The document discusses several bases and criteria for developing curriculum. It outlines that curriculum is based on educational philosophy, society's needs, and psychology. The bases aim to achieve social goals, transmit culture, and meet learner needs. Curriculum criteria provide guidelines for setting clear goals, engaging students, selecting materials, and evaluating achievement. A good curriculum is systematically planned, reflects school aims, maintains balance, and promotes flexibility for individuals.

1. Bases and
Criteria
for the
Curriculum
Reporter:
Albornoz, Rudolf Jeremy
H.
MEM 648: Curriculum Theories, Principles, and Instructional Designs

2. Bases of Curriculum
•Bases are the pillars upon
which the building lies.
•Curriculum development
also has several bases.
•Two categories of basis:
-That is instructional in nature.
-Those that affect people directly.

3. .

5. Bases of
Curriculum

6. Bases of Curriculum• Educational
philosophy of people
directly involved in
the process of
curriculum
development.
• Philosophy
determines the goal
of life and education
tries to achieve that
goal.

7. Bases of Curriculum
• Curriculum is positively
correlated with the
needs and requirements
of society.
• Philosophy provides
curriculum specialists
with a framework for
broad issues and tasks,
in general, what

8. Bases of Curriculum
• Society influences
the school
curriculum.
• Every society,
community or nation
has an essential
social obligation to
arrange the
education of
children.

9. Bases of Curriculum
1)It provides a way of
carrying out changes in
the behavior of the
students as per the
needs and demands of
the society or nation.
2)To make education as
an instrument of social
changes and progress.
3)To preserve the culture
and transmit it to young

10. Bases of
Curriculum • Education is for the child.
• Efforts are made for
bringing desirable changes
in the behavior of the
learners.
• Psychology as a science of
behavior is linked with the
process of imparting
education.
• It helps curriculum
developers in deciding

11. Bases of
Curriculum
• Curriculum could be
developed according to the
children in a particular
grade and their needs.
• Curriculum should have
enough variety and
elasticity to allow
individual differences,
needs, and interests.
• Curriculum development is

12. Curriculum
Criteria

13. -are guidelines
on standard for
curriculum
decision
making.

14. 1) Have the goals of the
curriculum or teaching plan
been clearly stated; and are
they used by the teachers
and students in choosing
the content, materials and
activities for learning?
2) Have the teachers and
students engaged in
teacher-student planning in
defining the goals and in
determining how they will
be implemented?

15. 4.) Do some of the planned
goals relate to the individual
learner and his or her
needs, purposes, interest
and abilities?
5.) Are the planned goals used
as criteria in selecting and
developing learning
materials for instruction?
6.) Are the planned goals used
as criteria in evaluating
learning achievement and in

16. 1. The curriculum is continuously
evolving.
2. The curriculum is based on
the needs of the people.
3. The curriculum is
democratically conceived.
4. The curriculum is the result of
a long-term effort.
5. The curriculum is a complex
of details.
6. The curriculum provides for
the logical sequence of subject
matter.
7. The curriculum complements

17. 1. A good curriculum is
systematically planned and
evaluated.
2. A good curriculum reflects
adequately the aims of the
school.
3. A good curriculum
maintains balance among all
aims of the school.
4. A god curriculum promotes
continuity of experience.

18. 5. A good curriculum arranges
learning opportunities
flexibly for adaptation to
particular situations and
individuals.
6. A good curriculum utilizes
the most effective learning
experiences and resources
available.
7. A good curriculum makes
maximum provision for the
development of each

19. Curriculum
Goals

20. •Broad descriptions of
purposes or ends
stated in general
terms without criteria
of achievement or
mastery.

21. •They relate to educational
aims of philosophy
•They refer to the
accomplishments of a
group.
•They are always stated in
general terms that provide
directions for curriculum
development.
•They are broad enough that
lead to specific curriculum
objectives.