Curriculum Development

Md. Sazzad Hossain, RN, MNSc (Ped), PSU Thailand

Faculty, CHN, NIANER
Learning Outcomes

On completion of this session student will able to -

• Understand the curriculum components
• Describe applications of ‘outcome-based’ and
‘competency-based’ in developing a curriculum
 What is a Curriculum? ?

• A statement of learning objectives ?

• A statement of learning experiences ?

• A statement of learning outcomes ?

• A listing of the subject matter (syllabus)?

• ???????????
Definition

“Curriculum is a plan of action which incorporates the

learning outcomes to be attained over a period of time by
exposing the learner to various learning experiences”
 Curriculum
• Provides direction to both teachers as well as students
• Assists in selection of appropriate learning resource material
• Helps to adopt appropriate teaching-learning activities
• Helps in designing appropriate assessment tools
• Ultimately helps designing relevant and efficient educational
programme
 The Curriculum definitions
• According to A. Bestor (1956), the curriculum must consist essentially of
disciplined study in five great areas: 1) command of mother tongue and the
systematic study of grammar, literature, and writing. 2) mathematics, 3)
sciences, 4) history, 5) foreign language.

• Albert Oliver (1977) says, “Curriculum is the educational program of the school”
and divided into four basic elements: 1) program of studies, 2) program of
experiences, 3) program of service, 4) hidden curriculum.”

• B. Othanel Smith (1957) defines, “A sequence of potential experiences is set up

in the school for the purpose of disciplining children and youth in group ways of
thinking and acting. This set of experiences is referred to as the curriculum.”
Curriculum

The curriculum serves as a primary guide for all educators in terms of

what is required for effective teaching and learning, ensuring that every
student has access to challenging academic experiences.
 Types of Curriculum

1. The Official ( or Ligitimate) Curriculum

2. The Operational Curriculum
3. The Illegitimate Curriculum
4. The Hidden Curriculum
5. The Null Curriculum
(Bevis, 2000)
Curricular Components
• Educational Objectives what will the learner be able to do at the
end of instructions.
• Educational Materials learning resources like books, manuals,
models, A-V aids etc.
• Educational Methods denote the way the materials will be used e. g.
lectures, practicals, group discussions, self study, field visits etc.
• Evaluation to certify the attainment of stipulated proficiency; and to
provide a feedback to the learner and the teacher
Curricular Elements
• Curriculam Design
• Organizing Framework
• End-of-program outcomes and competences
• Level of competencies
• Course design
• Teaching strategies and learning experiences and
• Resources needed to implement the curriculum
 Curriculum Development
• Curriculum development is a planned, thoughtful and
deliberate course of actions that ultimately enhance the
quality and impact of the learning experience for students.

• It includes the development and organization of learning

activities designed to meet intended learning outcomes.
 Importance of Curriculum Development
• A well-developed curriculum provides several benefits for
students and teachers.
• Lays out course objectives and content sequencing lets the teacher
focus on designing specific lessons and assessments to teach
individual students effectively.
• A regularly reviewed curriculum benefits from teacher feedback
and incorporates new topics, technologies, and issues.
• A well-developed curriculum enhances teaching and learning in
myriad ways.
As a good teacher we must have three question to ask our self -
1) WHAT TO TEACH?? (PLANNING)
2) HOW TO TEACH IT?? (IMPLEMENTATION)
3) HOW TO EVALUATE IT?? (EVALUATION)
Curriculum Development
Models of Curriculum Development
• The Tyler model
• The Taba Model
• Interection Model
• The Saylor and Alexander Model
• The Goodlad Model
• The Hunkins Model
• The Miller and Seller Model
• The Zais Model
 The Tyler Model
• Tyler stated his curriculum rationale in terms of four questions
published in 1949
• He argued, must be answered in developing any curriculum plan of
instruction
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that will likely
attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether the purposes are being attained?
The Tyler Curriculum Development Model
Tyler Model vs Interaction Model vs Taba Model
• Tyler model it’s a basic model where we must follow the
arrangement of the step Which is start with Objectives, content,
method and lastly evaluation
• Interaction model it’s same with Tyler model but its flexible
where we choose at what stage we want to start our curriculum
development
• Taba’s model it added one more element before the objectives
which is need of analysis , this additional step is impostant for
the development of the successful objectives
 Curriculum Development
A Six Step Approach (David E Kern)
• Step 1 Problem Identification and General Needs Assessment
• Step 2 Targeted Needs Assessment
• Step 3 Goals and Objectives
• Step 4 Educational Strategies
• Step 5 Implementation
• Step 6 Evaluation and Feedback
Steps followed in developing a curriculum
(According to Hilda Taba)
• Diagnosing needs.
• Formulating specific objectives.
• Selecting content.
• Organising content.
• Selecting learning experience.
• Organising learning experience.
• Evaluating.
 Outcome-Based Education (OBE)

