Curriculum

Development and
Assessment
EA 210/212
Lincoln V. Tan
tanlincoln@buksu.edu.ph
Concepts, Nature and Purposes of Curriculum development and Assessment

Traditional point of view

 Robert M. Hutchins views curriculum as “permanent studies”, where the rules of grammar,
reading, rhetoric and logic and mathematics for basic education are emphasized -Basic Education
should emphasize the 3Rs and college education should be grounded on liberal education. 1.
Traditional Point of View
 Arthur Bestor, an essentialist, believes that the mission of the school should be intellectual
training; -curriculum should focus on the fundamental intellectual discipline of grammar,
literature and writing. It should also include mathematics, science, history and foreign language.
 Joseph Schwab’s view of curriculum is that discipline is the sole source of curriculum. He said
that curriculum should consist only of knowledge which comes from discipline which is the sole
source.
 In our education system, curriculum is divided into chunks of knowledge we call subject areas in
the basic education such as English, Mathematics, Science, Social Studies and others. In college,
discipline may include humanities, sciences, languages and many more.
 Most of the traditional ideas view curriculum as written documents or a plan of action in
accomplishing goals.
What is the main contribution of
traditionalist in the
Curriculum development?
(1 sentence only)
 Ans.
 The traditionalist plays an important role in the
developing curriculum since they view curriculum
as written documents or planned of action.
Whatever the achievement or changes of our
curriculum now is based on the traditional point
of view. Traditionalist emphasizes curriculum as
intellectual meaning.
Progressive Points of View
 Curriculum is defined as the total learning experiences of the
individual. This definition is anchored on John Dewey’s
definition of experience and education. He believed that
reflective thinking is a means that unifies curricular. Thought is
not derived from action but tested by application.
 Caswell and Campbell viewed curriculum as “all experiences
children have under the guidance of teachers”. Marsh and Willis
view curriculum as all the “experiences in the classroom which
are planned and entered by the teacher, and also learned by
the students.”
 Smith, Stanley and Shores defined curriculum as a “ sequence
of potential experiences set up in schools for the purpose of
disciplining children and youth in group ways of thinking and
acting.”
How did the progressivist
describe the curriculum
development ?
( 1 sentence only)
 Ans.
 Progressivists believe that individuality,
progress, and change are fundamental to one's
education. Believing that people learn best from
what they consider most relevant to their lives,
progressivists center their curricula on the needs,
experiences, interests, and abilities of students.
Therefore, Progressivist visualize curriculum as
total learning experiences of a learner.
“We cannot become what we need to be, by
remaining what we are.” Max De Pree, 1987

 Curriculum is the foundation of the teaching-learning process. The

development of programs of study, learning and teaching resources,
lesson plans and assessment of students, and even teacher education
are all based on curriculum.
 Curriculum and curriculum development at first glance appear to be
of chief concern to educators, governments and parents, and both
have relevance and impact on the development of communities and
prosperity.
 According to De Coninck (2008), curriculum, more than ever before, is
now viewed as being at the center of daily life and the responsibility
of society as a whole.
 Levin (2007) noted that curriculum documents were “a very large
part of the work done by ministries of education in creating
curriculum content. Educational change is more complex, and “as
governments have attempted to make large-scale changes,”
curriculum change has become “less of an activity in its own right”
and curriculum renewal has become part of a broader strategy for
change in education. 
 Curriculum development today presents both a strategic process
challenge as well as a policy challenge. For example, should the
policy aim to teach what is of value, as embodied in subject
disciplines, and for deep understanding in preparation for
competing in the global economy? Or should policy aim for a
personalized curriculum that recognizes students as active
partners in their learning and develops their potential as a person?
One response to the question could be “both” (Ackerman, 2003).
 In Germany, for example, the 1997 Programme for International Student
Assessment results revealed that education in Germany did not compare as
well as other countries and the quality of education was assumed to be not
as good.
 The curriculum policy response in Germany was to undergo a fundamental
shift toward competencies, resulting in a curriculum with education
standards at different levels for “the so-called subject-specific,
personal, social, methodological competencies for each subject or
subject area, and … the compulsory competencies and content of the
core curriculum” (Leyendecker & Letschert, 2008, Schleicher (2011) states
that high performing education systems are characterized as knowledge
rich in which collaborative partnerships and leadership are essential to
formulating policy. In Alberta (Alberta Education, 2011), the policy aims
were set out as, All students are inspired to achieve success and
fulfillment as engaged thinkers and ethical citizens with an
entrepreneurial spirit.
Identify some proponents with the
year and try to describe its
contribution to the development of
curriculum. ( 1 sentence each)
 Proponents ( Name & Year) Contribution to the Development of Curriculum
Tyler ( 1942) Refers to documenting how well programme objectives are attained.
Cronbach (1963) Collection and use of information to make decisions about an educational
programme.
Stufflebean (1969) It refers to providing of useful information in order to create a good
decision making about a certain curriculum.
Worthen and Sanders (1987) Defined curriculum evaluation as the formal determination of the quality,
effectiveness, or value of a programme, product, project, process,
objective, or curriculum.

FRANKLIN BOBBIT ( 1876-1956) He views curriculum as a science that emphasized the needs of the
students.
WERRET CHARTERS ( 1875-1952) He believes that the objectives along with the corresponding activities
should be aligned with the subject matter or content.
WILLIAM KILPATRICK ( 1871-1965) For him the purpose of curriculum is child development, growth, and
social relationship.
HAROLD RUGG ( 1886-1960 He introduced the concept of the development of the whole child, the
inclusion of social studies and the importance of curriculum planning in
advance.

HOLLIS CASWELL ( 1901-1989) Curriculum is a set of experiences. Learners must experience what they
learn.
 There are many models for curriculum development.
 As a process, curriculum development is concerned with reviewing,
planning, developing, implementing and maintaining curriculum 4 while
ensuring that the stakeholders engaged in this process have a high level of
commitment to and ownership of the curriculum. In formulating policy,
the challenge lies in the discourse on the form, content, aims and goals of
curriculum, often referred to as curriculum orientations (Eisner &
Vallance, 1974, as cited in Joseph, 2011). These curriculum orientations
have a profound impact on roles of stakeholders, parents, educators and
students as they relate to vision and practice, decision making,
curriculum planning, development, implementation and evaluation. These
orientations or “cultures” of curriculum, in turn, have an impact on the
curriculum development process (Joseph, 2011). Given the importance of
curriculum, a number of questions arise, “How is curriculum developed,
who develops it, and how are curriculum development processes
evolving?” However, before these questions can be answered, the first
question that needs to be asked is, “What is curriculum?”
  
