Curriculum improvement is an ongoing process aimed at enhancing instruction based on student needs, involving various approaches such as behavioral, managerial, systems, academic, humanistic, and reconceptualist. Different levels of curriculum integration are identified, including departmentalized, reinforcement, complementary, webbed, and integrated learning, each fostering connections between subjects. The document outlines the importance of adapting curricula at macro, meso, micro, and nano levels to improve educational outcomes.

2. WHAT IS CURRICULUM IMPROVEMENT
CURRICULUM IMPROVEMENT IS THE PROCESS OF CONSTANTLY IMPROVING INSTRUCTION BASED ON THE
NEEDS OF STUDENTS. IT ENHANCES TEACHING AND LEARNING

3. LEVELS CURRICULUM IMPROVEMENT
1. DEPARTMENTALIZED
2. REINFORCEMENT
3. COMPLEMENTARY
4. WEBBED
5. INTEGRATED

4. 1. DEPARTMENTALIZED
• THIS APPROACH IS THE TRADITIONAL MODEL OF SEPARATE AND DISTICT DISCIPLINES TAUGHT IN
ISOLATION FROM EACH OTHER. STUDENTS TRAVEL TO SIX OR SEVEN SUBJECTS A DAY, EACH NOT
CONCEPTUALLY CONNECTED TO OTHE OTHER.

5. 2. REINFORCEMENT
• SKILL INSTRUCTION, CONCEPT OR ACTIVITIES ARE REARRANGED AND RESEQUENCED TO REIFORCE A
SIMILAR SKILL OR CONCEPT ACROSS TWO OR MORE DISCIPLINES

6. 3. COMPLEMENTARY
• THE LEVEL OF CURRICULUM INTEGRATION ON THE ORIGINAL SYNTHESIZED CONTINUUM WAS REFERRED
TO AS “COMPLEMENTARY OR SHARED UNITS OF THE STUDY”.

7. 5. WEBBED
• CONNECTIONS AND WEBS ARE MADE BETWEEN CURRICULUM CONTENTS AND DISCIPLINES RELATIVE TO
A PRODUCTIVE TEAM, SUBJECT USE THE THEM TO SIFT OUT APPROPRIATE CONCEPT, TOPICS AND IDEAS
• SOMETIMES CALLED INTERDISCIPLINARY UNITS.

8. 6. INTEGRATED LEARNING
• THIS LEVEL OF CURRICULUM INTEGRATION ON THE ORIGINAL SYNTHESIZED CONTINUUM WAS REFERRED
TO AS “INTEGRATED THEMES”

9. LEVELS OF CURRICULUM IMPROVEMENT
LEVEL DESCRIPTION EXAMPLE
Supra International - Common European Framework of Reference for
Language usually “generic” in nature.
- Examination programs; e.g., Third International
Mathetics and Science study or Programme for
International student Assessment or Prgress in
International Reading Literacy Study
Macro Provincial, national, regional - Intended core objectives (specified in a
curriculum framework and/or program of
studies)
- Authorized learning and teaching resources
- Attainment levels
- Examination programs; e.g., Pan-Canadian
Assessment program

10. LEVEL OF CURRICULUM IMPROVEMENT
Level Description Example
Meso School jurisdiction, school - School program (locally developed courses).
- Educational program with an emphasis on specialized
school based activities ( e.g., specific focus on arts,
sports or academics)
- Site specific learning and teaching materials
developed and accessed.
Micro Classroom, teacher - Instructions plan for module or course
- Learning and teaching materials
Nano Student, individual - Individualized learning plan
- Individualized course of learning or learner pathways

11. APPROACHES TO CURRICULUM
IMPROVEMENT
1. BEHAVIORAL APPROACH
2. MANAGERIAL APPROACH
3. SYSTEM APPROACH
4. ACADEMIC APPROACH
5. HUMANISTIC APPROACH
6. RECONCEPTUALIST APPROACH

12. 1. BEHAVIORAL APPROACH
• THIS IS BASED ON THE BLUEPRINT WHERE GOALS AND OBJECTIVE ARE SPECIFIED CONTENTS AND
ACTIVITIES ARE ALSO REARRANGED TO MATCH WITH THE LEARNING OBJECTIVES. THE LEARNING
OUTCOME ARE EVALUATED IN TERMS OF GOALS AND OBJECTIVES SET AT THE BEGINNING. THIS APPROACH
STARTED WITH THE IDEA OF FREDERICK TAYLOR WHICH IS AIMED TO ACHIEVE EFICIENCY

13. 2. MANAGERIAL APPROACH
• IN THIS APPROACH, THE PRINCIPAL IS THE CURRICULUM LEADER WHO IS SUPPOSED TO BE THE GENERAL
MANAGER. THE GENERAL MANAGER SETS THE POLICIES AND PRIORITIES ESTABLISHED THE DIRECTION OF
CHANGE AND INNOVATION AND PLANNING AND ORGANIZING CURRICULUM AND INSTRUCTIONS

14. 3. SYSTEMS APPROACH
• THIS WAS INFLUENCED BY SYSTEMS THEORY, WHERE THE PARTS OF THE TOTAL SCHOOL DISTRICT OR
SCHOOL ARE EXAMINED IN TERMS OF HOW THEY RELATE TO EACH OTHER. THE ORGANIZATIONAL CHART
OF THE SCHOOL REPRESENTS A SYSTEMS APPROACH. IT SHOWS THE LINE-STAFF RELATIONSHIPS OF
PERSONNEL AND HOW DECISIONS ARE MADE.

15. 4. ACADEMIC APPROACH
• THE ACADEMIC APPROACH “ATTEMPTS TO ANALYZE AND SYNTHESIZE MAJOR POSITIONS, TRENDS, AND
CONCEPTS OF CURRICULUM. IT TENDS TO BE GROUNDED ON HISTORICAL AND PHILOSOPHICAL
CURRICULUM DEVELOPMENTS AND TO A LESSER EXTENT ON SOCIAL CONDITIONS. THIS APPROACH IS
CONCERNED WITH COMPREHENSIVE DOMAINS OF SCHOOLING INCLUDING THE STUDY OF EDUCATION.

16. 5. HUMANISTIC APPROACH
• THIS APPROACH IS THE PROGRESSIVE PHILOSOPHY AND CHILD-CENTERED MOVEMENT. IT CONSIDERS
THE WHOLE CHILD AND BELIEVES THAT IN CURRICULUM THE TOTAL DEVELOPMENT OF THE INDIVIDUAL IS
THE PRIME CONSIDERATION. THE LEARNERS AT THE CENTER OF THE CENTER OF THE CURRICULUM

17. RECONCEPTUALISTS APPROACH
• THE RECONCEPTUALIST REPRESENTS AN APPROACH TO CURRICULUM DESIGN WITHOUT A MODEL TO
GUIDE THE DESIGN, TENDING RATHER TO FOCUS ON A LARGER IDEOLOGICAL AND MORAL ISSUES
RELATING TO EDUCATION. (NOT ONLY CURRICULUM ) AND ECONOMIC AND POLITICAL INSTITUTIONS OF
SOCIETY (NOT ONLY OF SCHOOLS). THIS APPROACH IS ROOTED IN PHILOSOPHY AS WELL AS SOCIAL AND
POLITICAL CONTEXTS.

18. • THANK YOU AND HAVE A GREAT DAY!!!