CURRICULUM DEVELOPMENT

CURRICULUM

In the Curriculum, the first textbook published on the subject. In 1918, John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experience in which children become the adults they should be, for success in adult society.

Curriculum means two things: i) the range of course from which the students choose what subject matters to study, and ii) a specific learning program. In the latter case, the curriculum collectively describes the teaching, learning and assessment materials available for a given course of study.

A document which describe a structured series of learning objectives and outcomes for a given subject matter area.

It includes a specification of what should be learned, how it should be taught, and the plan for implementing/assessing the learning.

CURRICULUM

It is the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners continuous and willful growth in personal social competencies.

The primary focus of a curriculum is on what to be taught and when, leaving to the teaching profession decisions as to how this should be done. In practice, however, there is no clear distinction between curriculum content and methodology - how s topic is taught often determines what is taught. For this reason, and for others, there is need to be distinguish the official or planned curriculum the formally approved program of study from the de facto or lived (sometimes called hidden) curriculum the lessons that are actually learned.

FOUNDATIONS OF CURRICULUM

HISTORICAL FOUNDATIONS

Pre-Spanish Period - Education is for Survival, Conformity, and Enculturation - Informal Education, Practical Training, Theoretical Training - Method of education is through: tell me and show me, observation, trail and error Spanish Period - The purpose of education is to propagate Christianity - Formal Education, Religious Education, Vocational Course - Education is through dictation and memorization

HISTORICAL FOUNDATIONS

American Period - The aim of education is to teach democracy as a way of life - Education is through socialized recitation, encouraged more students participation and disputation - Reading, writing, arithmetic, language, GMRC, civics, hygiene and sanitation, gardening, domestic science, American History and Philippine history were the subject areas for study.

Commonwealth Period (1935-1942) - The fundamental aims of education as provided by the 1935 Constitution are as follows: to develop moral character, personal discipline, civic conscience, and vocational efficiency, and to teach the duties of citizenship. - Education aimed to continue the promotion of democratic ideas and way of life. - Education under the Commonwealth was to help prepare for the coming independence of a new Filipino nation.

HISTORICAL FOUNDATIONS

Japanese Era (1943-1945) - Education aimed on making understand the position of the Philippines in the Greater East Asia Co-Prosperity Sphere being advocated by Japan. It aimed at: Striving for the diffusion of the Japanese Language in the Philippines and the termination of the use of the English language schools. Training was done formally through the schools, which gave more emphasis on vocational, technical, agriculture. Curricular content centered on values rooted on love for labor. Teaching physical education and singing Japanese songs. The Republic (1943-1972) - Promotion of equal educational opportunities for all - Curricular content stressed: - Social orientation as manifested by the conservation of the Filipino heritage - Training for occupation - Promotion of democratic nation building - A new thrust on community development

HISTORICAL FOUNDATIONS

New Society (1972-1986) - The aim for education is for national development - Made education relevant to the needs of the changing world - Curricular changes in Elementary Education a. focused on the 3Rs b. integration of values in all learning areas c. emphasis on mastery learning Curricular changes in Secondary Education a. increase in time allotment b. YDT and CAT introduced as new courses c. Elective offerings as part of the curriculum

HISTORICAL FOUNDATIONS

Present (1986-Present) - DECS Order No. 6, s. 1998, issued by Education Secretary Lourdes R. Quisumbing, strengthens the teaching values in the New Elementary School Curriculum (NESC) launched in SY 1989-90 under the Program for Decentralized Educational Development (PRODED) and Secondary Development Program (SEDP) respectively. - Education aimed to promote national development and values education - Implementation of NESC addressed to civic, intellectual, and character development of the child. Its features are:

Fewer learning areas; emphasis on mastery learning Focused on the development of 3Rs Emphasis on the development of intellectual skills which are as important as work skills Multi-disciplinary treatment of curriculum content Student-centered Cognitive-affective manipulative based curriculum Values education offered as separate subject area

Emphasis in Science and Technology Uses bilingual policy Critical thinking emphasized

Focused on the development of humanism and Filipinism in all learning areas.