What do you mean by,
curriculum as a process?
( 1 sentence)
Ans:
Curriculum as a process means it is a
systematic and organized way in
which, what will be taught, who will
be taught, and how it will be taught.
 Surprisingly, there is no fixed definition of curriculum (Sahlberg, 2011).
The word curriculum is derived from the Latin verb currere which
means to run.5 As Sahlberg notes, in Anglo-Saxon countries curriculum
refers to what students should learn, within a framework of goals,
objectives, content and pedagogy. In countries such as Sweden
(läroplan), Holland (leerplan) and Germany (Lehrplan), curriculum is
defined as a “plan for learning” (Taba, 1962, as cited in Thijs & van den
Akker, 2009). Curriculum can also be “concerned with what is planned,
implemented, taught, learned, evaluated and researched in schools and
at all levels of education” (McKernan, 2008). This latter definition of
curriculum is seen to be more as a process rather than just a product. 
 Johnson (1967) defines curriculum as a “structured series of intended
learning outcomes” that prescribes the results of instruction. Curriculum
is, therefore, viewed as an output of the development process. Research
in curriculum development has focused more on improving the process of
curriculum than on curriculum theory, which aims to better understand
the educational significance of what students are learning (Pinar, 2004).
 Given that there are a number of activities related to curriculum, distinctions
among various levels of curriculum activities (e.g., policy, design and
development, implementation) and the level of curriculum development (van
den Akker, 2007) provide deeper understanding of curriculum products.
Curriculum is more than a process; it is also a product. These products may
vary in scope and in detail. Curriculum development can be viewed narrowly
(e.g., developing a specific curriculum framework) or more broadly (as an
ongoing process of improvement that takes into account teacher education
and assessment programs). The problems of decision making and
implementation of curriculum are complicated by a long cyclical process,
which often involves many stakeholders, typically with their own perspectives
and interpretations of curriculum. Additionally, as Levin (2007) notes,
“everyone in society wants her or his particular interest included in the work
of the school, putting pressure on governments to include more and more in
the curriculum. Increasing social diversity has also led to calls to add more
content” . He further notes that the problem is compounded by the typical
curriculum development process where teams of “experts tend to want more
and more complex elements of their own disciplines or subject areas included
in the curriculum” .
Describe curriculum as a
product And differentiate
process and product.
(1 paragraph)
 Ans:
 Curriculum as product involves making
judgement about the effectiveness of a
state authorized curricula. The difference
between process and product is that, when
we say Product that is the end result or the
successful completion of the job while
Process is use to create a project and
evolution steps.
 THEORETICAL FOUNDATIONS
 

 Regardless of whether curriculum development is taking place at national or

regional levels or at the school level, at its core, curriculum is a plan for
learning that students will encounter and experience in a variety of learning
environments. Curriculum development, as a process, continually strives to
find newer, better, more effective and efficient means of improving the
quality and relevance of education. As such, processes for curriculum
development include reviewing, planning, developing, implementing and
maintaining curriculum.
 A major challenge for curriculum development is to define the components
that will comprise the curriculum, and the three major planning elements
involve content, purpose and organization of learning (van den Akker,
2007, .The relevance of these components, as identified in Table 2, can vary
depending on the previously mentioned levels of curriculum. For example,
learning environments are of greater relevance at a micro or nano level,
while international assessment programs such as Trends in Mathematics and
Sciences Study or Programme for International Student Assessment are often
of greater relevance to policy makers at provincial and Pan-Canadian levels.
Share what do you mean by
theoretical foundations in
relation to curriculum
development ?
( 2 sentence)
Ans:
Theoretical foundation is important for
curriculum development since it
predicts the outcomes of the
curriculum, explain reasons ( explains
why) and guide the process. Meaning
this is a tentative knowledge of what
will work or what to achieve.
 Components and Related Questions
(Adapted from Thijs & van den Akker, 2009)

Component Related Question

Program Rationale or Vision Why are students learning what they are learning?
   

Program Goals and

Objectives What are the goals, aims and objectives of what they are
 
   
learning?
Program/Course Content What are they learning? (e.g., competencies, knowledge, skills)
   

Learning and Teaching

Resources What are they using to learn? (e.g., print and/or digital resources,
(print and/or digital) reference materials)
   

Learning Activities How are they learning? (e.g., simulations, discussions, design and
 
   
build)
Instructional Time When are they learning?
   

Teacher’s Role How is the teacher facilitating learning?

   

Student Groupings With whom are they learning? (e.g., age, grade, other groupings)
   

Location Where are they learning? (e.g., classroom, online, work

 
   
experience)
 
Assessment  
How is learning measured? (e.g., of, as and for learning)
Make you own assessment of a
grade level or program
curriculum and follow what is
in the table adopted from Thijs
& van den Akker, 2009
Component Related Question
Program Rationale or Vision GRADE 8 Why are students learning what they are learning? They should
Mathematics master the Grade 7 Mathematics competency so that they will be
able to understand and relate the Math 8.
Program Goals and Objectives What are the goals, aims and objectives of what they are learning?
Demonstrate knowledge in Mathematics and apply it to the real
life situation.Apply the basic concepts in Math in solving real life
problem.
Program/Course Content What are they learning? (e.g., competencies, knowledge, skills)
Problem solvingCommunication Crticial thinking
Learning and Teaching Resources (print What are they using to learn? (e.g., print and/or digital
and/or digital) resources,reference materials) Printed materials, youtube videos,
and books
Learning Activities How are they learning? Teachers DemonstrationWatching video
for enrichment
Instructional Time When are they learning? Everyday
Teacher’s Role How is the teacher facilitating learning? The teacher helps the
learners by being a facilitator during class.
Student Groupings With whom are they learning? (e.g., age, grade, other groupings)
All grade levels depending on the activity but mostly with their
own classmates
Location Where are they learning? Classroom
 Priorities (Thijs & van den Akker, 2009): 

 Knowledge – what academic and cultural heritage is

essential for learning and future development? (e.g.,
history, geography, science, literature, languages). 
 Society – which issues should be included given societal and
global trends and needs? (e.g., global warming, other
environmental issues, sustainability). 
 Learner – which elements are of importance for learners’
personal and educational needs and interests? (e.g.,
competencies, requirements for post-secondary study,
careers).
What do you mean by

 Knowledge
 Society
 Learner

 How are these related and significant with each

other in terms of curriculum development?
(1 paragraph )
Answer:
All students know what they need to
achieve to succeed life (Learner). With this,
learners and teaching must take place in a
safe and purposeful environment (Society)
with association of proper understanding of
history, geography, science. Etc.
(Knowledge).
 Sahlberg (2006) makes the following
observations about curriculum:

