Curriculum Development Process

By

Dr. Shaheen Pasha

Township Campus,
University of Education, Lahore
Curriculum Development Process

1. Analysis of situation

2. Formulation of aims and objectives
3. Selection of learning experiences
4. Selection of content
5. Organization of experiences and content
6. Selection of teaching-learning strategies
7. Evaluation
INTRODUCTION

According to Taba, “curriculum design

is a statement which identifies the
elements of the curriculum, states what
their relationships are to each other and
indicates the principles of organization
and the requirements of that organization
for the administrative conditions under
which it is to operate. . . .”
OBJECTIVES
Discuss aims, goals and objectives in a process of
curriculum development.
Explain the characteristics of measureable objectives.
Discuss the significance of contents in curriculum
development process.
Apply principles of design to the task of selecting and
organization of content.
Select instructional strategies that are appropriate for
achieving objectives in different domains.
Discuss the purpose and methods of curriculum


evaluation.
 
 SITUATION ANALYSIS
In this approach, a comprehensive and
thorough analysis of all relevant factors in the
production of a master plan for the school
curriculum is do As change occur in a society,
the curriculum of its school may be liable to
 What is meant by education and its aims?
 The nature of knowledge
 The nature of society
 The role of school in the society
 The nature of children and how they learn
 What it means to teach
PHILOSOPHICAL THEORIES:
In the philosophical theories, there will
be philosophical ideas about the aims of
education and the structure of knowledge
which lies behind any curriculum design.
SOCIOLOGICAL THEORIES:
The sociologists of knowledge have
something to say about the arguments
which philosophers put forward with
respect to knowledge about that society.
 MODEL

evaluation aims, goals and

objectives

organization of learning selection of learning

experiences and content experiences

selection of
content
FORMULATION OF OBJECTIVES

INTRODUCTION:
The critics of curriculum theory admit
the importance of objectives in curriculum
design. Much of their criticism on the
notion that the objective model is a
product of a society that value technical
efficiency modeled on a production line
mentality.
OBJECTIVES:
These are taken to mean intended outcomes
of course. Such outcomes may be stated or
remain implicit.

CONTENT:
The subjects or topics covered in a book or
document are called contents.
The subject matter of course. Such matter
may include factor, concepts, theories as well
as processes such as thinking skills, inquiring
skills and thought pattern peculiar to a
discipline or area of knowledge.
 SELECTION OF CONTENT
 In selecting content, the teacher face a variety
of influences which tend to make this element
one of the most dominant in curriculum
design.
 Approaches to content and their influence on
the element of curriculum development.
 Method of content organization.
 Principles of curriculum design and their
relationship to content selection.
How to select a content ?
Guidelines for selection
 Priorities: select what is basically needed in
specific circumstances. It should therefore
not be overcrowded.
 Balance: Ensure that the content is properly

balanced in terms of time and resources

available
 Sequence: it should be properly sequenced
i.e. simple to complex, known to unknown
 Comprehensiveness: It should include all the

necessary details needed by a specific

learner.
Need for selection of content :
 Due to the ever changing society, both local
and international, there is needed to select
from the abundance of generated knowledge
and skills.
Guidelines for selection
 Priorities: select what is basically needed in
specific circumstances. It should therefore
not be overcrowded.
 Balance: Ensure that the content is properly

balanced in terms of time and resources

available
Guidelines for selection
 Priorities: select what is basically needed in
specific circumstances. It should therefore
not be overcrowded.
 Balance: Ensure that the content is properly

balanced in terms of time and resources

available
Guidelines for selection
 Priorities: select what is basically needed in
specific circumstances. It should therefore
not be overcrowded.
 Balance: Ensure that the content is properly

balanced in terms of time and resources

available
ORGNIZATION OF EXPERIENCES AND CONTENT

MEANING OF ORGNIZATION:
A group of persons organization for a
particular purpose. Two or more people work
together to achieve same goal.
INTRODUCTION:
An organization is needed to provide a
structural framework for communication,
command and the co-ordination of activities
and people’s efforts.
WHY ORGNIZATIONS COME INTO BEING:

Organizations come into being because

certain people have identified a
common purpose, have been able to
communicate with each other and
have shown willingness to contribute
action .
CURRICULUM ORGNIZATION FROM
CONTENT TO EXPERIENCE:
Curriculum organization is an old problem as well as
a new one.
Curriculum organization can be defined in a broad
sense and in a narrow sense.
It is the process to change the content into student
learning experience intentionally, sequential,
integral and successive.
 SELECTION OF INSTRUCTIONAL STRATEGIES

