This document discusses the various determinants and components of developing a curriculum. It begins by defining curriculum and explaining its meaning and purpose. It then outlines the key determinants that influence curriculum development, including historical, philosophical, sociological, political, technological, and psychological factors. Several models of curriculum are presented, including Tyler's product model, Stenhouse's process model, and Beatty's four-fold model. The document concludes by emphasizing that curriculum must be adapted to meet changing societal needs.

1. CURRICULUM
DEVELOPMENT
Mrs. A.Swaroopa,
Asst. Professor, EBM CON

2. OUT LINE
MODELSMODELS
CURRICULUM
DETERMINANTS
CURRICULUM
DETERMINANTS
TYPESTYPES
DEFINITION
PURPOSES

3. The term ‘curriculum ’ o rig inate d fro m the
Greek word “currere” m e aning to “run a
course”.
Run away, path, race, road, Course of
study, lap etc.
A course of subjects covered by learners
MEANING OF
CURRICULUM

4. Curriculum is in the hands
of artist (teacher) to mould
his material (pupils)
according to his ideas (aims
& objectives) in his studio
(school)
“CUNNINGHAM”
DEFINITION

5. DEFINITIONDEFINITION
IT IS A SYSTEMATIC
ARRANGEMENT OF THE SUM
TOTAL OF SELECTED
EXPERIENCES PLANNED BY A
SCHOOL/COLLEGE FOR A
DEFINED GROUP OF
STUDENTS TO ATTAIN THE
AIMS OF PERTICULAR
EDUCATIONAL PROGRAMME.
“BT. BASAVANTHAPPA”

6. PURPOSES OF CURRICULUM
DEVELOPMENT
Brings desirable behavioral
change in learner.
Helps to & handle life situations
realistically rationally.
Help in development at all levels.
Planned curriculum helps to
realize the educational objectives.

7. PURPOSES OF CURRICULUM
DEVELOPMENT
To draw & inspire full development
of each student.
Develop critical thinking, reasoning
and problem solving.
Helps to establish values &
character of students (integrity,
honesty, judgment, cooperation,
friendliness & good will.

8. PHILOSOPHY,
AIMS, OBJECTIVES
SUBJECT MATTER
LEARNING EXPERIENCES
(THEORY & PRACTICAL)
INSTRUCTIONAL METHODS/
TEACHING STRATEGIES
EVALUATION
SOME OF THE COMPONENTS OF A
CURRICULUM UNIT

9. TYPES OF CURRICULUM
Traditional or subject centeredTraditional or subject centered
LegitimateLegitimate
IllegitimateIllegitimate
HiddenHidden
Null curriculumNull curriculum
FormalFormal
InformalInformal
Non formalNon formal
ExperienceExperience
SupportedSupported
Extra muralExtra mural

10. TRADITIONAL OR SUBJECT CENTERED
(1949)
Book-Centered Curriculum.
It lays more emphasis on subjects with indications
of their extent & time limit & score is clearly defined.
predesigned and pre determined place & a fixed
amount of time to each subject in the daily time table
& focused on the content.
All stress is on the intellectual
attainment of the child rather than
on the values of studies for
personal & social development.
It is teacher dominated.

11. •LEGITIMATE CURRICULUM:
Approved by the accreditation
bodies (INC & National accrediting
education committee members).
These should have philosophy &
objectives.

12. ILLEGETIMEATE:
It is having values
concentrates on behavioral
objectives.
Respect
Integrity,
Openness,
Creativity,
Social justice,
Responsibility,
Self discipline,
Courage,

13. HIDDEN CURRICULUM:
Unintended
or collateral
This is not deliberately planned but may
modify behavior or influences learning
outcomes.
EX: Peer influence, school environment,
physical condition, teacher & student
interaction etc.