 Curriculum development is an ongoing process and not just a

product. Further, curriculum development can no longer be
viewed as a project that has a start and an end. In today’s
rapidly changing world, the curriculum designed today and
implemented in the years to come could still be responsive and
relevant in five years conceptually but specific facts may not be
so. Curriculum should be viewed as a “living, organic instrument
to help teachers and schools to find optimal ways to
educate”students .
 Curriculum lies at the heart of educational enhancement policies, geared
to quality improvement. Curriculum should support teachers in developing
their schools, increasing access to all students and raising the quality of
the learning-teaching process. To achieve this, qualified experts are
required to lead the process that is based on consensus and aligned with
accepted policy defining the purpose of curriculum. 
 Direct copying or transfer of curriculum from another jurisdiction as a
means of addressing mobility and qualifications, without taking into
account cultural and political differences, teaching traditions and
provision of education, is not advisable. 
 Finally, curriculum development processes require expertise and
continuous production of new knowledge of these processes. As such, it
requires that well-resourced and well-equipped research structures be in
place (Joyce and Showers, 1995, as cited in Sahlberg, 2006, p. 9).
Stronger research is needed on potential directions (path finding) and
curriculum models of development with systematic follow-up and analysis
of implementation of curriculum in schools.
Describe the observations made by
Sahlberg.
( 1 paragraph)
 Answer:
 Sahlbergdescribed curriculum as a living
scripture that continually evolves with
the passage of time, that is geared
towards development of a school as a
whole.
Theme 1: Consistency and Commonality in the Design of Programs of Study
 To address the significant paradigm shift to competencies, a certain country developed new
curriculum frameworks (Rahmenlehrplӓne) and provided a number of specifications to the Institutes
for Schools and Media for the development of the Rahmenlehrplӓne to ensure uniformity
(Leyendecker & Letschert, 2008). These included:
 a common layout and format with a list of contents for all Rahmenlehrplӓne to follow. For example,
the curriculum for primary education has a common structure with the following components:
o introduction to education 
o subject area and competencies o description of standards 
o topics and content o assessment
o adherence to the competency model, with reference to competencies articulated by the
Organisation of Economic Co-operation and Development 
o articulation of standards that are specified in terms of student activity and student-centred
instruction, along with exemplary tasks 
o essential subject matter content from existing curricula 
o inclusion of cross-curricular aspects 
o competencies for bilingual instruction 
o required content and topics with the provision of optional or additional content and/or topics.
 What can you say about theme 1? Explain

(2 paragraph)
Answer:
Theme 1 is all about consistency and commonality in
the design of programs of study. In this theme, the
initiative of the country who created the new
curriculum framework to address the significant
paradigm shift to competencies is highly commendable.
As a result, Rahmenlehrplane is now a big help to the
curriculum. Fortunately, this is what makes theme 1
very beneficial to the entire educational system as a
whole. This helps us think of reaching out outmost
potentials.
Theme 2: Strategies and Practices for Developing
and Updating Curriculum

 There are a number of factors that typically initiate curriculum

 changes in government policies
 emerging socioeconomic issues
 influence of research findings 
 age of existing curriculum
 stakeholder and educator feedback 
 significant changes in subject or discipline content and/or the
age or availability of learning and teaching resources.
Explain each of the practices used to
update curriculum.
( 2 paragraph)
Ans.
There are many factors to consider in developing and updating curriculum. First
is the changes in the government policies. Curricularist need to update
curriculum upon the recommendation from the government to address the needs
of the society. Curriculum should also be upgraded or modified based on the
socioeconomic status of a certain country.
Moreover, research findings on the current situation of the curriculum on the
effectiveness of it can also be a factor to be used to have a curriculum reform.
Also, stakeholders and customer feedbacks also matter in curriculum reform.
Usually, this done through the consolidated feedback form filled-up by customers
or stakeholders on the effectiveness of instruction. Finally, the length of the
curriculum and the availability of learning materials and teaching resources also
matter.
Theme 3: The Role of Government and Level of Stakeholder
Involvement and Engagement in Curriculum Development
 Specifically for curriculum, these findings included: 
 increasing choice of curriculum to meet students’ needs and aspirations and realize
their individual talents reducing the duplication and inconsistencies in the curriculum
 improving the continuity between the different stages of curriculum from ages 3 to 18
 reducing the number and complexity of assessments and making sure these
assessments and examinations are used to support learning
 improving numeracy and literacy
 preparing youth for work by providing skills for tomorrow’s job market
 creating a better balance between general and vocational skills.
 Features of the existing curriculum that were retained included the:
 flexibility of the Scottish education system
 balance between breadth and depth of the curriculum by providing more space in the
curriculum for in-depth study and the attainment of broader outcomes from school
education
 quality of teaching materials.
Stakeholder Involvement and Engagement

Describe the role of stakeholders in

you school
How did the government extend help
In your schools?
 Ans.
 Stakeholders play a vital role in a certain school. Without them, the school alone will not
function. Stakeholders’ support the school in any school activities or affairs. They also
provide support especially in financial matters.
 Government however oversee the total operation of the school. It assess how they can
provide facilities and equipment for them to deliver to their customers a quality
education it deserve.
 Two models of Curriculum Development
Ralph Tyler Hilda Taba