Implementation of SEDP in response to the need to continue pupil development. To meet these needs, it aims to improve policy making and increase the internal efficiency of the educational system. SEDPs features are:

Subjects generally oriented to the development of values Specific competencies Concept-based subject areas Uni-disciplinary treatment of curriculum content

PHILOSOPHICAL FOUNDATIONS
1. 2.

MAJOR PHILOSOPHICAL THOUGHTS MODERN PHILOSOPHICAL THOUGHTS

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1.

MAJOR PHILOSOPHICAL THOUGHTS

Idealism

Aim: To develop the individual spiritually, mentally, morally Curriculum: Content essential foe mental and moral development (Philosophy, Values Education, GMRC, Christian Living, Math, Arts, Literature) Methods: Provide opportunities for mental and moral evaluation (questions and discussion, lecture, meditation) Aim: To provide students of essential knowledge to survive the natural world Curriculum: Math and Science (highly factual) Combination of subject-matter and problemcentered concepts to acquire research skills, observation, experimentation, analytical skills, critical thinking Methods: Problem-solving inquiry, discovery method Aim: To teach students how to think so that he can adjust to the demands of an ever changing world Curriculum: Subjects as tool for solving individual/group problems Integrated and based on societys problems Methods: Activity-centered, pupil-centered

2.

Realism

3.

Pragmatism/Experimentalism

2.

MODERN PHILOSOPHICAL THOUGHTS

Perennialism

Aim: To develop power of thought Curriculum: Subject matters that are universal and constant (Arts and Sciences) Aim: To promote the intellectual growth of the learners Curriculum: essential skills and subjects (3Rs) Aim: To provide the pupil the necessary skills to be able to interact with his ever changing environment Curriculum: Activity and experience-centered (emphasis on life experiences) Methods; Problem-solving, reflective strategies, cooperative learning strategies, socialized group activities and situations Aim: To train the individual for significant and meaningful existence Curriculum: Subjects that recognize individual differences and complete freedom to work (arts for aesthetic expression) Aim: Education for change and social reform Curriculum: Social Sciences, National/International/Global Issues (examination of problems nationally and internationally), Philisophy

Essentialism

Progressivism

Existentialism

Social Reconstructionism

Key Features of a Curriculum

Learning is planned and guided. What is sought to be achieved and how it is to be achieved should be specified and advance. The definition refers to is schooling. It should be recognized that current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson.

Four ways of approaching curriculum theory and practice:

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2.

3. 4.

Curriculum as a body of knowledge to be transmitted Curriculum as an attempt to achieve certain ends in students product Curriculum as process Curriculum as praxis

Curriculum as a body of knowledge to be transmitted

Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or delivered to students by the most effective methods that can be devised.

Curriculum as an attempt to achieve certain ends in students product

The dominant modes of describing and managing education are today couched in productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, then applied and the outcomes (products) measured. Curriculum as product model is heavily dependent on the setting of behavioral objectives Tylers theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are like to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained?

Curriculum as process

Another way of looking at curriculum theory and practice is via process. In this sense of curriculum is not a physical thing, but rather the interaction of teachers, students and knowledge. In other word, curriculum is what actually happens in the classroom and what people do to prepare and evaluate.

Curriculum as praxis

Curriculum as praxis is a development of process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interest it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed.

Components of Curriculum

Components of Curriculum
1. 2. 3.

4.

Courses of study Social context Learning experiences Learning outcomes

Courses of study

This includes the subject mater/syllabus that is taught within the school, and also includes the co-curricular activities.

Social context

Human beings live in a society and a community, and interact with the community members and also outside the community. While interacting within the family, community and outside one learns many things which are not possible within the classroom. The social context or situations include one's thinking and contribute to one's learning. This is more important for children who grow up through the process of socialization.

