curriculum development

1. CURRICULUM DEVELOPMENT
D.Malathi
MSC N I YR

2. OUTLINE
• Definition
• Curriculum determinants
• Process and steps of curriculum development
• Curriculum models
• Types and framework

3. INTRODUCTION
• The term “curriculum” is a Latin word ‘currere’ which means ‘race
course’ or a ‘runway’ which are taken to reach a goal; it is the last
meaning that is closer to the accepted use of the word in education,
I.e.as applied to a course of study.

4. DEFINITIONS
• “Curriculum is a systematic arrangements of the sum total of selected
experiences planned by a school for a defined group of students to attain
the aims of a particular educational programme”-Florence Nightingale.
• “Curriculum is a tool in the hands of an artist to mould his material,
according to his ideals in his studio”-Cunningham.

5. Determinants of Curriculum Construction
DETERMINANTS
OF CURICULUM
HISTORICAL
POLITICAL
PSYCHOLOGIC
AL
SCIENTIFIC
SOCIOLOGICAL
PHILOSOPHICA
L
ENVIRONMENT
ENVIRONMENT

6. PHILOSOPHICAL DETERMINANTS OF CURRICULUM
• It aims at the all-round development of the individual
• It is based on the philosophy of nation.
• It reflects the ideals and aspirations of the people.
• It helps in the development of proper philosophy of life
• It helps in develop in personal and national character.
• The philosophical foundation of education includes:
1.Child –centeredness(naturalistic philosophy)
2.Need- centeredness(pragmatic philosophy)
3.Activity-centeredness(projects and basic curriculum)

7. SOCIOLOGICAL DETERMINANTS OF CURICULUM
• Core values and needs of Indian society.
• Changing values of the people.
• Demands of modernization.
• Good family life , ways of life.
• Faith, beliefs and attitudes of the people.

8. Psychological determinants:
• Knowledge of the nature of the learner and learning process and the
conditions facilitating optimum learning.
• Knowledge of growth and development.
• Intelligent,development capacities.
• Interests of the learner.
• Curriculum to be child centered,learning experiences should be provided in
accordance with the mental development of learner.

9. SCIENTIFIC DETERMINANTS
• To achieve complete development of an individual and to prepare for
complete living, i.e. Human activities.
• Self-preservation.
• Self-protection.
• Social and political protection.
• Proper utilization of leisure time.

10. DETERMINANTS
• POLITICAL DETERMINANTS
• To develop democratic values of social justice, equity, socialism, rights and
duties, fraternity.
• ENVIRONMENTAL DETERMINANTS:
• Pollution, earthquake, ozone layer depletion.
• HISTORICAL DETERMINANTS:
• Country’s historical background, culture, tradition.

11. Principles of Curriculum
Principles of Utility
Principle of training in the proper patterns of conduct
Principle of synthesis of play and work
Principle of synthesis of all activities of life
Principle of constant development
Principle of creative training

12. Principle of variety
Principle of education for leisure
Principle related to community life
Principle of evolution of democratic values
Principle of conservation
Principle of selectivity
Principles of Curriculum Cont.

13. Process of curriculum development
1 Formulation of statement of philosophy
5 Evaluation
4 Organization of selected
learning experience
2 Establishment of
purposes and objectives
3 Selection of learning
experience

14. STEPS IN CURRICULUM DEVELOPMENT
• Formulating the statement of philosophy of the school or college or
university.
• Establishing purposes and objectives
• Selection of learning experiences
• Effective and efficient organization of learning experiences
• Evaluation of the total program.

15. Step 1: Formulating the statement of Philosophy
• The philosophy of the college/school or institution for education
program originates from the broad of trustees and its members
constituted by the government or any private trust, which are expected
to become acquainted with the interests and problems in the
community.
• It serves as a framework within which the organization, school or
college or educational program can function with the purpose and
objective.

16. Step 2: Establishing Purposes and Objectives
• The term ‘purposes’ refers to describe the overall goals of the total
education program and the ‘objective’ refer to the breakdown of the
breakdown of purposes into the specific goals which can be used to
pinpoint the content.
• The reason for formulating objectives is to indicate what changes in
behavior it is hoped to bring about in the students as a result of the
course being offered.

17. Step 3: Selection of Learning Experiences
• Learning experience is defined as deliberately planned experiences in
selected situations where students actively participate, interact &
which result in desirable changes of behavior in the students.
• In nursing education, selection of learning experience is concerned
with the decision about the content of subject matter & clinical,
community & laboratory practice

18. Principles to be followed in the selection of learning
experience
• All leaning needs should be in relation to the selected objectives.
• Learning activities should be in relation to those real life situations where
the students are expected to practice after being qualified.
• Selection should be in a manner that there is an effective integration
between theory and practice.
• Reaction sought must be within the range of possibility for the student
concerned.
• The same learning experience will result in several outcomes and several
learning experience may bring the same outcome.