 What educational purposes should the school seek to attain? 2. What educational
experiences can be provided that are likely to attain these purposes? 3. How can these
educational experiences be effectively organized? 4. How can we determine whether
these purposes are being attained or not? Ralph Tyler’s Model: Four Basic Principles /
Tyler’s Rationale He posited four fundamental questions / principles in examining any
curriculum in schools.
 Linear Model / Grassroots Approach improved by Tyler’s Rationale by making a linear
model. She believed that teachers who teach or implement the curriculum should
participate in developing it. She presented seven major steps to her model where
teachers could have major input. 1. Diagnosis of learner’s needs and expectations of
the larger society 2. Formulation of learning objectives 3. Selection of learning
content 4. Organization of learning content 5. Selection of learning experiences 6.
Organization of learning activities 7. Determination of what to evaluate and the means
of doing it.
 1.Recommended Curriculum 2. Written Curriculum 3. Taught Curriculum 4. Supported
Curriculum 5. Assessed Curriculum 6. Learned Curriculum 7. Hidden Curriculum 8.
Concomitant Curriculum 9. Phantom Curriculum 10. Null
 most of the curricula are recommended - Proposed by scholars and professional
organizations The curriculum may come from a national agency or any professional
organization who has stake in education 1. Recommended Curriculum
 Written Curriculum Includes documents, course of study or syllabi for
implementation. Most written curricula are made by curriculum experts with
participation of teachers. An example of this is the Basic Education Curriculum (BEC)
and the written lesson plan of each classroom teacher made up of objectives and
planned activities of the teacher.
 The different planned activities which are put into action in the classroom compose
the taught curriculum. These are varied activities that are implemented in order to
arrive at the objectives or purposes of the written curriculum. It varied according to
the learning styles of the students and the teaching styles of the teacher. 3. Taught
Curriculum
 In order to have a successful teaching, other than the teacher, there must be materials
which should support of help in the implementation of a written curriculum. Support
curriculum includes material resources such as textbooks, computers, audio-visual
materials, laboratory equipment, playgrounds, zoos and other facilities. Support
curriculum should enable each learner to achieve real and lifelong learning. 4.
Supported Curriculum
 This refers to a tested or evaluated curriculum. Series of evaluations are being done by
the teachers at the duration and end of he teaching episodes to determine the extent of
teaching or to tell if the students are progressing. Assessment tools like pencil-and-paper
tests, authentic instruments like portfolio are being utilized. 5. Assessed Curriculum
 This refers to the learning outcomes achieved by the students. Learning outcomes are
indicated by the results of the tests and changes in behavior which can be either
cognitive, affective or psychomotor. 6. Learned Curriculum
 This is the unintended curriculum which is not deliberately planned but ay modify
behavior or influence learning outcomes. Peer influence, school environment, physical
condition, teacher-learner interaction, mood of the teacher and many other factors
make up the hidden curriculum, 7. Hidden Curriculum
 Things that are taught at home; those experiences that are part of a family's
experiences, or related experiences sanctioned by the family. This type of curriculum
may be received at church, in the context of religious expression, lessons on values,
ethics or morals, molded behaviors, or social experiences based on a family's
preferences. 8. Concomitant Curriculum
Summarize the Tyler's models on
curriculum Development
(1 paragraph)
 Ans.
 In his book entitled “Basic Principles of Curriculum and instruction”, Ralph
Tyler made mention about the 4 basic processes of Curriculum Development.
First is determining your purpose or the purpose of the school that it seek to
attain. This first step is simply the objective part. Second is how you develop
learning experiences to achieve your objective. Third is how you as a teacher
will organize this experiences. It also depends on the philosophy of the
teacher whether he/she will demonstrate it or let his/her student do the
tasks. Finally, determining whether the set objective was attained. It is now
the evaluation part of the entire process. All activities done within the entire
duration of curriculum process should jive and coherent to your objective,
Philosophical view and its contribution
 Philosophy provides educators, teachers and curriculum
makers with framework for planning, implementing and
evaluating curriculum in schools. It helps in answering what
school are for, what subjects are important, how students
should learn and what materials and methods should be used.
In decision making, philosophy provides the starting point and
will be used for the succeeding decision making. The
philosophy of a curriculum planner, implementer or evaluator
reflects his or her life experiences, common beliefs, social and
economic background and education.
 School Purposes Suggestions from Subject Specialists Studies of
Contemporary Life Use of Psychology of Learning Use of
Philosophy Studies of Learners Tyler’s View of Philosophy in
Relation to School Purposes
Perennialism Essentialism Progressivism Reconstructionism
 Four Educational Philosophies Aim of Education •To educate the rational person; •To cultivate
the intellect Role of Education •Teachers help students think with reason Focus in the Curriculum
•Classical subjects, literary analysis and curriculum is constant Curriculum Trends •Use of great
books and return to liberal arts
 Four Educational Philosophies Aim of Education • To promote the intellectual growth of the
individual and educate a competent person Role of Education • The teacher is the sole authority
in his or her subject area or field of specialization. Focus in the Curriculum • Essential skills of
the 3 R’s and essential subjects of English, Science, History, Math and Foreign Language.
Curriculum Trends • Excellence in education, back to basics and cultural literacy
 Four Educational Philosophies Aim of Education •To promote democratic and social living Role of
Education •Knowledge leads to growth and development of lifelong learners who actively learn
by doing Focus in the Curriculum •Subjects are interdisciplinary, integrative and interactive.
Curriculum is focused on students’ interests, human problems and affairs Curriculum Trends
•School reforms, relevant and contextualizes curriculum, humanistic education
 Four Educational Philosophies Aim of Education • To improve and reconstruct the society •
Education for change Role of Education • Teachers act as agents of change and reform in
various educational projects including research Focus in the Curriculum • Focus on present
and future trends and issues of national and international interests. Curriculum Trends •
Equality of educational opportunities in education; access to global education
 •Franklin Bobbit (1876-1956) - presented curriculum as a science that
emphasizes on students' need. Curriculum prepares for adult life.
 •Werret Charters (1875-1952) - considered curriculum also as a science which
is based on students' need and the teachers plan the activities.
 •Harold Rugg (1886-1960) - Curriculum should develop the whole child. He
emphasized social studies in the curriculum and the teacher plans the lesson in
advance.
 •William Kilpatrick (1871-1965) viewed curriculum as purposeful activities
which are child-centered. The purpose of curriculum is child development and
growth.
 •Hollis Caswell (1901-1989) - sees curriculum as organized around social
functions of themes, organized knowledge and earner's interests.
 •Ralph Tyler (1902-1994) - believes that curriculum is a science and an
extension of school's philosophy.
 . Philosophical Psychological Social
 Edward Thorndike (which influenced Tyler and Taba, the well known curricularists)Connectionism • Ivan
Pavlov Classical Conditioning • B.F. Skinner Operant Conditioning • Albert Bandura Modeling and
Observation theory • Robert Gagne Hierarchical Learning - consider that learning should be organized in
order that students can experience success in the process of mastering the subject matter. The method is
introduced in a step by step manner with proper sequencing of task which is viewed by other educational
psychologist as simplistic and mechanical.
 Jean Piaget Cognitive Development Stages • Lev VygotskySocial Constructivism • Howard GardnerMultiple
Intelligences • Felder and SilvermanLearning Styles • Daniel Goleman Emotional Intelligences - To the
cognitive theorists, learning constitutes a logical method for organizing and interpreting learning. -
Learning is rooted in the tradition of subject matter and is similar to the cognitive development
theory. - Teachers use a lot of problem and thinking skills in teaching and learning. These are exemplified
by practices like reflective thinking, creative thinking, intuitive thinking, discovery learning and many
more.
 Where learning can be explained in terms of wholeness of the problem and where environment is changing
and the learning is continuously recognizing his/her perception Gestalt Theory • Theory of human needs for
self- actualizing person Abraham Maslow • Non-directive lives Carl Roger Humanist psychologist are
concerned with how learners can develop their human potential; the process not the products; personal
needs not the subject matter; psychological meaning and environmental situations.
 In Summary, psychology has great influence in the curriculum. Learners are not machines and the mind is
not a computer. Humans are biological beings affected by their biology and cultures. The psychological
foundations will help curriculum makers in nurturing a more advanced, more comprehensive and complete
human learning.
Describe the contribution of each
school of thought to the
curriculum development and
assessment. ( 1 phrase each)
 Ans.
 Perennialism- in relation to curriculum, perennialism has contributed
especially on attaining cultural literacy among students and enduring
discipline.
 Essentialism- essentialists focused on teacher rather than to students. It also
focuses on mastery of content matter.
 Progressivism- individuality and progress are essential in one’s education.
Curriculum under this thought focused on what is relevant, interest, and
abilities of learners.
 Reconstructivism- curriculum under this school of thought focused on solving
issues in the society. It also focuses on the students awareness on societal
problems.
 Schools exist within the social context . Societal culture affects and shapes
schools and their curricula. In considering the social foundations of
curriculum, we must recognize that schools are only one of the many
institutions that educates society. The home, the family, community, likewise
, educate the people in the society. But schools are formal institutions that
address more complex and interrelated societies and the world.
 Society as ever dynamic is a source of a very fast changes which are difficult
to cope with and to adjust to. Thus, schools are made to help to understand
these changes. In order for schools to be relevant, schools curricula should
address diversity, explosion of knowledge, school reforms and education for
all. The relationship of curriculum and society is mutual and encompassing.
Hence, to be relevant, the curricula should reflect and preserve the culture of
society and its aspirations. At the same time, society should also imbibe the
changes brought about by the formal institutions called schools.
Explaineach of the
paragraph in slide 50 .