Learning experiences

One learns within and outside the class. Every time one interacts with the social environment, one learns from each encounter. Activity-based teachinglearning leads to generation of more experiences; so also problem-based learning, especially if problems are related to real-life situations. In case of experiential learning, the present learning is based on previous experiences, and also leads/contributes to the repository of experiences within the individual child.

Learning outcomes

This is the most important aspect of curriculum, i.e specification of what is to be achieved - may be after one activity or one class period, or even one year of learning. Learning outcomes are expressed in terms of achievements (and changes in the child due to education) in knowledge, comprehension, skills, attitude, values, etc. Learning outcomes may be specified in broad terms which can be achieve after certain period of tie (say, primary, elementary, secondary, etc..) or year-wise for each grade, or for each subject area per semester, etc..

The Ideology of the Curriculum

In developing goals for educational programs, curriculum planners draw on their understanding both of the present and long-term needs of learners and of society as well as the planners' beliefs and values about schools, learners and teachers. These beliefs and values are sometimes referred to as curriculum ideologies, and present the philosophical underpinnings for educational programs and the justification for the kinds of aim they attain.

Academic Rationalism
- The justification for the aims of curriculum stresses the intrinsic value of the subject matter and its role in developing the learner's intellect, humanistic values, and rationality. The content matter of different subjects is viewed as the basis for a curriculum and master of content is an end in itself rather than a means to solving social problems or providing efficient means to achieve the goals of policy makers.

Social Economic Efficiency

- This educational philosophy emphasizes the practical needs of learners and society and the role of an educational program in producing learners who are economically productive. Bobbit, one of the founders of curriculum theory, advocated this view of curriculum. Curriculum development was seen as based on scientific principles, its practitioners were "educational engineers" whose job it was to "discover the total range of habits, skills, abilities, forms of thoughts.. etc., that its members need for the effective performance of their vocational labors."

Learners-centeredness
- This educational philosophy is leading to an emphasis of process rather than product, a focus on learner differences, learning strategies and on learner self-direction and autonomy.

Social Reconstructionism
- This curriculum perspective emphasizes the roles schools and learners can and should play in addressing social injustice and inequality. Morris (1995) observes: the curriculum derived from this perspective focuses on developing knowledge , skills and attitudes which would create a world where people care about each other, the environment and the distribution of wealth. Tolerance, the acceptance of diversity and peace would be encourage. Social injustices and inequality would be central issues in the curriculum.

Cultural Pluralism
- This philosophy argues that schools should prepare students to participate in several different cultures and not merely the culture of the dominant social and economic groups. Cultural pluralism seeks to redress racism, to raise the self-esteem of minority reports, and to help children appreciate the viewpoints of other cultures and religions.

Types of Curriculum

Types of Curriculum
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2.
3. 4. 5. 6. 7. 8.

9.
10. 11.

Overt, explicit, or written curriculum Societal curriculum The hidden or covert curriculum The null curriculum Phantom curriculum Concomitant curriculum Rhetorical curriculum Curriculum-in-use Received curriculum The internal curriculum The electronic curriculum

Overt, explicit, or written curriculum

Is simply that which is written as part of formal instruction of schooling experiences. It may refer to curriculum document, texts, films and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers often collectively.

Societal

curriculum

The massive, ongoing, informal curriculum of family, peers, groups, neighborhoods, churches organizations, occupations, mass, media and other socializing forces that "educate" all of us throughout our lives

The hidden or covert curriculum

That which is implied by the very structure and nature of schools much of what revolves around daily or established routines.

The null curriculum

That which we do not teach, thus giving students the message that these elements are not important in their educational experiences or in our society.

Phantom curriculum

The message prevalent in and through exposure to any type of media. these components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures

Concomitant curriculum

What is taught or emphasize at home, or those experiences that are part of a familys experiences, or related experiences sanctioned by the family

Rhetorical curriculum

Elements from the rhetorical curriculum are compressed from the ideas offered by policymakers, school officials, administrators or politicians. The curriculum may also come from those professionals involved in concept formation and content changes; or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from critiquing outdated educational practices. The rhetorical curriculum may also come from the publicized works offering updated in pedagogical knowledge.

