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Curriculum development (Assignment# 1)
Q.1:Discuss the nature and scope of curriculum.
Ans: Nature of Curriculum Development:
Curriculum comes from the Latin root, "currere" which means "to run", which later came
to stand as the "course of study."
 Curriculum is something determined by experts and authorities.
 There is no right curriculum.
 Curriculum should reflect the real world, be practical, of use.
 There are many curricula we can learn and negotiate. Curriculum encompasses all
learning opportunities provided by school.
 Curriculum is a plan for all experiences which the learner encounters in school.
 Curriculum is subject to perspectives, debate, and change. Only positive change
brings about development. For change to be positive and result in development, it
must be Purposeful, Planned, and Progressive. Positive change brings about
improvement. It takes a person or a group to higher levels of perfection.
 Curriculum is an instructional program.
 Curriculum is a comprehensive plan for an educational/ training programme/course to
offer new/improved manpower to fulfill the rising needs of a dynamic society.
 Curriculum is that which make the differences between maturity and immaturity,
between growth and stasis, between literacy and illiteracy, sophistication (moral,
intellectual, social and emotional values) simply.
 It is thought of courses and outlines that contain a heritage of knowledge for man that
makes the differences between lives of man.

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Scope of Curriculum:
1. The first is substantive and has to do with goals, subject matter, materials and the
like – the common places of any curriculum. Inquiry is into their nature and worth.
The Substantive in Practice: the substantive takes us into all those matters of goals
– what is taught, how what is taught is arranged or evaluated, what evaluation procedures
are used and so on – which have been gist for the mills of curriculum planners, theorists
and researchers for many years. But the focus almost always has been on what
ought to be, not what is. An external observer might ask questions, such as, what are
children and youth taught in school? How much time is devoted to what topics? When
and for what time periods do topics reappear? What is done with them the second or third
time that was not done the first time these topics were introduced? There are other
perceptions. What do teachers perceive the curriculum to be? Students? School board
members? Parents? The curriculum is in the eye of beholder.
And so there are many curricula perceived simultaneously by different individuals
and groups. Therefore, it is necessary for the curriculum maker that all these points
should be kept in mind while designing the curriculum.
2. The second is political-social. Inquiry involves the study of all those
human processes that through which some interests come to prevail over others so
that these ends and means rather than other emerge.
The Political-Social in Practice: one of the blessings of dealing with only
substantive components of curriculum is relative isolation from areas of ultimate use. The
development of ideas is not easy, of course, but any voyage of commitment seeking
acceptance of these ideas in sociopolitical discussions can be soul searing. Ideas must
endure intense competition where much more is at stake than simply their validity.
The term “political” is not used here in any pejorative sense. It pertains to those
processes through which differing views of what is desirable are placed in public
competition and, usually, achieve at least a temporary status of primacy. Views
range from those representing short-term parochial interests to those embracing noble
images of the future.
In curriculum planning, governmental leaders choose, for example, between
alternative views of the creation of man and of how capital should be distributed. Their
choices place restrictions on the freedom exercised by local school boards in determining
the ends and means of school under their jurisdiction. Likewise, the choices of both
legislators and school board members have far-reaching implications for what boys and
girls study in the lower schools.

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3. The third is technical-professional. Curriculum inquiry examines those processes of
group or individual engineering, logistics and evaluation through which curricula are
improved, installed or replaced.
The Technical-Professional in Practice: It is clear that technical operations requiring
specialized knowledge and skills enter into all levels and aspects of practice. State and
national governments employ professional-technical staffs to gather certain essential data
and to implement policy. The superintendent of schools in a local district provides
school board members with information regarding curricular practice and, personally or
through others, seeks to maintain and improve what is taught in the schools.
These individuals are from time to time called upon to report on the economy, efficiency,
humaneness or relevance of educational programs within their sphere of authority.
Q.2: Enumerate the six features of curriculum and describe any one of them.
Ans: Six features of curriculum:
1) Who teaches? - The Teacher
2) Who do the teachers teach? - The Learners
3) What do the teachers teach? - Knowledge, Skills, Values
4) How do teachers teach? - Strategies and Methods
5) How much of the teaching was learned? – Performance
6) With whom do we teach - Community Partner

