Christ the King College

Deus Meus et Omnia

SUBJECT: CURRICULUM DEVELOPMENT & EVALUATION EDUCATION

TOPIC: SCOOP OF CURRICULUM

REPORTER: DARLENE B. OREBETA

PROFESSOR: DR. YVETTE D. LUMPAN

INTRODUCTION

The scope of curriculum studies encompasses the theory, planning, design,

WHAT IS CURRICULUM?

 Curriculum has been derived from the Latin word “Currere” which means a “race
course” or a runway on which one runs to reach a goal.

 A curriculum is a structured plan that outlines the topics, subjects, content, and
learning experiences that students will engage with in an educational institution or
program. It serves as a guide for teachers, students, and administrators, detailing
what will be taught, the order in which it will be taught, and the methods and
resources that will be used to facilitate learning.

SCOOP OF CURRICULUM

Curriculum studies incorporate a variety of processes including:

 curriculum theory,
 Curriculum design,
 curriculum planning,
 curriculum development,
 curriculum implementation, and
  curriculum evaluation.

CURRICULUM THEORY
 Curriculum theory refers to a set of related statements that give meaning to school
curriculum by pointing out the relationships among its elements and directing its
development, its use, and its evaluation. It gives justification for practices in
curriculum.

FUNCTIONS OF CURRICULUM THEORY:

 to describe,

 to explain, and

 to predict

Thus, curriculum theory provides educators with a critical perspective about society and its
schools. Hence, they describe and explain from a critical perspective. Curriculum theory is,
therefore, important for planning curriculum. It helps in guiding the planning process and
then the curriculum development. The theory used is reflected in the product, i.e., the final
curriculum.

CURRICULUM DESIGN

 Involves planning activities, readings, lessons, and assessments that achieve

 Curriculum design is the process of planning and organizing the content, structure,
and delivery methods of an educational program or course. It involves making
intentional decisions about what topics, skills, and concepts to include in a
curriculum, how to sequence and present them, and what instructional strategies and
assessments to use. Curriculum design is crucial for creating effective and engaging
learning experiences that align with educational goals and objectives.
EXAMPLE OF CURRICULUM DESIGN:
• SUBJECT TEACHER DESIGN
This type of curriculum design focuses on the educational material, rather than a
specific learning style.

CURRICULUM PLANNING
 the process of gathering, selecting, balancing, and synthesizing relevant information
from many sources to design those experiences that will assist the learner to attain
the goals of education (Glen, Hass, 1980).
  Curriculum planning is the thinking or conception stage of the curriculum
development process. Thus, it deals with seeking key answers to crucial questions
such as:

Thus, it deals with seeking key answers to crucial questions such as:

 What should be taught?

 How should it be taught?

 To what segment of the population?

 What should be the relationship between the various components of the curriculum?

CURRICULUM DEVELOPMENT
 is the term for all processes and activities related to curriculum development. It is
thus a continuous process of renewal and planning of curriculum. Implementation is
putting into effect what has been planned.
 According to Richards (2001) Curriculum Development refers to the “range of
planning and implementation processes involved in developing or renewing a
curriculum” (p. 41). Many curriculum development textbooks present the stages of
the curriculum development process as follows:
• Needs analysis or assessment
• Setting goals and objectives
• Course organization
• Selecting and preparing teaching materials
• Evaluation

CURRICULUM IMPLEMENTATION
 Refers to how the planned or officially designed course of study is translated by
teacher into syllabuses, schemes of work and lessons to be delivered to students.
 Curriculum implementation refers to the process of translating the curriculum design
into actual teaching and learning activities within a classroom or educational
institution. It involves putting the planned curriculum into action and ensuring that the
intended learning outcomes are achieved.

CURRICULUM EVALUATION
 The process of measuring and judging the extent to which the planned courses,
programmed, learning activities and opportunities as expressed in the formal
curriculum actually produce the expected results.
  Curriculum evaluation is a systematic process of assessing and analyzing
educational programs or curricula to determine their effectiveness, quality, relevance,
and overall impact on learners. It involves gathering and interpreting data about
various aspects of the curriculum to make informed decisions about its design,
delivery, and improvement. The goal of curriculum evaluation is to ensure that the
educational content and methods are aligned with the intended learning outcomes
and the needs of the students and society.
EXAMPLE OF CURRICULUM EVALUATION:
Formative Evaluation
• End-of-class feedback forms
• Live multiple-choice poll
• Pre-class open-ended question or questionnaires
Summative Evaluation
• End-of-term or midterm exams.
• Cumulative work over an extended period such as a final project or creative portfolio.
• End-of-unit or chapter tests.
Diagnostic Evaluation
• Journals.
• Quiz/test.
• Conference/interview.
• Posters.
• Performance tasks.

SUMMARY

The scope and theory of curriculum provide the basis for planning, designing, developing,
implementing, and evaluating curriculum. Once the curriculum developers decide what is to
be taught, who is to be taught, and who is in control of what the content of the curriculum is,
the process can proceed to the planning and development stage. Conducting a needs
assessment is important because it can help identify gaps in the curriculum and it includes
community members and parents. Gaining support from all the stakeholders, including
teachers is an important step in getting “buy-in” for the curriculum. Implementation of the
curriculum and its evaluation are the next steps in the process. Evaluation should be on-
going.