( 2 paragraphs)
 Ans.
 The paragraph says that the School is the foremost fountain of
knowledge children are exposed to. It gives a chance for them to
acquire knowledge on various fields of education such as people,
literature, history, mathematics, politics, and other numerous
subjects. This contributes to cultivation in the thought process.
 Education is the social institution through which society provides
its members with important knowledge, including basic facts, job
skills, and cultural norms values. One of the
most important benefits of education is that it improves personal
lives and helps the society to run smoothly. Society should
support the school and the curriculum itself.
 describethe effect and contribution of
Philosophy to the present school curriculum
that you have.
 Describethe philosophy/ies anchored by
your school curriculum.

( 2 paragraphs)
 Ans.
 Philosophy in our school create chances on
how the teachers may explore their way of
teaching and delivery of the different
modalities present. It helps a lot when we
try to incorporate our course of actions to
every decision. The decision making is
easier to process and even implement. As
we are guided properly then of course, the
plans and aims of our school is foolproof.
 Ans.
 philosophy that’s been anchored to our school
curriculum is that Learners’ behavior can still
change through a series of reinforcements.
Programmed instruction is a method of
presenting new subject matters to students in a
graded sequence of controlled steps. Use
punishment and rewards as a means of
reinforcement in assessing a student’s behavior
and learning. The learners are expected to have
a change of behavior.
Chapter Title Objectives
Familiarize yourself with the general facets of curriculum
Define K-12 curriculum
Curriculum Development
Understand the process of curriculum design
Know the core components of curriculum at each grade level
Learn about layered and spiral curriculum
Types of Curriculum Understand the concept of differentiated instruction and cross-
curricular teaching
Understand what goes into curriculum planning
Planning the Curriculum Familiarize yourself with the tools of a curriculum model and guide
Learn about creative curriculum
Learn to develop measurable learning objectives and create
Learning Goals and Objectives
curriculum themes
Explore engaging ways of creating learning experiences within
Learning Experiences in curriculum
Curriculum Learn about crafting effective lesson plans
Understand how scaffolding is used in education

Understand the importance of instructional objectives to student

assessments
Assessments in Curriculum Learn about Bloom's taxonomy and assessments
Differentiate between ongoing and culminating assessments
Gain informal observation strategies in assessments
FOR DISCUSSION
Curriculum Development and
Assessment in the Philippines
 Pre-Spanish
 Spanish
 American
 During commonwealth
 Japanese
 Liberation
 Philippine Republic
 21st Century
 4IR and Pandemic
 Components Of Curriculum
 Teaching –Learning Process And Curriculum Development
Group activity
 Describe the Curriculum Development in the Philippines
 Pre-Spanish
 Spanish
 American
 During commonwealth
 Japanese
 Liberation
 Philippine Republic
 21st Century
 4IR and Pandemic
 Components Of Curriculum
 Teaching –Learning Process And Curriculum Development
Slide 44 and 45 is a group activity for sharing
General Characteristics of Four Curriculum Development Models
based on orientations and elements

( description, development phases and process, process activity

sequence, main characteristics of process, Definition of good
curriculum, strengths, challenges)

Instrumental
Communicative
Artistic

 Pragmatic
 Mid term

 Differentiatethe general characteristics of Four

Curriculum Development Models based on
orientations and elements
 Ans.
 Curriculum design is a complex but systematic process. I address
Five curriculum development models in order for us to
understandable and manageable. It is important for us teachers to
understand how the curriculum we are using in our school were
designed.

 • the objectives model

 • the process model
 • Tyler’s model
 • Wheeler’s mode
 • Kerr’s model
 A.Objective Model
 The Objectives Model. The objectives model of curriculum design contains
content that is based on specific objectives. These objectives should specify
expected learning outcomes in terms of specific measurable behaviors.
 This model comprises four main steps:
 • agreeing on broad aims which are analyzed into objectives
 • constructing a curriculum to achieve these objectives
 • refining the curriculum in practice by testing its capacity to achieve its objectives,
 • communicating the curriculum to the teachers through the conceptual framework
of the objectives.
 Objectives Model
 1. Curriculum Idea 2.Objectives 3. Content Material Methodolog 4. Evaluation
 In this model, Evaluation is done at each stage of the curriculum design. Content,
materials and methodology are derived from the objectives.
 B.The Process Model
 This model does not consider objectives to be important. Using this model presupposes that: • Content
has its own value. Therefore, it should not be selected on the basis of the achievement of objectives.
 • Content involves procedures, concepts and criteria that can be used to appraise the curriculum.
 • Translating content into objectives may result in knowledge being distorted.
 • Learning activities have their own value and can be measured in terms of their own standard. For
this reason, learning activities can stand on their own.
 It is important to note that in the process model: • Content and methodology are derived from the
goals. Each of them has outcomes that can be evaluated. • The evaluation results from the outcome
are fed into the goals, which will later influence the content and methodologies. Unlike the objectives
model, there is no direct evaluation of the content and methodologies.