14. It is non academic but
educationally
significant component
of schooling & It is not
designed in the
educational curriculum.
Some of the values and
behaviors students might
learn from the hidden
curriculum are:
• Punctuality,
• The way to dress,
• Loyalty,
• Honesty, and
• Cleanliness.
Some of the learning
experiences include
Patience
Respect
Diligence

15. NULL CURRICULUM:
Consists of what is not taught in the
school set-up. (Which Is Left Out)
This may give students the impression
that these elements are not important in
their educational experiences or in the
society.

16. THE FORMAL CURRICULUM
Recommended curriculum / official
curriculum.
By scholars' or professional
organizations.
It is the course of study or syllabus.
Pre planned & predetermined.
The aims, goals and objectives,
learning content, delivery strategies
and methods of evaluation.

17. EXAMPLES OF SCHOOL CURRICULUM
May come from National agencies like
Department of education (Dep ED)
Commission on higher education (CHED)
Department of science & technology (DOST)
All India association of teacher education (IATE)
EXAMPLES OF NURSING CURRICULUM
Statutory bodies like
Indian Nursing Council
State Nursing Council
Governing body

18. INFORMAL CURRICULUM:
Sometimes referred to as hidden
curriculum includes those activities that
happen that are not designed, planned or
formally accepted by the school.
Informal learning occurs through the
experience of day-to-day situations.
It is learning from life, during play,
exploring, during a meal at table etc.

19. NON-FORMAL CURRICULUM –
This refers to learning planned outside the
formal learning system. For example,
learning
taking place through students with
similar interests coming together and
exchanging viewpoints.
e.g. in sport clubs,
youth organizations or
workshops; or
even in various games.

20. EXPERIENCE CURRICULUM:
(OFFICIAL & HIDDEN)
Types of experiences:
Direct experiences - first hand experiences
educational & historical trips, visits,
excursions, doing manual work, executing
projects & handling various objects.
Indirect experiences - are given through text
books, radio broad cast, educational films,
library services & oral lessons, Past
experiences of people, cultural heritage also
transmitted indirectly.

21. SUPPORTED CURRICULUM:
Resources, Text books, computers, audio
visual aids which support & help in the
implementation of curriculum.
Other than teacher there must be materials
which should support this curriculum
(Laboratory equipment, play ground etc).
Support curriculum will enable each
learner to achieve real & lifelong learning.

22. EXTRA MURAL CURRICULUM:
These experiences are not stipulated in the
formal curriculum.
•Cultural activities.
•Sports teams.
•Clubs for students with special interests.
•Visits

23. MODELS OF CURRICULUM
Product model
Lawrence sten house
process model
Lottons cultural
analysis model
Betties four fold model

24. Also known as behavior
objective model.
Developed by Ralph Tyler (1950).
This model interested in product
of curriculum. Explains about
achievement of end product of
quality.
PRODUCT MODEL

25. He identified 4 fundamental basic
questions in this model.
What are the aims & objectives of
curriculum?
Which learning experiences be selected to
meet these aims & objectives?
Which learning experiences be organized to
meet these aims & objectives?
How learning experiences can be

26. LAWRENCE STEN HOUSE
PROCESS MODEL
also called as input model.
Lawrence stenhouse (1975).
This model emphasizes on learning
experience or process of education.
It explains about the learning
activities during the course in the
curriculum to achieve the objective.
It includes the teaching methods and
learning experiences.

27. LAWTON’S CULTURAL ANALYSIS
MODEL (1983):
It focused on the technique of
cultural analysis as the culture is
the whole way of life of society
and the purpose of education.

28. BEATTY'S 4 FOLD MODEL:
Beatty's 4 fold model
Curriculum is developed
in 1987.
•Curriculum is a map of key subjects.
•Curriculum as a schedule of basic skills.
•Curriculum as a portfolio of meaningful
personal experiences of student interest.
•Curriculum as an agenda of important
cultural issues.

