THE TEACHER AND THE SCHOOL CURRICULUM Page 1 of 16

Curriculum Process and Development

Topic: Curriculum Process and Development

Welcome Notes:

WELCOME PED 9 STUDENTS.

I. INTRODUCTION:

The curriculum development process systematically organizes what will be taught, who will
be taught, and how it will be taught. Each component affects and interacts with other
components. For example, what will be taught is affected by who is being taught (e.g., their
stage of development in age, maturity, and education). Methods of how content is taught
are affected by who is being taught, their characteristics, and the setting.

II. OBJECTIVES:

At the end of this module, you should be able to:

1. Identify the phases and steps in curriculum development;
2. Identify what comprises curriculum planning.
3. Reflect on the different phases of curriculum development process through the use of
integral framework.
.

III. PRELIMINARY ACTIVITIES:

Before you proceed to the main lesson, test yourself in this activity.

Direction: Give an explanation on the diagram below based on your understanding about it.
 You may now GprRoEceAeTd!!t!o the main lesson.

LET’S BEGIN!

Based on the preliminary activities, what did you notice about it?

CONGRATULATIONS!
You may now proceed to the lesson.

LESSON PROPER
4.1 Objective 1
Identify the phases and steps in curriculum development..
Exercise 1/ Activity 1
 Direction: Read carefully the article below and complete the sentence based on what you
understand.

PHASES AND STEPS IN CURRICULUM DEVELOPMENT

The four essential phases of the curriculum development process are: (I) Planning, (II)
Content and Methods, (III) Implementation, and (IV) Evaluation and Reporting.

Each phase has several steps or tasks to complete in logical sequence. These steps are not
always separate and distinct, but may overlap and occur concurrently. For example, the curriculum
development team is involved in all of the steps. Evaluations should occur in most of the steps to
assess progress. The team learns what works and what does not and determines the impact of the
curriculum on learners after it is imple•mented. Each step logically follows the previous. It would
make no sense to design learning activities before learner outcomes and content are described and
identified. Similarly, content cannot be determined before learner outcomes are described.

In the experience of the author, and confirmed by other curriculum specialists, the following
curriculum development steps are frequently omitted or slighted. These steps are essential to
successful curriculum development and need to be emphasized.

Two types of evaluation are included in the Phases and Steps illustration: (1) Formative
provides feedback during the process of developing the curriculum, and (2) Summative answers
questions about changes (impact) that have occurred in learners because of their learning
experiences. Summative evaluation provides evidence for what works, what does not work, and
what needs to be improved.

In every step of the curriculum development process, the most important task is to keep the
learner (in this case, youth) in mind and involve them in process. For example, the curriculum team
members, who have direct knowledge of the target audience, should be involved in con•ducting the
needs assessment. From the needs assessment process, the problem areas are iden•tified, gaps
between what youth know and what they need to know are identified, and the scope of the problem
is clarified and defined. The results may prompt decision makers to allocate resources for a
curriculum development team to prepare curriculum materials.
 http://www.fao.org/3/ah650e/AH650E03.htm

I learned that curriculum development process pertains to

4.2 Objective 2
Identify what comprises curriculum planning

Exercise 2/ Activity 2
Direction: Read the paragraph and complete the sentence that follows:
FOUR ESSENTIAL PHASES OF THE CURRICULUM DEVELOPMENT

PHASE I: PLANNING
The planning phase lays the foundation for all of the curriculum development steps. The steps
in this phase include:

(1) Identify Issue/Problem/Need

(2) Form Curriculum Development Team
(3) Conduct Needs Assessment and Analysis

(1) Identify Issue/Problem/Need

The need for curriculum development usually emerges from a concern about a major issue or
problem of one or more target audience. This section explores some of the questions that need
to be addressed to define the issue and to develop a statement that will guide the selection of
the members of a curriculum development team. The issue statement also serves to broadly
identify, the scope (what will be included) of the curriculum content.