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oHow much of the teaching was learned?
Performance:
• At the end of the teaching act, it is necessary to find out if they objectives set were
accomplished.
• In curriculum we call this the learning outcomes.
• These learning outcomes indicate the performance of both the teachers and the learners.
• Learning outcomes are the product performance of the learners as a result of teaching.
• Performance is a feature of a curriculum that should be given emphasis.
• The curriculum is deemed to be successful if the performance of the learners is higher
than the target set.
Q.3:Explain the process ofcurriculum and discuss all its related
elements.
Ans: Processofcurriculum:

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Elements or components of curriculum:

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The Four Components of Curriculum.. (Cayadong, Lindo)M.
Curriculum plays an important role in an educational system. It is somehow a blueprint
which leads the teacher and the learner to reach the desired objectives. As a result,
authorities have to design it in such a way that it could lead the teacher and the learner
meets the desired learning outcomes.
The four componentsof the curriculumare:
1. CurriculumAims,GoalsandObjectives
2. CurriculumContentorSubjectMatter
3. CurriculumExperience
4. CurriculumEvaluation
These fourcomponentsof the curriculumare essential.These are interrelatedtoeachother.
Each of these hasa connectiontoone another.
Aims,goals, and objectives can be simplifiedas“whatisto be done”,the subject
matter/content:whatsubjectmatteristobe included,the learningexperience”what
instructional strategies,resourcesandactivitieswill be employed,andthe evaluation
approaches, while curriculumevaluationis“whatmethodsandinstrumentswillbe usedto
assessthe resultsof the curriculum.
The curriculumaims,goalsand objectivesspelloutwhatisto be done.It triestocapture what
goalsare to be achieved,the vision,the philosophy,the missionstatementandobjectives.
Further,itclearlydefinesthe purpose andwhatthe curriculumistobe acteduponand try what
to drive at.
In the same manner,curriculum has content. Inhere,itcontainsinformationtobe learnedin
school.Itis an elementoramediumthroughwhichthe objectivesare accomplished.
A primordial concernof formal educationisprimarilytotransmitorganizedknowledgein
distilledformtoa newgenerationof younglearners.
The traditional sourcesof whatistaught and learnedinschool ispreciselythe foundationof
knowledge,therefore,the sciencesandhumanitiesprovide the basisof selectingthe contentof
school learning.
In organizingthe learningcontents,balance,articulation,sequence,integration,andcontinuity
forma soundcontent.

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For the third component, the curriculum experience, instructional strategies and
methods are the core of the curriculum. These instructional strategies and methods will
put into action the goals and use of the content in order to produce an outcome.
These would convert the written curriculum to instruction. Moreover, mastery is the
function of the teacher direction and student activity with the teacher supervision.
For the fourth component, the curriculum evaluation is an element of an effective
curriculum. It identifies the quality, effectiveness of the program, process and product of
the curriculum.
In summary, the components of a curriculum are distinct but interrelated to each other.
These four components should be always present in a curriculum. I could say that these
are essential ingredients to have an effective curriculum.
For example, in a curriculum, evaluation is also important so one could assess whether
the objectives and aims have been meet or if not, he could employ another strategy which
will really work out.
Curriculum experience could not be effective if the content is not clearly defined. The
aims, goals and directions serve as the anchor of the learning journey, the content or
subject matter serve as the meat of the educational journey, curriculum experience serves
as the hands –on exposure to the real spectrum of learning and finally the curriculum
evaluation serves as the barometer as to how far had the learners understood on the
educational journey.

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Q.4:Describe the conceptand need of curriculum design.
Ans: Conceptof curriculum:
Design: The arrangement of the elements of a curriculum into a substantive entity.
CONCEPT OF CURRICULUM DESIGN: Some overarching idea about the
curriculum is a starting place for the creation of a design concept. It may be
impressionistic rather than definitive, but no less valuable for that. It provides a point of
reference as alternative designs are debated and negotiated. The possibilities are endless,
but a curriculum concept commonly includes the instructional contexts to be emphasized,
the teaching methods to be used, and the resources to be exploited.
Design concepts can be expressed in a variety of ways—lists and other verbal descriptors,
sketches, flow charts and other diagrams, physical models, or accounts of attractive
precedents. In the case of a curriculum design, we need at least a brief statement that
captures the character of what the new curriculum will be like—or at least articulates
separately those few aspects that are deemed to be central.