29. CURRICULUM
DETERMINANTS
HISTORICAL
DETERMINANTS
PHILOSOPHICAL
DETERMINANTS
SOCIOLOGICAL
DETERMINANTS
POLITICAL
TECHNOLOGICAL

30. HISTORICAL DETERMINANTS
Traditional Education: The culture, traditions and
practices of the people are passed on from one
generation to the next.
Ancient Education: Greek, the Roman, the Hebrew
and the Christian periods education which has
influenced the current world systems of education.
The main aim of their education was Good citizenship
respect tradition; and highlighted the value of practical
skills.
Christian Education was focused on moral education
and character building.

31. PHILOSOPHICAL
DETERMINANTS
PHILOSOPHY OF NATION
PHILOSOPHY OF LIFE
PHILOSOPHY OF NURSING
EDUCATION
FOR EXAMPLE: INC
IT DETERMINES THE
OBJECTIVES, CONTENT,
TEACHING METHODS OF
EDUCATIONAL PROGRAMME.

32. Indian Nursing Council Philosophy for M.Sc (N)
programme & INC believes that:
prepare nurses to improve the quality of
nursing education and practice in India.
Development of Research skills.
Prepares nurses for leadership.
Encourages accountability and
commitment to life long
learning which fosters
improvement of quality care.

33. Family life disintegration rural-urban migration Media explosion
SOCIAL
DETERMINANTS
Social
Changes
include

34. OTHER SOCIAL CHANGES
INCLUDE:
Crime, Delinquency and Security issues
Faith, beliefs, attitudes of the people.
Core values& needs of Indian society.
Life styles of families & society.
Urbanization& industrialization.
Type of society, social needs of
patients.
Health Issues: Health challenges
include HIV/Aids, Drug abuse, pollution
and other environmental issues etc.

35. POLITICAL
DETERMINANTS:
It is the most powerful
factor.
WHO?
Mr. K. Parthasarathi:
Minister for Secondary
Education
Mr. Damodhar Raja Narasimha
Minister for Higher Education &
Technical Education
Primary Education Minister
Mr. Sake Sailajanath
HOW THEY
RESPONSIBLE?

36. As government is responsible for allocation
of resources that are necessary to support a
curriculum.
politics would influence decision making
process in curriculum matters.
In the hiring of personnel.
Funding (both private & public educational
institutions).
Building, maintaing facilities
& equipment.
Examination systems.

37. TECHNOLOGICAL DETERMINANTS
computer technology Technological multimedia
Online web based programs

38. PSYCHOLOGICALDETERMINAN
TS
IT IS A SCIENCE WHICH PROVIDES
KNOWLEDGE ABOUT LEARNING &
ITS PROBLEMS.
KNOWLEDGE ABOUT PSYCHOLOGY
& ITS APPLICATION IN NURSING
EDUCATION HELPS IN SELECTION &
ORGANIZATION, EVALUATION OF
LEARNING EXPERIENCES IN THE
CURRICULUM.

39. FOR EXAMPLE:
Of special importance to be given for
those with disabilities such as mental
retardation, specially gifted children,
emotionally disturbed children.
psychology & learning problems among
these children will greatly influence
curriculum development.

40. KNOWLEDGE:
It includes facts, laws, rules,
theories, principles, norms,
standards & moral choices.
Ways of acquiring
knowledge in curriculum:
Onlookers: person who needs
sufficient back ground knowledge.
Participant: would be the
scholars who needs much more
mastery of the field.

41. LIFE ACTIVITIES:
characterized by
professional,
family,
Civic,
Leisure & spiritual
Nursing curriculum should help the
students to become more fully
prepared to participate in these
activities to become better person/
citizen as well as good nurse.

42. CULTURAL
DETERMINANTS

43. Student interest
Motivation
Participation
Student reaction
Student,Teacher
relationships
Emotional tensions and
anxieties
Guidance and counseling to
assists the students to
overcome any difficulties and

44. Considering the above determinants/ factors
in curriculum development the nursing
students will poses sound judgment
intellectually & morally enlightened, professionally
equipped
so that they are capable of caring for the sick
functionally & effectively in health programmes and
there by contributing to health & welfare of the
society.
Hence according to the changing needs of the
society the curriculum also has to be modified.