Outcome-based education in which an emphasis is placed on

a clearly articulated idea of what students are expected to
know and be able to do, that is, what skills and knowledge
they need to have, when they leave the school system.
 What is Outcome Based Education?
• A system where all the parts and aspects of education are focused
on the outcomes of the course.
• The students take up courses with a certain goal of developing
skills or gaining knowledge and they have to complete the goal by
end of the course.
• There is no specific style or time limit of learning.
• The student can learn as per their choice.
• The faculty members, moderators, and instructors guide the
students based on the target outcomes.
 Outcome Based Education (OBE)
• OBE focuses on results rather than learning processes.
• Students are given clear objectives and regular evaluations of
progress, and they receive personalized feedback on how well
they have achieved those goals.
• The process of identifying what the learner should be able to do
as a direct result of teaching/learning activities.
 Benefits of Outcome-Based Education (OBE)
• Brings clarity among the teachers and students
• Every student has the flexibility & freedom of learning in their ways
• There is more than one method of learning
• Reduces comparison among the students as everyone has a different
target
• Completely involves students taking responsibility for their goals
• Provides chance for students to develop new skills which might be
useful for building their careers
 The Traditional Education System
• On the contrary, when we speak of the traditional education
system, it is highly dependent on theoretical aspects of learning.
• It repeats the monotonous way of teaching-learning process
that just focuses on memorizing skills of students rather than
skill development.
• In a traditional system, teachers are more focused on
completing the curriculum with the given time frame rather
than innovating!
 Competency-Based Curriculum (CBC)
• A curriculum that emphasizes the complex outcomes of a learning process
(i.e. knowledge, skills and attitudes to be applied by learners) rather than
mainly focusing on what learners are expected to learn about in terms of
traditionally-defined subject content.
• In principle such a curriculum is learner-centred and adaptive to the changing
needs of students, teachers and society.
• It implies that learning activities and environments are chosen so that
learners can acquire and apply the knowledge, skills and attitudes to
situations they encounter in everyday life.
• CBC usually designed around a set of key competences/competencies that
can be cross-curricular and/or subject-bound.
 Competency-Based Curriculum (CBC)
• The CBC is concerned with developing knowledge, skills and attitudes to
prepare the learners for future employment.
• The learners choose what they want to learn depending on their career choice.
• Therefore, CBC examined how the relevant knowledge, skills and
competencies are imparted in learners.
• It critically analysed three Competency-Based Curriculum objectives which are:
• development of skills,
• promotion of knowledge and
• application of competencies.
 Competency-Based Curriculum (CBC)

• For example, teachers may ask students to submit a video

essay, or create a digital portfolio that can be shared
online.

• These types of assessments allow students to demonstrate

their understanding of the subject, which is the basis for
competency based learning.
 7 Core Competencies in CBC
1. Communication and Collaboration
2. Critical thinking and Problem solving
3. Imagination and Creativity
4. Citizenship
5. Learning to learn
6. Self-efficacy &
7. Digital literacy

The competencies are embedded in all the learning areas at all the levels.
 THANKS
FOR
YOUR ATTENTION