Curriculum-in-use

The formal curriculum (written or overt) comprises those things in textbooks and content and concepts in the district curriculum guides. However, those formal elements are frequently not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.

Received curriculum

Those things that students actually take out of classroom; these concept and content that are truly learned and remembered.

The internal curriculum

Processes, content, knowledge combined with experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student.

The electronic curriculum

Those lessons learned through searching the internet for information or through using e-forms of communication.

Types of Curriculum

Types of curriculum
1. 2. 3. 4. 5.

Subject-Centered Curriculum Activity-Centered Curriculum Learner-Centered Curriculum Integrated Curriculum Core Pattern Curriculum

Subject-Centered Curriculum

This type of curriculum is subject-based. It is a traditional curriculum and most of the schools still follow such curriculum. The curriculum includes different branches of knowledge such as Language, Mathematics, History, Geography, Science, etc..

Activity-Centered Curriculum

Some experts view curriculum as various forms of activity that are grand expression of the human spirit and that are of the greatest and most permanent significance to the wide world. According activity-centered curriculum students should learn by engaging themselves in various activities which is desirable and purposeful. It stresses the practical aspects of life.

Learner-Centered Curriculum

The learner occupies the central position in the teaching-learning exercises. Stress is given on the all-round development of the learner. Provision is made for the varying abilities and interest of learners.

Integrated Curriculum

Integrated curriculum involves judicious mix of subject-centered, learner-centered and activity-centered curriculum. It enables student to get a comprehensive view of the concepts to be learnt.

Core Pattern Curriculum

It is a problem-centered curriculum. It gives importance to preparation for living in a democratic city. So, emphasis is laid on the all round development physical, mental, moral, emotional and spiritual development of the learner.

Curriculum Development

Models of Curriculum Development

Models of Curriculum Development

1. 2.

Diagnosis of needs Formulation of objectives

3.
4.

Selection of content
Organization of content

5.

Selection and Organization of learning experiences

Determination of what to evaluate, and the means to evaluate

6.

Diagnosis of needs

information on the community and its schools combined with existing data form a comprehensive view of local needs.

Formulation of objectives

objectives should include concepts, attitude, habits or skills to be learned in ways of thinking to reinforce.

Selection of content

includes choosing of specific, necessary topics carefully, which should be parallel with students development levels.

Organization of content

begins with simple topics and concepts that move to more complex topics such as generalizations

Selection and Organization of learning experiences

must be based on the developmental levels of the learners; variety, sequence and links among activities must be considered.

Determination of what to evaluate, and the means to evaluate

lessons should be evaluated continuously to determine actual progress of learners using the curriculum as basis and to determine whether the content matches with the core ideas and curriculum objectives.

Curriculum Process and its Stages

Evaluation

Implementation

Preparation of learning materials/activities

Determination of the content

Selection of learning experiences

Formulation

Formulation of objectives

Curriculum is a planned educational program. it has certain objectives and processes for their attainment. These objectives are of three types: short-term objectives, mediatory objectives and long-term objectives

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2.

3.

Long-term objectives - Are expected to be attainable by going through the entire schooling. these objectives cannot be observed immediately or through just year-endexaminations. Mediatory objectives - These objectives help in promoting mediatory objectives. These objectives refer to education as various levels such as grade V, grade XII, etc.. Short-term objectives - Known as specific objectives, are expressed in terms of behavioral outcomes, in terms of what the teacher wants to attain through teaching or what a learner is able to learn in a particular lesson or through a particular activity.

Selection of learning experiences

Curriculum should provide physical, mental and emotional experiences, or their integration to the learners. Teaching various subjects, providing various activities in the laboratory, in the fields through projects, seminars, debates, discussions, group works, etc.. are examples of learning experiences. These experiences lead to change in behavior of the learner.