 Furthermore, The differences between the objectives and process models are outlined below.
 • The objectives model derives content and methodology from objectives, whereas the process model
derives content and methodology from curriculum aim.
 • The evaluation results in the objectives model improve and influence all stages, including the
curriculum idea, objectives, content, material and methodology. In the process model, the evaluation
is conducted on the outcomes and influences curriculum goals.
 C.Tyler’s Model
 Tyler’s model for curriculum designing is based on the following questions:
 • What educational purposes should the school seek to attain
 • What educational experiences can be provided that are likely to attain these purposes?
 • How can these educational experiences be effectively organised?
 • How can we determine whether these purposes are being attained?
 Tyler’s Model
 Objectives

 Selection of learning experiences

 Organisation of learning experiences

 Evaluation
 The model is linear in nature, starting from objectives and
ending with evaluation.
 In this model, evaluation is terminal. It is important to note
that:
• Objectives form the basis for the selection and
organization of learning experiences.
• Objectives form the basis for assessing the curriculum.
• Objectives are derived from the learner, contemporary life
and subject specialist.
 To Tyler, evaluation is a process by which one matches the
initial expectation with the outcomes
 Wheeler’s Model
 Wheeler’s model for curriculum design is an
improvement upon Tyler’s model. Instead of a
linear model, Wheeler developed a cyclical
model. Evaluation in Wheeler’s model is not
terminal. Findings from the evaluation are fed
back into the objectives and the goals, which
influence other stages.
 E.Kerr’s Model
 Most of the features in Kerr’s model resemble those in Wheeler’s and Tyler’s
models. However, Kerr divided the domains into four areas
 • objectives,
 • knowledge,
 • evaluation, and
 • school learning experiences

 Take note that the curriculum design models discussed show that curriculum
designing is conducted stage by stage. Some of the models discussed consider
the process to be more important than the objectives. Other models take
objectives to be the most important feature of curriculum design. Generally, all
models stress the importance of considering a variety of factors that influence
curriculum.
Mid term

 Describe the Curriculum of each country identified based on the following :