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As we saw in the Prologue, the United Nations governing board informed the architects
of the United Nations headquarters in New York City that the new facility should
“proclaim the dignity and significance of the infant organization, yet serve as a practical
‘workshop for peace,’ be international in spirit but still live in harmony with its
surroundings, and point to the future rather than honor the past.” Such an overarching
idea can serve as an inspirational design concept. It provides a point of reference as
alternative design possibilities are debated. Similarly, in curriculum design, it makes
sense to formulate an overarching idea or a small set of ideas. One way to think about
such a statement is to imagine offering a brief answer to this question: What is the
curriculum intended to be like?
Below are some examples of possible concepts, not necessarily mutually exclusive, for
curricula. Although they promote a variety of goals, any one (or combination) of them
would still have to aim also at achieving the agreed-upon set of specific learning goals.
These examples of curriculum concepts are not offered as a complete set of categories,
but only as a few interesting possibilities that could stand alone or be combined with one
another.
• A classics curriculum that, in early grades, concentrates on preparing students to study
in later grades the great writings, master paintings, musical compositions, grand
structures, and scientific discoveries of the ages with increasing understanding and
delight.
• A community-centered curriculum in which, at every grade level, students explore
traditional subjects in relation to community needs and problems, with what constitutes
“community” expanding over the years from a neighborhood to a global frame of
reference.
• A high-tech curriculum that, from the first year on, exploits the power of state-of the-
art information and communications technologies so that all students can become
proficient in finding, gathering, organizing, analyzing, and communicating information,
which, in effect, would put them in a virtual classroom of worldwide learning.
• A science and technology applications curriculum in which all subjects are studied in
the context of agriculture, materials and manufacturing, energy sources and use,
information processing and communication, health, transportation, and other such general
categories of human endeavor.
• A hands-on curriculum in which instruction is largely organized around individual
and group projects that favor active involvement over passive learning—in science,
actual investigations over textbook study; in art, studio work over slide lectures on art
history; in social studies, preparing reports on actual community problems; and so forth.

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• A language-immersion curriculum in which a standard liberal-arts curriculum is
invested with the development of language competence that facilitates the participation of
Americans in global business and in cultural and scientific affairs.
• A learning-to-learn curriculum in which, in every subject and at every grade level,
learning techniques are emphasized even more than the acquisition of given knowledge,
guided independent study is featured as a way to develop these techniques through
practice, and graduation is based on the student’s showing competence as a self-learner.
• An individualized curriculum in which, in the upper grades, each student fashions—
from a rich array of diverse offerings—a personal program of studies in collaboration
with parents and guidance counselors, and in which graduation is predicated on the
student’s completing that program and passing examinations in prescribed subjects.
• A work-study curriculum in which academic studies are leavened with supervised
real-work assignments in school (teaching, cafeteria, gardening, building maintenance,
clerical, etc.), or in the community as volunteers (in nursing homes, parks, libraries,
university and industrial laboratories, etc.), so that students develop good work skills and
a commitment to community service, in addition to receiving a basic education.
• A “vistas” curriculum in which instruction is organized into a relatively few,
interdisciplinary, cross-grade settings—such as a farming plot, a forest site, or
community service operation—in which students participate several times, at different
levels of sophistication, over their K-12 school careers.
• An inquiry curriculum in which, at every opportunity, study is motivated and
organized by students’ own questions and efforts to find answers themselves.
• An environmental curriculum that uses the description and operation of the physical
and biological environment—and the social issues associated with them—as a focus for
learning all subjects at every grade level.
In these few examples, each curriculum-design concept features only one or two aspects
of a curriculum. Of course, a complete final design has to incorporate all aspects of the
curriculum as a system, but the drive to create and promote a new curriculum commonly
comes from an inspiring emphasis on just one or two of its dimensions.
In any case, after considering several possible curriculum concepts—there are always
alternatives—one must be selected for development. Judging from the language found in
the education literature, the need for general characterizations is widely recognized. One
trouble with such shorthand designators is that they are often no more than popular
slogans of the day and only superficially characterize curricula. It may be hard to
distinguish a curriculum claiming the banner of “hands-on,” “problem-solving,” or “back
to basics,” from one that does not. Something more than a label is needed. Still, it is not
particularly helpful to have a long treatise on one’s philosophy of education, particularly
since such statements tend to encompass political and instructional issues as well as
curriculum, and often have a tenuous connection to the actual curriculum design. What

