Curriculum development.rpc


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Curriculum Development

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Curriculum development.rpc

  1. 1. Curriculum DevelopmentPrepared by:Raizza P.Corpuz
  2. 2. ETYMOLOGY of curriculum• The first use of the term curriculum can be foundin Scotland as early as 1820, the 1stmodern useof the term in the US came nearly a centurylater.• The term CURRICULUM comes from the LATINword “currere”- which means “to run”.• The course of the race, with time, came to meanthe “course of study” or training leading to aproduct or education.4/16/2013 RPC
  3. 3. Definition of curriculum development• Curriculum development is defined as theprocess of selecting, organizing, executing andevaluating the learning experiences on the basisof the needs, abilities, and interest of learners,and on the basis of the nature of the society orcommunity.• Curriculum development is a decision-makingprocess that involves a variety of concerns(Bago).4/16/2013 RPC
  4. 4. What is Curriculum? It is a plan for learning consisting of 2 majordimensions:1.Vision---the product of a set of assumptionsabout people and the world at large and takesthe form of some conceptualization of reality2. Structure----or the basic organization fortranslating the visionary aspects of the plan intoexperiences for the learner4/16/2013 RPC
  5. 5.  The structure of the curriculum developmentprocess always consists of a basic four-step cycle:1.Analyze2.Design3.Implement4.Execute4/16/2013 RPC
  6. 6. Structure of curriculum4/16/2013 RPC
  7. 7. What is Curriculum Development? It is a comprehensive process that:1.Facilitates an analysis of purpose2.Designs a program3.Implements a series of related experiences4.Aids in the evaluation of this processModern Curriculum Development involves muchmore than the implementation of new courses ofstudy or the updating of guides.4/16/2013 RPC
  8. 8. The following are crucial questions tobe asked in developing a curriculum:• What learning objectives should be included?• What will be the bases for the choice ofobjectives?• Will the choice be based on the learner’sneeds and interests, or rather on the needs ofthe society?• Will the selection depend on tradition, thenature of knowledge, or the learner’scharacteristics?4/16/2013 RPC
  9. 9. • What philosophical and psychological theoriesregarding the nature of learners as well as thelearning process will underpin theorganization of the content?• Will the choice of methodology be in line withaccepted teaching-learning principles?• Will the evaluation procedure be able tomeasure the learning that is taking place?4/16/2013 RPC
  10. 10. • The curriculum and curriculum development inthe Philippines were affected by several factors:1.Economic2.Religious3.Social4.Political5.Educational6.Cultural patterns of neighbouring countries andnations that governed the Philippines for sometime.4/16/2013 RPC
  11. 11. CURRiculum development in thephilippines• The historical foundation of curriculum reflectsthe educational focus prevalent during aparticular period or event in Philippine history.This focus could be made basis or model forcurriculum development in recent years.4/16/2013 RPC
  12. 12. Period Characteristics Curricular FocusPre-Spanish • Focused on Practicaltraining to satisfy basicneeds for survival and totransmit social ideas,customs, beliefs, andtraditions• Training done in thehomes• Broad; not defined norwritten• Prescriptive•Reading and writing inrelation to the study ofKoran for the MaguindanaoMoslemsSpanish Focused on the learning ofthe Christian Doctrine•Parochial schools: study ofDoctrina Cristiana,arithmetic, music, arts andtrades; vernacular was themedium of instruction
  13. 13. Period Characteristics Curricular FocusAmerican Focused on establishingthe public school system,highly influenced by thephilosophy of John Dewey• Reading, writing,arithmetic, good mannersand right conduct, civics,hygiene and sanitation,domestic science, Americanhistory, Philippine historyEnglish as medium ofinstruction
  14. 14. Period Characteristics Curricular FocusCommonwealth Focused on thedevelopment of moralcharacter, personaldiscipline, civicconsciousness, andvocational efficiencyas provided in the1935 constitution• Tagalog and later onFilipino, as anothermedium of instruction• Provided for 6-yearelementary schools;school entrance age at7; compulsoryattendance in Grade 1;introduction of double– single sessions• Teaching of Filipinoas a subject
  15. 15. Period Characteristics Curricular FocusJapanese Focused on promoting theEast Asia co-prosperitysphere educationalobjective• Diffusion of elementaryeducation with thepromotion of vocationaleducation• Fostering of new Filipinoculture based on theawareness that Filipinosare orientals
  16. 16. Third Republic-Patterned after the 1935 ConstitutionPeriod Characteristics Curricular FocusNew Society Focused on nationaldevelopment goals;manpower training; highlevel professions; self-actualization• Promotion of BilingualEducation Policy• Development of moralcharacter; self-discipline; scientific,technological, andvocational efficiency;love of country; goodcitizenshipFourth Republic Focused on promotionof the rights of allcitizens to qualityeducation• Strengthening of theteaching of values;return to the basics inthe new elementary andsecondary curriculum
  17. 17. Trinidad and Tobago’s Scenario• The Curriculum Development is charged with theresponsibility to operationalise the CurriculumDevelopment Process.• Accordingly, the work of the division may bemore adequately described as designing,developing, implementing, monitoring,evaluating and reviewing curricula that areappropriate and relevant to the needs andinterests of a developing nation, such as ours.4/16/2013 RPC
  18. 18. Trinidad and Tobago’s CurriculumDevelopment Process4/16/2013 RPC
  19. 19. The following is a brief description ofthese various activities involved in thedevelopment of curriculum materials:• Design: This involves all the preliminary workthat is carried out to ensure that the curriculumis relevant, appropriate and workable. At thisstage, the curriculum is conceptualized andattention is paid to arrangement of the variedcomponents.4/16/2013 RPC
  20. 20. • Develop: In this stage, curriculum developmentinvolves planning, construction and the logicalstep-by-step procedures used to produce writtendocuments, as well as print and non-printresource materials.• Implement: This is the stage in which allstakeholders become part of the process bymaking their contribution to operationalise thecurriculum as designed and developed4/16/2013 RPC
  21. 21. • Monitor: This can be seen as part of theimplementation process. It is at this stage thatofficers visit schools to verify that classroompractice is consistent with the established goalsand objectives of the national curriculum.• Evaluate: At this stage, officers engage inanalyzing data collected on the field todetermine the effectiveness of the curriculumdesign and its implementation as they relate tothe child.4/16/2013 RPC
  22. 22. • Review: The information gained from dataanalysis is used to guide appropriateadjustments to the curriculum documents.Such adjustments incorporate the strengthsand address any apparent weakness of theimplemented curriculum.4/16/2013 RPC
  23. 23. REFERENCES• Source: Curriculum Development, a Guide toPractice Third Edition, John Wiles & JosephBondi; 1989. Merrill Publishing Company• Source: accessed:4/15/20134/16/2013 RPC
  24. 24. Thank you! Have a nice day!4/16/2013 RPC