 consistency and commonality in the design of programs;
 strategies and practices for developing and updating curriculum; and
 The role of government and level of stakeholder involvement and engagement
in curriculum development.  (Present in a matrix form)
 Australia
 Belgium (Flanders)
 England
 Finland
 Germany
 Korea
 New Zealand
 Scotland
 Philippines
 Indonesia
 Malaysia
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
AUSTRALIA In developing a new Australian Australia has a detailed The Australian parliament
program of study, the following curriculum development established a statutory
were identified; the nature of process document that authority called the Australian
the learner and learning outlines four steps in the Curriculum, Assessment and
(consideration for development process: Reporting Authority. This
developmental Curriculum Shaping, independent authority has the
appropriateness); the Curriculum Writing, following main functions:
relationship of the learning Implementation, Curriculum developing a national
area to other curricular areas Evaluation and Review. In Kindergarten to Grade 12
as a whole; structural matters Australia, processes used curriculum that consists of
relating to commencement previously for state and content and achievement
and completion of school and territorial level curriculum standards; developing and
transition points; inclusivity of development, such as advisory administering national
diverse student needs; groups and regular face-to-face assessments; and collecting,
description of the connection meetings, were not scaled up managing and analyzing
between the learning at the national level due to the student achievement and
outcomes and the capabilities expense and complexity other data to report on school
(competencies),and inclusion and system performance
of cross-curricular dimensions
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
BELGIUM (FLANDERS) Education is compulsory With the decree of 1991, Flanders has four different
between the ages of six and attainment levels and educational umbrella groups
18 and it starts with primary objectives for curriculum responsible for schooling.
school. In fact, you must were developed. These These include the Council
enroll your children at a attainment levels and for Community Education,
school within 60 days of objectives are the frame of Free Subsidized Education,
your registration in Belgium. reference for curriculum the Educational Secretariat
Primary school consists of development, describing a of Towns and Municipalities
six years of basic education minimum level for schools and Flanders Provincial
in reading, writing, and and students. However, Education. These umbrella
mathematics. schools are given a great organizations form an
deal of leeway in interpreting intermediate level in the
these attainment levels. policy formulation between
the Department of Education
and the schools themselves.
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
ENGLAND The national curriculum is the As noted earlier, in January 2011, In May 2010, the Department for
statutory core and foundation the Secretary of State for Education was formed. The
subjects required to be published Education announced a major department, responsible for both
by the Secretary of State for review of the national curriculum in education and children’s services,
Education. This includes the England. The process of review, focuses on a number of priorities,
programs of study and the led by the Department for such as the reform of the national
attainment targets for core and Education and supported by an curriculum, and gives greater
foundational subjects (pp. 18–19). • advisory committee (comprised autonomy to schools on how they
The basic curriculum is also a exclusively of educators and a plan and teach the curriculum.
statutory requirement in addition to review panel made up of teachers,
the national curriculum that academics, business and industry),
includes religious education, sex provided insight into strategies and
education and work-related practices for future curriculum
learning, and schools have the development.
flexibility in implementing the
requirements. • Local curriculum
complements the national and
basic curricula with school and
community needs. Local
curriculum supplements other
areas of learning in vocational
learning, and allows for additional
extension and contextualization of
the national curriculum. School
and communities can, therefore,
determine the programs they feel
are most appropriate (p. 19).
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
FINLAND The national core curriculum Vitikka, Krokfors and The Finnish government
creates cohesion and Hurmerinta (2012) describe sets out the general goals
consistent goals, values and the process of creating the and purposes of education,
direction. The 2004 national curriculum as being as well as the distribution of
framework describes both democratic and classroom hours for each
learning experiences, rather hierarchical. Educators, subject area. The Ministry
than being content specific. parents and a wide range of of Education outlines the
The national core curriculum stakeholders are consulted. legislation and the
has two roles: it is an The process of development government’s decisions with
“administrative steering includes school respect to education
document … [and] a tool for administrators, teacher (Kupiainen, Hautamäki &
teachers to develop their unions and school staff to Karjalainen, 2009).
own pedagogical praxis” build both ownership and Education in Finland is
(Vitikka, Krokfors & consensus on curriculum as organized and provided by
Hurmerinta, 2012, p. 1) policy. The development of local authorities (mainly
structures for collaboration municipalities) who play an
has been central to the important role as education
development process. providers.
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
GERMANY • a common layout and format with Germany is a federal republic with
a list of contents for all 16 states (Bundeslaender), and,
Rahmenlehrplӓne to follow. For constitutionally, each state has
example, the curriculum for primary sovereignty over education. The
education has a common structure federal parliament and government
with the following components: o can influence education through
introduction to education o subject financial support, but each state
area and competencies o has its own school system. The
description of standards o topics Standing Conference of the
and content o assessment • Ministers of Education and Cultural
adherence to the competency Affairs of the federal states
model, with reference to (Kultusministerkonferenz) meets
competencies articulated by the regularly to discuss education
Organisation of Economic Co-
operation and Development •
articulation of standards that are
specified in terms of student
activity and student-centred
instruction, along with exemplary
tasks • essential subject matter
content from existing curricula •
inclusion of cross-curricular
aspects • competencies for
bilingual instruction • required
content and topics with the
provision of optional or additional
content and/or topics.
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
KOREA There is flexibility given to either The various organizations
local education authorities or tasked with the administration of
individual schools to: modify the education consist of the
national curriculum or to develop following three levels of
new subjects, based on the authority: the Ministry of
needs and circumstances of the Education at the national level,
school and local communities offices of education at the
and on the interests of students, municipal and provincial level,
teachers and community and district offices of education
members. This decentralized at the county level. In order for
policy was continued in the educational autonomy to occur
seventh curriculum revision. It at the local level, each municipal
is intended that, by giving more or provincial office of education
autonomy to schools and local has a board of education. This
authorities, curricula will become board has administrative powers
more appropriate to individual related to important decision-
schools and students, and will making matters pertaining to
contribute to increasing the education. Each school also
diversity of educational has a school council, which
programmes (INCA, 2011b, ensures the autonomy of the
para. 8). school’s management and
assists in increasing community
involvement (INCA, 2011a).
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
NEW ZEALAND The curriculum is not time- New Zealand’s curriculum The Government of New
structured and, as such, development process can be Zealand determines the
schools may deliver a broad described through triggers overall structure and layout of
and balanced overview of the leading to discovery, design education. The Ministry of
curriculum through a number and development, Education is responsible for
of different methods. There implementation and providing guidance to the
are no established rules in evaluation. Triggers identified government and assists in the
place with respect to in New Zealand include the implementation of education
timetabling or the amount of elapsed time since the policy. The Ministry of
time that schools must allot previous development, Education offers policy advice
for teaching each subject satisfaction of teachers, to the Minister of Education
area, albeit English and student performance on on all education matters
mathematics are required to national and international extending from early
be taught each school day in tests, and research. The childhood to post-secondary
the majority of primary Australian Curriculum Shaping education (UNESCO, 2006).
schools (INCA, 2008a). phase corresponds to the
Discovery Phase in New
Zealand. It entails planning,
research and an advice paper
outlining objectives, general
capabilities, organization and
other aspects.
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
SCOTLAND Scotland is the first country to have Scottish parliament committed to a Since 2002, curriculum has been
LGBTI inclusive education collaborative approach to revised for students from ages 3 to
embedded in the curriculum. All educational reform (Hooghoff & 18. This initiative, launched by the
state schools will be supported to Bron, 2008, p. 12). Preliminary Scottish government, was to make
teach LGBTI equality and inclusion work on curriculum development curriculum address the needs of
across different age groups and was limited to the main future citizens and the knowledge
subjects, grouped under various professional institutions, such as economy and to increase the
themes. The themes will include the Scottish Qualifications coherence, efficiency and
LGBTI terminology and identities; Authority, school boards, effectiveness of the curriculum.
tackling homophobia, biphobia and universities, teachers and head This initiative was not launched
transphobia; prejudice in relation to teacher representatives (Hooghoff because of any perceived
the LGBTI community; and & Bron, 2008, p. 25). From weakness in the curriculum; rather,
promoting awareness of the history it was the first major action of the
of LGBTI equalities and newly installed Scottish parliament
movements. that was established as a devolved
government within the United
Kingdom. Prior to the revision of
curriculum, the Scottish
government initiated the National
Debate in 2002 that focused on
ways to create shared values for
Scottish education and to identify
strengths of the existing curriculum
and desired changes
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
PHILIPPINES The development of an effective Philippines believed that if a The stakeholders shaped the
curriculum guide is a multi-step, plan is well planned and based school curriculum
ongoing and cyclical on logical theories and goals; implementation. In the k-12
process.The process there is nothing that will prevent curriculum the role of
progresses from evaluating the it from being initiated. Yet, it will stakeholders and government is
existing program, to designing also be noted that a quite a very important since they are
an improved program,to number of elaborately planned the right hand of the school in
implementing a new program innovations and curricular implementing the different
and back to evaluating the changes have floundered on the programs that is aligned to the
revised program. threshold of the bureaucratic curriculum. The effective
organization. parental involvement in school
affairs maybe linked to parent
educational programs which is
central to high quality
educational experiences of the
children. The community
members can provide local and
indigenous knowledge in school
curriculum.
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
INDONESIA The education system in In some primary and lower The Government of Indonesia has
Indonesia is run by two different secondary schools, accelerated consistently prioritized education in
ministries: the Ministry of learning is allowed, permitting the country’s development. Since
Education, which deals with public students to complete their the early2000s, the education
education, and the Ministry of education in less time than is system and financing in Indonesia
Religious Affairs, which deals with traditional. They also offer online have substantially changed.In the
Islamic schools. Both curriculums education courses that can assist Education system of Indonesia, the
are similar, following the national these accelerated students keep stakeholders helped the school
curriculum, with the exception that up their interest in learning outside particularly in the implementation
Islamic schools incorporate religion of the classroom. ELearning math and validating the School Based-
into their coursework. There are classes and English courses allow Management (SBM)
also schools called national plus students access to many levels of
schools that use an international coursework, letting them
curriculum and also teach English. continually challenge themselves
Nine years of school is mandatory, from home. Continual interest in
six years of elementary school and education and challenging oneself
three years of lower secondary. are important factors to academic
Senior secondary school, which is success. Free online classes for
not mandatory, can be completed thirty days will show gifted students
at a regular school, to possibly that there is always something new
attend college, a vocational school, to learn and new challenges to
to learn a trade, or even an Islamic overcome.
school, for those wishing to gain a
religious education.
 COUNTRIES consistency and strategies and practices for The role of government and
commonality in the design of developing and updating level of stakeholder
programs curriculum involvement and
engagement in curriculum
development
MALAYSIA Primary education in Malaysia covers a total The Malaysian curriculum at the primary The different stakeholders are Learners,
period of six years. It is aimed to provide a level is 'oriented towards general education, Teachers, Curriculum managers and
good foundation for pupils to be proficient in which emphasizes academic characteristics' Administrators, Parents, Community
reading, writing and arithmetic (3R’s). In rather than 'basic education in which the members and other stakeholders. In the
2011 the Ministry of Education revised the curriculum emphasizes skills which will Malaysian Educational system, each has an
primary curriculum and introduced the enhance thecapability of the child to function important role to play. For example, the
Primary School Standard Curriculum/KSSR in more effectively in life after completing Curriculum Manager is the one responsible
stages. By 2016 the new curriculum will be primary education' (para 32a).- the to the kind of curriculum the school will offer.
implemented in all primary schools. At the curriculum has been developed based on the The parents will be the main supporter of the
end of the six years, primary school pupils content of subjects, without due emphasis curriculum. Other stakeholders will be the
will sit for the Ujian Penilaian Sekolah on the development of the child's potential one to provide materials in the existing local
Rendah / The Primary School Assessment (para 191) community that will best needed to
Test (UPSR/PSAT). Irrespective of their implement the curriculum.
performance in the PSAT courses, all primary
school pupils are promoted to Form One, the
foundation year of secondary education.
There are no repeaters at the primary
level.Secondary education is the continuation
of primary level education. The syllabus,
Kurikulum Bersepadu Sekolah
Menengah/Secondary School Integrated
Curriculum (KBSM/SSIC) was developed to
suit the needs and aspirations of the country.
In 2017 the Secondary School Standard
Curriculum will replace the KBSM to provide
learners with a comprehensive set of 21st
century skills and competencies. SAMEO (The
Southeast Asian Ministers of Education
Organization).
Levels and Curriculum Products (Adapted from Thijs & van den Akker, 2009)
Level Description    Examples
Supra International  • Common European Framework of References for Languages.
      Usually “generic” in nature.
     • Examination programs; e.g., Third International Mathematics
       and Science Study or Programme for International Student
       Assessment or Progress in International Reading Literacy Study.
Macro Provincial, national,  • Intended core objectives (specified in a curriculum framework
  regional    and/or program of studies).
     • Authorized learning and teaching resources.
     • Attainment levels.
     • Examination programs; e.g., Pan-Canadian Assessment
       Program.
         