19. Step 4:organization and Integration of Experiences
and Content
• After the content knowledge and learning experiences have been selected
carefully in relation to the desired objectives, they must be organized in
the curriculum.
• The elements of the curriculum should be relative to one another, so that
systematic body of ideas and activities will be expanded continuously
into larger and more meaningful patterns.

20. Criteria for organizing Learning Experiences
Criteria which serve as guides for the effective organization of content
and learning experiences in curriculum are continuity, sequence and
integration.
Sequence
Continuity
Criteria for organizing learning experience
Integration

21. Evaluation of the Curriculum
The final step in the curriculum process is the coming to conclusions
about the success or failure of the educational enterprise by means of
some measurement or assessment of change in behavior.
The basic principles of curriculum construction serves on basis for
curriculum evaluation.

22. Curriculum models
Curriculum models or conceptual models provide faculty with a means
of conceptualizing and organizing the knowledge, skills, values &
beliefs critical to the delivery of a coherent curriculum that facilitates
the achievement of the desired curriculum outcomes.

23. Purpose of models.
• Provide a blueprint for determining the scope of knowledge. Highlight
the purpose they serve, their goals and objectives, content & methods
of instruction & evaluation they promote. These are the educational
road maps.

24. MODALS OF CURRICULUM DEVELOPMENT
1.Curriculum idea
4.Evaluation
3.Content material
methodology
2.Objectives
Objective modal

25. Product modal
Objectives
Evaluation
Experience
Knowledge

26. Process modal
Curriculum idea(goals)
Content methodology
Outcomes
Evaluation

27. The Tyler Modal
Tyler identified four principles for teaching:
1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3. Organizing learning experiences to have a maximum cumulative
effect.
4. Evaluating the curriculum and revising those aspects that did not
prove to be effectiver identified four principles for teaching.

28. The Leyton Soto Modal
Subject matter
Society
Sources
Evaluation
Learner
Tentative
objectives
Philosophy
Screens
Psychology
Selecting
experiences
Precise
objectives

29. The Taba Modal
Diagnosis of needs of students
Formulation of objectives
Selection of content
Organization of content
Selection of learning experience
Organization of learning activities
Evaluation
T
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C
H
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P
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30. The Saylor and Alexander Modal
Goals, objectives and
domain
• Each major goal
depicts a curriculum
domain
Curriculum design
• Decisions made by
curriculum planners about a
good curriculum, its content
organization and
appropriate learning
experience
Curriculum
implementation
• Decisions regarding
instruction by teachers;
various experiences are
included in the
curriculum plan so that
teachers have options
Curriculum evaluation
Decisions assessing the
effectiveness of the
curriculum and the
teachers
Feedback and adjustment

31. The Oliva Modal
Statement
of
Philosophy
Statement
of goals
Statement
of
objectives
Design of
plan
Implemen
tation
Evaluation

32. Wheeler’s Modal
Aims , goals and
objectives
Evaluation
Organization and
integration of
experiences
Selection of content
Selection of learning
experience

33. Types of curriculum
• 1.The traditional or subject centered curriculum
• 2.Child centered curriculum
• 3.Activity curriculum
• 4.Experience curriculum
• 5.Undifferentiated curriculum
• 6.Basic education curriculum
• 7.Official curriculum
• 8.Hidden curriculum

34. Olivia bevis recommends four types of nursing
curricula namely the
• Illegitimate curriculum
• Hidden curriculum
• Null curriculum
• Legitimate curriculum

35. Curriculum framework
• Curriculum framework can be explained as an overarching document that
fulfills some or all of the following :
• Places national statements of vision , economic development and
education policy in a curriculum context; sets out broad aims and
objectives of the curriculum at the various stages of schooling.
-UNESCO,IBE(2011)

36. Characteristics of curriculum framework
Targeted
Comprehensive
Systematic
Characteristics of
curriculum
framework
Informed
Inclusive
Planned

37. Functions of curriculum framework
• Curriculum framework sets the parameters, directions and curriculum
policy and practice.
• Its helps to place national statements of vision , socio-economic
context and development, educational values and education policy in a
curriculum context.
• Curriculum frameworks directly guide development of educational
outcomes.

38. Components of curriculum framework
Nursing experience
Nursing skill
Assessing a
student’s outcome
and achievement
Nursing meaning
Nursing
knowledge

39. Conclusion
• Curriculum may be considered as a blue print of an educational
program.It is the base of education on which the teaching learning
process is planned implemented.