(2) Form Curriculum Development Team

Once the nature and scope of the issue has been broadly defined, the members of the
curriculum development team can be selected. Topics covered in this section include: (1) the
roles and functions of team members, (2) a process for selecting members of the curriculum
development team, and (3) principles of collaboration and teamwork. The goal is to obtain
expertise for the areas included in the scope of the curriculum content among the team
members and develop an effective team.

(3) Conduct Needs Assessment and Analysis

There are two phases in the needs assessment process. The first is procedures for conducting
a needs assessment. A number of techniques are aimed toward learning what is needed and by
whom relative to the identified issue. Techniques covered in this section include: KAP -
Knowledge, Attitude, and Practice Survey; focus groups; and environmental scanning.

Analysis, the second part of this needs assessment step, describes techniques on how to use
the data and the results of the information gathered. Included are: ways to identify gaps
between
knowledge and practice; trends emerging from the data; a process to prioritize needs; and
identification of the characteristics of the target audience.

PHASE II: CONTENT AND METHODS

Phase II determines intended outcomes (what learners will be able to do after participation in
curriculum activities), the content (what will be taught), and the methods (how it will be taught).
Steps include:

(4) State Intended Outcomes

(5) Select Content
(6) Design Experiential Methods

(4) State Intended Outcomes

Once the issue is defined, the curriculum team is formed, the needs assessed, analyzed and
prioritized, the next step is to refine and restate the issue, if needed, and develop the intended
outcomes or educational objectives. An intended outcome states what the learner will be able to
do as a result of participating in the curriculum activities.

This section includes: (1) a definition of intended outcomes, (2) the components of intended
outcomes (condition, performance, and standards), (3) examples of intended outcomes, and (4)
an overview of learning behaviors. A more complete explanation of the types and levels of
learning behaviours is included in the Addendum as well as intended outcome examples from
FAO population education materials.

(5) Select Content

The next challenge in the curriculum development process is selecting content that will make a
real difference in the lives of the learner and ultimately society as a whole. At this point, the
primary questions are: "If the intended outcome is to be attained, what will the learner need to
know? What knowledge, skills, attitudes, and behaviours will need to be acquired and
practiced?"

The scope (breadth of knowledge, skills, attitudes, and behaviours) and the sequence (order) of
the content are also discussed. Intended outcomes of population education with content topics
is provided in the Addendum section as an example and application of how intended outcomes
are linked with content.

(6) Design Experiential Methods

After the content is selected, the next step is to design activities (learning experiences) to help
the learner achieve appropriate intended outcomes. An experiential learning model and it's
components (i.e., experience, share, process, generalize, and apply) are discussed in this
section.

PHASE III:IMPLEMENTATION
(7) Produce Curriculum Product
(8) Test and Revise Curriculum
(9) Recruit and Train Facilitators
(10) Implement Curriculum

(7) Produce Curriculum Product

Once the content and experiential methods have been agreed upon, the actual production of
curriculum materials begins. This section includes: 1) suggestions for finding and evaluating
existing materials; 2) evaluation criteria; and 3) suggestions for producing curriculum materials.

(8) Test and Revise Curriculum

This step includes suggestions to select test sites and conduct a formative evaluation of
curriculum materials during the production phase. A sample evaluation form is provided.

(9) Recruit and Train Facilitators

It is a waste of resources to develop curriculum materials if adequate training is not provided for
facilitators to implement it. Suggestions for recruiting appropriate facilitators are provided with a
sample three-day training program.

(10) Implement Curriculum

Effective implementation of newly developed curriculum products is unlikely to occur without
planning. Strategies to promote and use the curriculum are discussed in this step.

PHASE IV: EVALUATION AND REPORTING

(11) Design Evaluation Strategies
(12) Reporting and Securing Resources

(11) Design Evaluation Strategies

Evaluation is a phase in the curriculum development model as well as a specific step. Two types
of evaluation, formative and summative, are used during curriculum development. Formative
evaluations are used during the needs assessment, product development, and testing steps.
Summative evaluations are undertaken to measure and report on the outcomes of the
curriculum. This step reviews evaluation strategies and suggests simple procedures to produce
valid and reliable information. A series of questions are posed to guide the summative
evaluation process and a sample evaluation format is suggested.