Determination of the content

The content is a tool to attain the objectives of curriculum. The contents contribute to the growth and development of democratic , secular and socialist society to a large extent. the content is considered one of the most important components of curriculum development. Long ago, Stanley and Shores (1957) suggested five criteria for the selection of the content:
1. Is the subject-matter significant to an organize field of knowledge? 2. Does the subject-matter stand the test of survival? 3. Is the subject-matter useful? 4. Is the subject-matter interesting to the learner? 5. Does the subject-matter contribute to the growth and a development of a democratic society?

Implementation

After preparation of learning materials/activities, the next step is the implementation of the curriculum in the school. Aggarwal (1990) suggested the following factors leading to the efficient implementation of the curriculum: Adequate preparation of the teachers by the boards of State Department of Education for meeting the changed requirements of the new curriculum. Sufficient supply of the teaching aids and equipment needed for the implementation of the curriculum. Receptivity of the community of the new curriculum. Adequate preparedness of the students to accept the new curriculum with its additional requirements of energy, money and time. Adequate supervisory and guidance facilities for teachers needed for effective implementation of the curriculum

Preparation of learning materials/activities

Learning materials include textbooks, supplementary readers, work books, teacher guide, etc.. These materials could be in the form of paint, audio, video and audio-vision format. Bruner talks about three modes of learning:
1. Enactive mode (which is activity-based) 2. Ionic mode (which uses images and diagrams) 3. Symbolic mode (which uses symbols/language)

Evaluation

The purpose of evaluation of curriculum is to ensure quality control for effective suitable modifications in the curriculum.

Phases/Processes in Curriculum Development

Curriculum Planning A process which involves situation analysis, goal setting and need identification, budget determination and decision-making regarding implementation and evaluation details.

Developing a curriculum proposal

1.

What is the current situation? What are you doing right, what could be improved in terms of:

Cohesiveness or program? Recruitment and retention of students? Efficiency of teaching/learning process? Communication, collaboration among course instructors? Student learning outcomes? The learning environment? Assessment procedures? Responding to diversity among students? Use of resources?

Look at data, collect some data Reflect on experiences

2.

What are the alternatives?

Open yourself to new ideas, explore possibilities for innovations

Self-directed learning Cooperative learning/teamwork Problem-based learning Education for critical thinking Resource-based learning Interdisciplinary study Outcomes-based education Experiential learning

Attend workshops, read widely, talk to others doing different things Might choose to have departmental workshop on topic that seems particularly relevant to departmental concerns how to people respond?

3.

Curriculum Designing

Includes selection of content/subject matter/competencies, learning activities, grade placement, time allotment and sequence of content activities.

Borrow a book, attend a workshop, read flyer

Features of the 2002 Basic Education Curriculum

1.

2.

3.

4.

Restructuring of the learning areas: (Filipino, English, Science, Mathematics, Makabayan) Stronger integration of competencies and values across learning areas. Greater emphasis on the learning process and integrative modes of teaching Increased time for tasks to gain mastery of competencies of the basic tool subjects.

5. The objectives are expressed in terms of competencies (KSA). 6. Inclusion of ICT 7. Content is delivered using a variety of media and resources. 8. Learner an active rather than object of pedagogy. 9. Learners as constructor of learning. Teachers as facilitator, enabler and manager of learning.

Objectives of SEDP
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2.

3.

4.

To strengthen the Ministry of Science, Technology, Education and Culture (MOSTEC) To develop the quality and coverage of basic, non-formal and secondary education To create a market driven Technical Education and Vocational Training (TEVT) To direct the governments poverty alleviation strategy in the education sector

Curriculum Evaluation Models

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CIPP Daniel Stufflebeam Responsive Model Robert Stake Adversary or Judiciary Model Research Model - Stenhouse Illuminative Model Padett and Hamilton Connoissuership Eisner Goal Free Michael Scriven Objective Model Ralph Tyler