The document discusses curriculum as both a process and a product, focusing on the stages involved in its development, evaluation, and implementation. It outlines a top-down and bottom-up approach to curriculum development, highlighting the roles of teachers and societal needs in shaping the process. Ultimately, the curriculum product is defined by the learning outcomes students are expected to achieve.

1. CURRICULUM AS A
PROCESS AND AS A
PRODUCT
PREPARED BY : AIRAH NICOLE REBANAL

2. CURRICULUM

3. PROCESS
It is a collective term that encompasses all of the
considerations about which curriculum workers ponder and
ultimately use to make choices in the development and
evaluation of a curriculum project.

4. PROCESS
TOP
DOWN
1.THE CURRICULUM
PRESENTED TO
TEACHER
2.THE CURRICULUM
ADOPTED BY THE
TEACHER
3.THE CURRICULUM
ASSIMILATED BY
LEARNERS
4.AND EVALUATED
CURRICULUM
4 PHASES

5. BOTTOM
UP
PROCESS
4 PHASES
4.The development of
common standards and thier
evaluation.
3. The collection of these
responses and the effect to
identify some common aspect
.
2.Responses provided by the
Teacher in the school.
1. What the society or the
parents want

6. CURRICULUM AS A
PROCESS
LINK TO CONTENT
CONTENT -
what to teach
PROCESS -
how to teach

7. CURRICULUM AS A
PROCESS

8. PRODUCT
These are product result from curriculum development
processes and provide the basis for instructional decision in
classroom .

9. INSTRUCTION
IMPLEMENTATION
TEACHING

10. Product is what the students
desire to achieve as a learning
outcomes .

11. PRODUCT
OF
LEARNING
KNOWLEDGE
SKILLS
VALUES

12. Curriculum product is
expressedin form of outcomes
which are reffered as the achieved
learning outcomes .