s Model
• Taba’s Model emphasizes the planning of instructional strategies. Also known as the interactive Model, it
was designed in 1962 by Hilda Taba, an Estonian-American curriculum theorist, reformer, and teacher.
• It follows a Grassroots or Down-Top approach and promotes a major role for teachers. The Model consists
of seven stages of the learning and teaching system, which are mutually interactive.
• They are as follows:
• Diagnosis of learners’ needs
• Formulation of objectives
• Selection of the content
• Organization of the content

• Selection of learning experiences
• Organization of learning activities
• Evaluation
• John Goodlad’s Model

• A Canadian theorist and educational researcher, John Goodlad, conceptualized Goodlad’s Model. It
is a distinctive curriculum based upon the core belief that the driving force of educational systems
should be values or goals. Goodlad considered values as data sources, contrasting Tyler’s
consideration of values as a screen.
• In his curriculum development model, Goodlad focuses on four data sources, which are as follows:
• Values
• Funded knowledge
• Conventional wisdom
• The learner’s needs and interests
• Wheeler’s Model
• Wheeler’s Model is cyclic. It was devised by D. K. Wheeler, a British educator and researcher. This
Model uses a systematic and structured process to design and implement a curriculum.
• It aims to help educators create and implement a dynamic curriculum that is relevant, effective, and
efficient. Wheeler’s Model comprises five phases of curriculum development, which are as follows:
• Selection of aims, goals, and objectives
• Selection of learning experiences
• Selection of content or subject matter
• Organization and integration of learning experiences and content
• Evaluation and revision of curriculum
• Kerr’s Model
• Kerr’s Model of curriculum development was proposed by John Kerr, a British curriculum specialist.
Several features resemble those in Tyler’s and Wheeler’s Models. But the difference lies in the emphasis
on the interrelatedness of the various components that are a part of this Model. This interrelatedness can
be either direct or indirect and is achieved by the flow of the data between the components.
• John Kerr proposed four components for his curriculum development model:
• Objectives
• Knowledge
• School learning experiences
• Evaluation
• Linear Models
• Linear Models
• Linear Models
• Linear Models
• Linear Models
• Linear Models
• Linear Models
• Linear Models
• Linear Models
• Cyclical Models
• Cyclical models of curriculum development. Cyclical models it prescribes a cyclical or
• continuous process of curriculum development. Cyclical models usually start with
• situational analysis that serves as the basis for all the succeeding process.
• Cyclical Models
• 1. Wheeler’s Curriculum Development Model (1967)) in his book “Curriculum Process”-
• presented a cyclical process in which each element of the curriculum is related and
• interdependent. Although this model is rational in nature each phase is a logical
• development of the preceding one which one cannot proceed to the next phase unless the
• preceding phase is done. Wheeler also emphasized the importance of starting from the
• development of aims, goals, and objectives.
• Cyclical Models
• 2. Nicholls and Nicholls Model for Curriculum Development (Audrey and Howard
• Nicholls, 1978) This model emphasis the cyclical nature of curriculum development
• where it is a continuous process. The model prescribes five logical and interdependent
• stages that are continuous curriculum development process and the model starts with
• a situational analysis in which curricular decisions are followed by the selection of
• objectives and the other succeeding phases.
• Cyclical Models
• Wheeler’s Model of Curriculum Development.
• The Wheeler model of curriculum development (1967), or cyclic model, asserts that
• curriculum should be a continuous cycle which is responsive to changes in the education
• sector and makes appropriate adjustments to account for these changes. It focuses on
• situational analysis: the context in which the curriculum decisions are taken is considered
• important, as this is believed to help make the most effective decisions. This model is
• comprised of five interconnected stages:
• Cyclical Models
• 1. Aims, goals and objectives
• 2. Selection of learning experiences
• 3. Selection of content
• 4. Organization and integration
• of learning experiences and
• content
• 5. Evaluation
• Cyclical Models
• Aims, goals and Objectives.
• Aims covers all the experiences provided in the curriculum. Goals are tied to specific
subjects or group of content with in the curriculum; while objectives describe more
specific outcomes as a result of lesson or instructions delivered at a classroom.
• Cyclical Models
• Learning experiences is an activity which the learners engage in which the result in his
behavior.
• Content is what we teach. It must be related to validity, significance, utility, interest and
• learnability.
• Evaluation -The former has clear objectives and aligned assessment strategies designed to
test how well students have achieved the learning outcomes. Wheeler model sets the
school objectives as final steps in as well as the first.
• Cyclical Models
• Advantages of Wheeler Model.
• Wheeler model present the curriculum design process as
• Continuing activity.