MEANING OF TEACHING STRATEGIES:

The use of term “instructional strategies”
is by no means accidental. Instructional
strategy is conceptualized, as included in
both:
 The teaching activities of teacher.
 The learning experiences of the pupil.
 INTRODUCTION

Even today, it is not unusual to find

curriculum and teaching discussed separately
in literature. In many aspects, this is an
unfortunate trend, since the selection and
organization of instructional strategies
represent the critical point of contact
between curriculum theory and the realities
of classroom facts.
 ACORDING TO TABA (1962)
Taba noted this key problem almost 35 years
ago, when she commenced that very often
curriculum pattern have asked teachers to
achieve objectives without outlining the
instructional techniques necessary to
implement these objectives.
the process would being with the planning of
teaching-learning units by teachers in
conjunction with curriculum specialists and
subject matter specialists.
Frequently Asked QUESTION :
How do teachers deal with the above mentioned
task?

TEACHING STRATEGIES INDEX:

If we look at teaching strategies index, we find
many effective teachers who often employ quit
distinctive teaching strategies
FIRSTLY:

In the first point of view, the teacher places the

major emphasis on systematically development
the thinking capacities of his pupils. He
concentrates on the acquisition, understanding
and use of ideas and
concepts.
SECONDLY:

The second view

about strategy places the major emphasis on
social interaction as the teacher attempts to
develop in the classroom a social system based
on demarcated processes. Here in this second
strategy the group interaction is the key.
THIRDLY:
The third view about teaching strategies
places major emphasis on the maximization of
the unique development of each pupil.
However, effective self-development is the
key.
As the pupils are free to choose their
activities, they apply themselves vigorously to
tasks that are meaningful to them. The learning
is more effective in that way.
FOURTHLY:
The fourth point of view places major
emphasis on deliberate arrangement and total
control of the environment to produce a wide
range of pre-selected learning effects.
FIFTHLY:
The fifth strategy places major emphasis on
the acquisition of knowledge. The teacher acts as
a transmitter of knowledge
 EVALUATION

INTRODUCTION:
The word evaluation inherent in the idea of “value” it means
that to judge the value of aims.

DEFINITION:
We are doing to engaging in some process that is designed to
provide information that will help us to make a judgment about
given situation.
LAWTON:
Lawton suggests that there are two major aspects of evaluation.
 ‘Valuing’ determining the value or worthwhilness of a
particular program or course educational system.
 ‘Measuring’ determining the actual educational outcomes and
comparing them with the intended outcomes.

W. EDWARD DEMING:
“Evaluation” by performance, merit rating or annual review of
students is given each concept to ponder its meaning in the
whole over time.
Evaluation is methodologicalally diverse using both;
 Qualitative methods

 Quantitative methods
GUBA AND STUFFLEBEAM (1970):

 Planning intention: which objectives to select.

 Planning procedure: which personnel, methods and
materials to employ.
 Implementation procedures: whether to continue,
modify or abandon a procedural plan.
 Outcomes: which intentions are realized to what extend
and by whom?
WHAT IS EVALUATION?
 Evaluation is the analysis and comparison of actual progress
 Educational evaluation is the evaluation process of
characterizing and appraising some aspect/s of an educational
process.
EVALUATION MATHODS:

 Diaries:
 Questionnaires:

 Interview:

 Observation:

 Case study:

 Record cards: etc.

 Ai
ms
Selection of
learning
experiences

Selection of content

Selection of teaching-learning
strategies

Evaluation
 REFERENCES
 Taba, Hilda (1962), Curriculum Development : Theory and practice, New York:
 
 Murray Print (1993) Curriculum Development and Design, 2 nd Ed.
 
 Murray Print (1993) Curriculum Development and Design, 5 th Ed.
 
 George Bishop (1989) Curriculum Development A Textbook for Students, low
cost edition.

 Tyler, R. W. (1949) Basic principles of curriculum and instruction. Chicago;

university of Chicago Press.
 
 Htty://www.ehow.com/facts_6189570_importance-curriculum-teaching.html
 
 Htty://cyberschoolbus.un.org/discrim/goalsethnic.asp
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