Curriculum Development

1. Curriculum Development
Prepared by:
Raizza P.
Corpuz

2. ETYMOLOGY of curriculum
• The first use of the term curriculum can be found
in Scotland as early as 1820, the 1st
modern use
of the term in the US came nearly a century
later.
• The term CURRICULUM comes from the LATIN
word “currere”- which means “to run”.
• The course of the race, with time, came to mean
the “course of study” or training leading to a
product or education.
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3. Definition of curriculum development
• Curriculum development is defined as the
process of selecting, organizing, executing and
evaluating the learning experiences on the basis
of the needs, abilities, and interest of learners,
and on the basis of the nature of the society or
community.
• Curriculum development is a decision-making
process that involves a variety of concerns
(Bago).
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4. What is Curriculum?
 It is a plan for learning consisting of 2 major
dimensions:
1.Vision---the product of a set of assumptions
about people and the world at large and takes
the form of some conceptualization of reality
2. Structure----or the basic organization for
translating the visionary aspects of the plan into
experiences for the learner
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5.  The structure of the curriculum development
process always consists of a basic four-step cycle:
1.Analyze
2.Design
3.Implement
4.Execute
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6. Structure of curriculum
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7. What is Curriculum Development?
 It is a comprehensive process that:
1.Facilitates an analysis of purpose
2.Designs a program
3.Implements a series of related experiences
4.Aids in the evaluation of this process
Modern Curriculum Development involves much
more than the implementation of new courses of
study or the updating of guides.
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8. The following are crucial questions to
be asked in developing a curriculum:
• What learning objectives should be included?
• What will be the bases for the choice of
objectives?
• Will the choice be based on the learner’s
needs and interests, or rather on the needs of
the society?
• Will the selection depend on tradition, the
nature of knowledge, or the learner’s
characteristics?
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9. • What philosophical and psychological theories
regarding the nature of learners as well as the
learning process will underpin the
organization of the content?
• Will the choice of methodology be in line with
accepted teaching-learning principles?
• Will the evaluation procedure be able to
measure the learning that is taking place?
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10. • The curriculum and curriculum development in
the Philippines were affected by several factors:
1.Economic
2.Religious
3.Social
4.Political
5.Educational
6.Cultural patterns of neighbouring countries and
nations that governed the Philippines for some
time.
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11. CURRiculum development in the
philippines
• The historical foundation of curriculum reflects
the educational focus prevalent during a
particular period or event in Philippine history.
This focus could be made basis or model for
curriculum development in recent years.
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12. Period Characteristics Curricular Focus
Pre-Spanish • Focused on Practical
training to satisfy basic
needs for survival and to
transmit social ideas,
customs, beliefs, and
traditions
• Training done in the
homes
• Broad; not defined nor
written
• Prescriptive
•Reading and writing in
relation to the study of
Koran for the Maguindanao
Moslems
Spanish Focused on the learning of
the Christian Doctrine
•Parochial schools: study of
Doctrina Cristiana,
arithmetic, music, arts and
trades; vernacular was the
medium of instruction

13. Period Characteristics Curricular Focus
American Focused on establishing
the public school system,
highly influenced by the
philosophy of John Dewey
• Reading, writing,
arithmetic, good manners
and right conduct, civics,
hygiene and sanitation,
domestic science, American
history, Philippine history
English as medium of
instruction

14. Period Characteristics Curricular Focus
Commonwealth Focused on the
development of moral
character, personal
discipline, civic
consciousness, and
vocational efficiency
as provided in the
1935 constitution
• Tagalog and later on
Filipino, as another
medium of instruction
• Provided for 6-year
elementary schools;
school entrance age at
7; compulsory
attendance in Grade 1;
introduction of double
– single sessions
• Teaching of Filipino
as a subject

15. Period Characteristics Curricular Focus
Japanese Focused on promoting the
East Asia co-prosperity
sphere educational
objective
• Diffusion of elementary
education with the
promotion of vocational
education
• Fostering of new Filipino
culture based on the
awareness that Filipinos
are orientals

16. Third Republic-Patterned after the 1935 Constitution
Period Characteristics Curricular Focus
New Society Focused on national
development goals;
manpower training; high
level professions; self-
actualization
• Promotion of Bilingual
Education Policy
• Development of moral
character; self-
discipline; scientific,
technological, and
vocational efficiency;
love of country; good
citizenship
Fourth Republic Focused on promotion
of the rights of all
citizens to quality
education
• Strengthening of the
teaching of values;
return to the basics in
the new elementary and
secondary curriculum

17. Trinidad and Tobago’s Scenario
• The Curriculum Development is charged with the
responsibility to operationalise the Curriculum
Development Process.
• Accordingly, the work of the division may be
more adequately described as designing,
developing, implementing, monitoring,
evaluating and reviewing curricula that are
appropriate and relevant to the needs and
interests of a developing nation, such as ours.
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18. Trinidad and Tobago’s Curriculum
Development Process
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19. The following is a brief description of
these various activities involved in the
development of curriculum materials:
• Design: This involves all the preliminary work
that is carried out to ensure that the curriculum
is relevant, appropriate and workable. At this
stage, the curriculum is conceptualized and
attention is paid to arrangement of the varied
components.
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20. • Develop: In this stage, curriculum development
involves planning, construction and the logical
step-by-step procedures used to produce written
documents, as well as print and non-print
resource materials.
• Implement: This is the stage in which all
stakeholders become part of the process by
making their contribution to operationalise the
curriculum as designed and developed
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21. • Monitor: This can be seen as part of the
implementation process. It is at this stage that
officers visit schools to verify that classroom
practice is consistent with the established goals
and objectives of the national curriculum.
• Evaluate: At this stage, officers engage in
analyzing data collected on the field to
determine the effectiveness of the curriculum
design and its implementation as they relate to
the child.
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22. • Review: The information gained from data
analysis is used to guide appropriate
adjustments to the curriculum documents.
Such adjustments incorporate the strengths
and address any apparent weakness of the
implemented curriculum.
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23. REFERENCES
• Source: Curriculum Development, a Guide to
Practice Third Edition, John Wiles & Joseph
Bondi; 1989. Merrill Publishing Company
• Source: www.moe.gov.tt accessed:
4/15/2013
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24. Thank you! Have a nice day!
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