• Incorporates new information in to the curriculum.
• Views curriculum elements as interrelated and interdependent.
• Has feedback mechanism.
• Emphasize on situational analysis.
• Evaluate at a stage where its findings are feedback into the objectives.
• Cyclical Models
• Disadvantages of Wheeler Model.
• Wheeler model has received criticisms.
• It is time consuming.
• It is difficult to locate.
• It is not different from objective model.
• It seems to lack of procedure between organizing and integrating learning
• experiences, content and evaluation.
• Cyclical Models
• Nicholls And Nicholls -1972 Model
• Audrey and Howard Nicholls, his book "Developing a Curriculum Practical Guide"(1978)
• devised a straight forward cyclical approach that covered the elements of curriculum briefly
but succinctly.
• This model is like a map for particular teaching and learning process.
• It is a cyclical model (rational Model and Dynamic model in middle of it this model stands.
• It is logical sequential model
• Elements of curriculum are interdependent in this model
• Cyclical Models
• Essential Elements
• 1. Situational analysis
• 2. Selections of Objectives
• 3. Selection and Organization of Content
• 4. Selection and Organization of Learning Experiences
• 5. Evaluation
• Cyclical Models
• Situational Analysis.
• This step include knowledge about the environment where the curriculum is going to be
• implemented, the social structure of that society, the traditions and needs of the
community.
• Cyclical Models
• Selection of Objectives.
• 1. Objectives should be realistic.
• 2. Scope of objective should be broad.
• 3. Objectives should be clear and useful.
• 4. Objective should develop both kind of behavior i.e. expected and content
• 5. Objective should enable students to perform skills.
• Cyclical Models
• Selection and Organization of Content.
• When objectives are selected it is easy to go for the selection of content.
• 1. Content must be in sequence.
• 2. Content must be valid and reliable
• 3. Content must fulfil the needs of society
• 4. Content must be easy to difficult
• 5. Content must be according to the mental level of students
• 6. Content must be age equivalent
• Cyclical Models
• When the content is selected it must be organized.
• 1. Sequential order
• 2. Simple to complex
• 3. Easy to difficult
• 4. Known to unknown
• 5. Immediate to remote
• Cyclical Models
• Selection and Organization of Learning Experiences
• 1. It provides students opportunity for self-activity so that transfer knowledge gained
• and skill acquired.
• 2. It provides students opportunity of independent thinking and decision making.
• 3. It should be adapted according to the needs of students so that they obtain satisfaction.
• 4. It should be arranged in manners that provide continuity and correlation.
• 5. It should be effective, interesting and useful for the students.
• Cyclical Models
• When the learning experiences are selected it should be organized.
• 1. Introduction, opener, orientation
• 2. Development, analysis, study
• 3. Generalization
• 4. Application, summary
• 5. Rhythm of learning activities
• Cyclical Models
• Evaluation
• Different methods and approaches of evaluation are used to check the progress of
students.
• 1. Test
• 2. Quiz
• 3. Presentation
• 4. Viva
• Cyclical Models
• Advantages
• 1. In this situation as it means that educators can
• 2. Continually come back to their work and make changes, rather
• 3. Then go back to the beginning and start again every time there
• 4. It Is even the smallest of changes needed to the curriculum.
• 5. Logical sequential organization
• 6. Situational Analysis is in first step
• 7. It is a Flexible model
• Cyclical Models
• Disadvantages
• 1. Time Consuming, as situational analysis is long time process
• 2. Difficult to maintain logical sequential analysis.
ESSENTIAL ELEMENTS
• -SITUATIONAL ANALYSIS
• SELECTION OF OBJECTIVES
• SELECTION OF CONTENT
• SELECTION OF LEARNING OBJECTIVES
• EVALUATION
TASK
• Have advance reading of the topics/subtopics in the powerpoint presentation by looking

into its meaning or context for discussion and interaction next meeting (July 29, 2023)

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CURRICULUM

• Curriculum Planning is an essential part of curriculum

• Curriculum Planning involves creating a practical plan of action

• - helps us to understand that curriculum must respond to the

• By knowing your learners, so you can deliver exactly what they

• - helps us to realize that a curriculum must be made relevant

• - organizational, internal and external influences.

External Influences – society/government, discipline associations,

• - refers to the arrangement of the elements of curriculum.

• - refers to the arrangement of the elements of curriculum.

• - refers to the arrangement of the elements of curriculum.

• - refers to the arrangement of the elements of curriculum.

• - refers to the arrangement of the elements of curriculum.

• SUBJECT CENTERED DESIGNS

• Sequencing is an essential factor in curriculum development.

• Curriculum development is a process of improving the curriculum.

• Curriculum Development Models

• Curriculum Development Models

• Organization of the content

• John Goodlad’s Model

• Have advance reading of the topics/subtopics in the powerpoint presentation by looking

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