Curriculum Development Processes

Study Notes

Three interlinked processes: Planning, Implementing, and Assessing (Evaluation).
These processes create a dynamic cycle in curriculum development.

Initial step in the curriculum development process.
Involves determining the needs of learners, teachers, community, and society.
Identification of needs leads to setting intended outcomes.
Intended outcomes should be SMART: Specific, Measurable, Attainable, Relevant, Time-bound.
Planning includes strategies and methods to achieve desired outcomes.
Necessary to identify support materials for effective curriculum execution.
A good plan is crucial; it serves as the foundation for successful implementation.
Outputs of planning can include lesson plans, unit plans, syllabi, course designs, instructional guides, or entire curriculums.

The planned curriculum must be actively put into action by teachers (curriculum implementors).
A written curriculum plan must not remain unused; it must be executed to be valuable.
Curriculum planners can also play the role of implementors and must understand the execution process fully.
Successful implementation requires instructional materials, resources, and sufficient time.
Teachers need the skills to impart knowledge effectively and achieve intended outcomes.

Takes place after implementation to assess the curriculum's effectiveness.
Evaluation determines if the planned curriculum was implemented successfully and if learning outcomes were met.
Various evaluation models can guide the assessment process for programs and projects.
Focus on different levels of assessment to measure learning outcomes effectively.
Evaluation also considers weighted test scores and proficiency levels defined by education authorities.

The process follows the cycle: Plan, Implement, Evaluate, and then begin again.
One cannot assess what was not taught, nor implement what was not planned.
Understanding the cyclical nature clarifies the importance of each step in effective curriculum development.