(12) Reporting and Securing Resources

The final element in an evaluation strategy is "delivering the pay off (i.e., getting the results into
the hands of people who can use them). In this step, suggestions for what and how to report to
key shareholders, especially funding and policy decision makers, are provided and a brief
discussion on how to secure resources for additional programming.

http://www.fao.org/3/ah650e/AH650E03.htm

Design a framework illustrating the relationship of four phase of Curriculum

development process.
4.3 Objective 3
Reflect on the different phases of curriculum development process through the use of
integral framework.

Exercise 3/ Activity 3
Direction: Study the illustration below and answer the following question:
 http://www.fao.org/3/ah650e/AH650E03.htm

On the illustration above, how will you explain the relationship of curriculum development on
planning, content and method, evaluation, implementation and youth?

s in order to pass the basic quality standard of an institution. Let’s move on to the next higher level of activity/ies or exercise/s that
 V. ANALYSIS, APPLICATION AND EXPLORATION
ACTIVITY 1
(for objective 1)

Name: Year Level & Section:

I. Now that you have an idea about curriculum development process, what do you think will be
the role of a student like you in the process. Identify what part do you belong and explain your
role in the curriculum development process.
 ACTIVITY 2
(for objective 2)

Name: Year Level & Section:

Direction: Explain the saying below relating it to the curriculum development process and cite a
concrete example supporting your ideas if possible.

"As the twig is bent, so grows the tree"

 ACTIVITY 3
(for objective 3)

Name: Year Level & Section:

Assuming that you are a teacher and instructed to make a framework that will show
curriculum development process. What would it be look like? Illustrate and write a short
explanation:
 VII. ASSIGNMENT

Name: Year Level & Section:

Direction/Instruction:
Complete the following statement based on your understanding about the topic.

(This assignment will be submitted on July , 2020.)

Objective 1:

1. It is important for me to learn the curriculum development process to

Objective 2:

2. I can use the knowledge that I’ve learned about the topic discussed today in

.
 THE TEACHER AND THE SCHOOL CURRICULUM Page 14 of 16
Academic Qualification and Teaching Experiences; Professional
Performance and Scholarly Work; and Faculty Development Program

Objective 3:

3. For me, curriculum development process is

long journey of reading and accomplishing the module, let us now challenge your mind by answering the evaluation part of thi
 VIII. EVALUATION

Name: Year Level & Section:

Direction/Instruction: Choose the group of word that corresponds to the statements

below. Write your answer before the number.

1. This section explores some of the questions that need

to be addressed to define the issue and to develop a statement that will guide the selection
of the members of a curriculum development team.
2. Topics covered in this section include: (1) the roles
and functions of team members, (2) a process for selecting members of the curriculum
development team, and (3) principles of collaboration and teamwork.
3.Techniques covered in this section include: KAP -
Knowledge, Attitude, and Practice Survey; focus groups; and environmental scanning.
4. An intended outcome states what the learner will be
able to do as a result of participating in the curriculum activities.
5. At this point, the primary questions are: "If the
intended outcome is to be attained, what will the learner need to know? What knowledge,
skills, attitudes, and behaviours will need to be acquired and practiced?"

6. An experiential learning model and it's

components (i.e., experience, share, process, generalize, and apply) are discussed in this
section.
7. This section includes: 1) suggestions for finding
and evaluating existing materials; 2) evaluation criteria; and 3) suggestions for producing
curriculum materials.

8. This step includes suggestions to select test

sites and conduct a formative evaluation of curriculum materials during the production
phase. A sample evaluation form is provided.

9. It is a waste of resources to develop

curriculum materials if adequate training is not provided for facilitators to implement it.

10. Effective implementation of newly

developed curriculum products is unlikely to occur without planning. Strategies to promote
and use the curriculum are discussed in this step.
 CONGRATULATIONS on reaching the end of this module!
You may now proceed to the next module.
Don’t forget to submit all the exercises, activities and portfolio on .
KEEP UP THE GOOD WORK.
Well Done!!!