Curriculum Development Process Overview

The initial stage of curriculum development process that involves analyzing the context, needs, and influences relevant to the curriculum.

This analysis involves examining existing curriculum resources, analyzing the learner population, and considering the broader educational environment.

The outcome of situational analysis, where the desired outcomes, knowledge, skills, and values are determined based on the gathered information.

A crucial step in curriculum development that involves establishing clear guidelines and standards for what students should know, understand, and be able to do.

Glatthorn's model for developing curriculum standards emphasizes a comprehensive approach to defining content standards by examining various curriculum sources and influences.

Glatthorn's model advocates for developing three types of standards: Content Standards, Skill Standards, and Values Standards.

The phase where the curriculum is put into action, with teachers implementing the planned lessons and students actively engaging in learning.

This process involves making strategic decisions about how to apply the curriculum, including selecting appropriate resources, integrating technology, and planning for professional development.

A systematic and structured process of devising an educational program, encompassing the design, implementation, and evaluation of learning experiences.

The process of organizing and arranging the various components of a curriculum, ensuring coherence and effectiveness.

In Glatthorn's model, aims articulate the broad purposes and ultimate goals of the curriculum, reflecting the educational philosophy and values.

The four elements of a curriculum include objectives, content, learning experiences, and evaluation. Selecting appropriate resources is not a direct element but rather a factor in curriculum planning.

The focus of curriculum planning is on the selection of content or subject areas, which forms the foundation of the curriculum.

Ensuring that the content covered in the curriculum aligns with educational standards and the philosophy of the institution is crucial for effective curriculum planning.

The ability to adapt and adjust the curriculum is essential to keep it dynamic and responsive to evolving educational trends and changing needs.

The 'scope' in curriculum design refers to the breadth and depth of the content covered, encompassing both cognitive and non-cognitive aspects.

Scope is described as a broad and general overview of the content, encompassing both the cognitive (knowledge and skills) and affective (values and attitudes) domains.

The appropriate scope of the curriculum ensures that the selected content can be covered within the allocated time frame.

It is important to consider the diversity of learners and their individual needs when determining the scope of the curriculum, ensuring that the content is accessible and relevant.

The teacher plays a crucial role in deciding the scope of the curriculum by making informed decisions based on the context, learners, and the aims of the curriculum.

Factors such as the complexity of the content, the time available for learning, and the learners' prior knowledge and skills should be considered when determining the scope of the curriculum.

The term 'scope', in the context of curriculum, refers to the extent and boundaries of the content that will be covered in the curriculum.

The 'Simple to Complex Learning' principle suggests that learning should proceed from straightforward concepts to more challenging ones, ensuring a gradual understanding.

This approach to curriculum sequencing involves starting with simple concepts and gradually introducing more complex and general content, building upon previously learned knowledge.

According to Smith, Stanley, and Shore (1957), the 'Whole to Part Learning' principle suggests that learners should first grasp the overall picture (the whole) before delving into specific details (the parts).

The purpose of the 'Prerequisite Learning' principle is to ensure learners acquire the essential foundational knowledge and skills necessary to succeed in more advanced concepts.

The term 'sequence' in curriculum refers to the order in which learning experiences are presented, ensuring logical flow and progression.

The inductive arrangement of a curriculum's scope involves starting with specific concepts and moving towards more general content, building upon previously learned knowledge.

The 'scope' in curriculum refers to the breakdown of the content into smaller units for easier comprehension, facilitating a structured learning experience.

The 'sequence' in curriculum refers to the logical order in which concepts and skills are presented, ensuring a smooth progression from simpler to more complex learning.