This document discusses curriculum development. It explains that curriculum development requires a deep understanding of underlying concepts and approaches. There are several major categories of curriculum approaches, including subject-centered, broadfields, social problem, and learner-centered. The process of curriculum development involves 6 steps: 1) assessing educational needs, 2) formulating educational objectives, 3) selecting criteria for content, 4) organizing content, 5) selecting learning experiences, and 6) evaluating the curriculum. Each step is further defined in the document.

1. CURRICULUM
DEVELOPMENT

2. CURRICULUM DEVELOPMENT
• CURRICULUM DEVELOPMENT is a
specialized area of work which expects a teacher
to have a deep understanding of understanding
of underlying concept of curriculum
• APPROACHES TO CURRICULUM
DEVELOPMENT
• It is defined as a design or pattern of
organization used in making decisions about
various aspects of curriculum development and
transaction
• It is a plan that the teachers follow in providing
learning experiences to students in school

3. MAJOR CATEGORIES OF CURRICULUM
APPROACH
• SUBJECT CENTRED- most widely used in
organizing educational experiences, subject
matter becomes basis, mastery of subject matter.
• BROADFIELDS APPROACH- integrate the
subject matter of closely related disciplines
• SOCIAL PROBLEM APPROACH- according
to major activities of human being , inculcate
awareness of current social issues
• LEARNER CENTRED APPROACH-
according to the needs of learner to face the
problems

4. PROCESS OF CURRICULUM DEVELOPMENT
ASSESMENT OF
EDUCATIONAL
NEEDS
FORMULATING
EDUCATIONAL
OBJECTIVES
CRITERIA
FOR CONTENT
SELECTION
ORGANISING
THE
CONTENT
SELECTING
LEARNING
EXPERIENCES
EVALUATING
THE
CURRICULUM
DEVELOPMENT
TRY OUT

5. ASSESSMENT OF EDUCATIONAL NEEDS
• To know what curriculum should be for a given population
• Identify targets of students and prepare their profile
• Two means of needs
• Felt needs- through surveys from target groups
• Observed needs – priority areas from secondary sources
• Real needs- priority list prepared
REAL
OBSERVED
FELT

6. FORMULATING EDUCATIONAL
OBJECTIVES
• Matching
• Worth
• Wording
• Appropriateness
• Logical grouping
• Revision

7. CRITERIA FOR CONTENT SELECTION
• Macro level- based on socio political and
educational philosophy of society
• Micro level – specific objectives according to
students needs
• Self sufficiency
• Significance
• Validity
• Interest
• Utility
• Learnability
• Feasibility

8. ORGANISING THE CONTENT
• Logically organized for attainment of objectives
• Sequencing- putting content and material in
appropriate sequence, from known to unknown,
simple to complex
• Continuity-step by step experience, continuity in
learning
• Integration- when facts and principles related to
each other

9. SELECTING LEARNING EXPERIENCES
• Teaching methods and learning activities
• For proper learning environment

10. EVALUATING THE CURRICULUM
• Extent to which objectives are achieved
• Characteristics required-
• Consistency with the objectives
• Sufficient diagnostic value
• Comprehensiveness
• Validity
• Continuity
• Two types of Evaluation-
• Student Evaluation- change in students behavior
Oral, written and practical tests
Responses during teaching learning session
Assignment response, term paper , projects
• Curriculum Evaluation- assessment of curriculum as
planned , developed and implemented, according to
objectives, content, methods and evaluation procedure

11. DEVELOPMENT TRY OUT
• Carried out at every level of development
• Provide frequent , specific detailed information
• Process of feedback and adjustment