Curriculum Development

Prepared by: Raizza P. Corpuz

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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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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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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The structure of the curriculum development process always consists of a basic four-step cycle: 1. 2. 3. 4. Analyze Design Implement Execute

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Structure of curriculum
Execute Analyze

Implement

Design

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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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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 learners needs and interests, or rather on the needs of the society? Will the selection depend on tradition, the nature of knowledge, or the learners characteristics?
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 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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 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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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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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 Parochial schools: study of Christian Doctrine Doctrina Cristiana, arithmetic, music, arts and trades; vernacular was the medium of instruction

Period American

Characteristics Focused on establishing the public school system, highly influenced by the philosophy of John Dewey

Curricular Focus Reading, writing, arithmetic, good manners and right conduct, civics, hygiene and sanitation, domestic science, American history, Philippine history English as medium of instruction

Period Commonwealth

Characteristics Focused on the development of moral character, personal discipline, civic consciousness, and vocational efficiency as provided in the 1935 constitution

Curricular Focus 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

Period Japanese

Characteristics Focused on promoting the East Asia co-prosperity sphere educational objective

Curricular Focus Diffusion of elementary education with the promotion of vocational education Fostering of new Filipino culture based on the awareness that Filipinos are orientals

Third Republic-Patterned after the 1935 Constitution

Period New Society Characteristics Focused on national development goals; manpower training; high level professions; selfactualization Curricular Focus 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 Strengthening of the the rights of all citizens to teaching of values; return quality education to the basics in the new elementary and secondary curriculum

Trinidad and Tobagos 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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Trinidad and Tobagos Curriculum Development Process

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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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 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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 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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 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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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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Thank you! Have a nice day!

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