Meso School jurisdiction,  • School program (locally developed courses).

  school  • Educational program with an emphasis on specialized school-
       based activities (e.g., specific focus on arts, sports, or
       academics).
     • Site-specific learning and teaching materials developed,
       identified and accessed.
         

Micro Classroom, teacher  • Instruction plan for module or course.

     • Learning and teaching materials.
         

Nano Student, individual  • Individualized learning plan.

 
 
 
 
 • Individualized course of learning or learner pathways.
     
For discussion
Curriculum Elements
 rationale and aims outlining the place and purpose
of the area,
 content descriptions
 content elaborations
 achievement standards
The Four Phases Of The Curriculum Development Process

 1. curriculum shaping
 2. curriculum writing
 3. preparation for implementation
 4. Curriculum monitoring, evaluation and review.
Intended vs Implemented Vs Achieved Curriculum
Criteria for curriculum Assessment
Tools to Assess curriculum
Curriculum innovations
Local and global trends
Issues and trends in curriculum
 Curriculum Development Criteria

 The curriculum is clear

 The curriculum is flexible
 The curriculum specific
 The curriculum is concise and expressed in plain
language
 The curriculum is established on a strong evidence base,
Criteria
 At each phase of curriculum development, the basis for
approval or endorsement of curriculum documentation
curriculum committee involves criteria which focus on the
quality of the product and the process. 
 The quality criteria:
 provide a focus for consultation,
 Results of quality assurance process
 Alignment to the K12 Curriculum and PPST.
 Criteria that will be used to judge the quality of the curriculum include:
 The curriculum is clear about what is to be taught across the years or bands of schooling and
the quality of learning expected of students as they progress through school. 
 The curriculum is flexible enough that it: 
 can accommodate the reality of student, teacher and school diversity 
 has high expectations and standards that are challenging yet realistic. 
 The curriculum specifies what all young Australians: 
 should learn as they progress through schooling 
 can be taught well within the overall teaching time and with the resources available to
teachers and students. 
 The curriculum is concise and expressed in plain language while preserving a
complexity appropriate for professional practitioners and is consistent in terms of
language and broad structure. 
 The curriculum is established on a strong evidence base, including the implications of
the curriculum for learning, pedagogy and what works in professional practice, and
has been benchmarked against international curricula
 Criteria that will be used to judge the quality of the curriculum
development process include:

 
 engaged with key stakeholders (and maintained an
accurate record of their engagement, contact and
feedback). 
 consultation and review of the curriculum
 The analysis of quantitative and qualitative data  
 the range of stakeholder feedback as part of the
revision process. 
 The quality control and assurance measures
Describe each of the criteria for
curriculum development and
assessment.

( 3 sentence)
 Ans.
 Criteria are a set standards to be followed in Assessment. Specifically, as they
apply to curriculum, criteria are set of standards upon which the different
elements of the curriculum are being tested. The criteria will determine the
different levels of competencies or proficiency of acceptable task
performance. Example for this criteria, like correctness…are the objectives
syntactically correct?, compliance with the legal requirements….do the
objectives comply with the legal requirements of the course of subjects?. The
stranger test…. Do the objectives pass the stranger test?. Do both knowledge
and behavior are addressed..do the objectives address both knowledge and
behavior?. Another is the So-what Test…..do they pass the “so –what test?”,
Individualization…. Are the objectives aligned?, then last is…common sense,
do they make a common sence?. This are general criteria we usually used for
curriculum development and assessment.
Roles And Responsibilities
 Stakeholders
 Technology
 Pilot testing,
 monitoring and evaluating the implementation of
the curriculum
Phases and Stages of Curriculum
 curriculum shaping

 curriculum writing

 preparation for implementation 

 curriculum monitoring, evaluation and review
The curriculum shaping
 This phase produces a broad outline of the Foundation to Year 12 (F–
12) curriculum for a learning area1, firstly as an initial advice paper.
 developed with expert advice, provides broad direction on the
purpose, structure and organisation of the learning area.
 Along with the Curriculum Design paper, it is intended to guide
writers of the curriculum.
 It also provides a reference for judging the quality of the final
curriculum documents for the learning area.
 This phase includes key periods of consultation — open public
consultation as well as targeted consultation with key stakeholders
including teachers and schools, state and territory education
authorities, parents and students, professional
 The curriculum writing
 This phase produces a curriculum for a particular learning area, that
is, specifications of content and achievement standards to be used
by education authorities, schools and teachers.
 This phase involves teams of writers, supported by expert advisory
groups, and includes key periods of consultation — open public
consultation as well as targeted consultation with key stakeholders
including teachers and schools (through intensive engagement
activities), state and territory education authorities, parents and
students, professional associations, teacher unions, universities and
industry and community groups.
 The writing phase incorporates the process for validation of
achievement standards and culminates in publication of the
Australian Curriculum for the learning area.
The preparation for implementation phase
 involves delivery of the curriculum to school authorities
and to schools in an online environment to prepare for
implementation. Implementation and support are the
responsibility of department and curriculum authorities.
In the implementation planning they provide briefings,
introductory information materials and national
facilitation for planning
The curriculum monitoring, evaluation and review

 Issues identified.
 Analysis of the issues and any recommended actions,
 Monitoring will be coordinated by DepEd and CHED,
 relevant data gathering is required,(on teachers require ongoing support in order to
teach the curriculum) will include partnerships with state and school authorities.
 Specific monitoring mechanisms will be negotiated DepEd and CHED and school
authorities for the provision of relevant local data about the Curriculum.
 DepEd and CHED provides a monitoring framework, including research questions and
associated data gathering, which can be used as part of own monitoring strategies,
 To assist in the collection and provision data about the Curriculum. The evaluation
process may result in minor changes to, or a revision of, the curriculum.
Final Requirements:
 Make an assessment of the K-12 program curriculum.
Select what grade level you are to work. Results
should have recommendations. Use the curriculum
development criteria and have you own rubrics for
the assessment.
 For some you may work for the tertiary, you may
select what program and level.
 Proper documentation must be done and submitted
online. Minimum of 10 sheets of A4 paper. Font 12,
arial .make your own best cover page .
Defense will be scheduled if needed.

Besafeandhealthy..