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stands to be most useful as a design concept is no more than a paragraph or two—more
than a slogan, less than an essay—setting out the main ideas, themes, or features that help
to make sense out of what might otherwise appear to be a hodgepodge, a curriculum
without character or personality.
Needs of Curriculum Design
Curriculum development has a broad scope because it is not only about the
school, the learners and the teachers. It is also about the development of a society
in general.
In today’s knowledge economy, curriculum development plays a vital role in
improving the economy of a country. It also provides answers or solutions to the
world’s pressing conditions and problems, such as environment, politics, socio-
economics, and other issues on poverty, climate change and sustainable
development.
There must be a chain of developmental process to develop a society. First, the
school curriculum particularly in higher education must be developed to preserve
the country’s national identity and to ensure its economy’s growth and stability.
Thus, the president of a country must have a clear vision for his people and for
the country as well.
For instance, in the Philippines, if President Aquino would like the country as the
Asia-Pacific’s tourism hub, then the school curriculum must be developed along
that line. Curricular programs for higher education can be crafted in such a way
that it will boost the tourism industry and work into different models on edu-
tourism, eco-tourism, cultural tourism, medo-tourism, biz-tourism, techno-
tourism, agri-tourism, archi-tourism, among others.
If universities have curricular programs that are innovative and in demand in the
local or global markets, many students even from foreign countries will enroll.
Higher number of enrollees would mean income on the part of the universities.
As a result, if the income is big, it can be used for teachers’ promotion,
scholarship and remuneration. It can also be used in funding research and
development endeavors, and in putting up school facilities, libraries, and
laboratories. I believe that the country’s economy can improve the people’s way

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of life through curriculum development. And in order to develop it, curriculum
experts or specialists should work hand in hand with the lawmakers (senators
and congressmen), the local government officials, such as governors, mayors, and
others; the business communities and industries; and stakeholders to set
implementing rules and policies for educational reforms.
Q.5: Briefly explain the principles of Curriculum design.
Ans: Five Key Curriculum DesignPrinciples
1. Alignment / interdependence
 All elements are in alignment, they are all inter-dependent, they form a
system, and together they send the same message.
2. Strategy
 Teaching (and learning) is deliberate and purposeful, therefore it is strategic and
directed and that means, it is aligned with the rationale.
3. What’s driving the learning? … The assessment!
 Should be an integral part of your teaching strategy (it is a teaching method).
 Should be seamlessly integrated with the rationale+aim+objectives.
4. Each assessment item:
 Should map to specific objective
 Should have a clear purpose.
5. Validity checks the assessment
 Did you assess something not specified in the aims? Why?
 Did the aims specify something you did not assess? Why?
 Do the assessments measure what they purport to? (I’ll return to this point)
Relational Curriculum Design
Rationale + Aim +
Objectives/Desired Learning
Outcomes
Context (The teaching team,
resources/environment, the
student)
Realit
y
Why
Consistency check
Assessment

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Assessment is learning and teaching
strategy!!
OR
Principlesfor curriculumdesign
The curriculum should be designed on the basis of the following principles:
 Challenge and enjoyment
 Breadth
 Progression
 Depth
 Personalization and choice
 Coherence
 Relevance
 The principles must be taken into account for all children and young people.
 They apply to the curriculum both at an organizational level and in the classroom
and in any setting where children and young people are learners.
 The principles will assist teachers and schools in their practice and as a basis for
continuing review, evaluation and improvement. They apply to the curriculum at
national, education authority, school and individual levels and must be taken into
account for all children and young people
 Although all should apply at any one stage, the principles will have different
emphases as a child or young person learns and develops.
Challenge and enjoyment:

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 Children and young people should find their learning challenging, engaging and
motivating. The curriculum should encourage high aspirations and ambitions for
all.
 At all stages, learners of all aptitudes and abilities should experience an
appropriate level of challenge, to enable each individual to achieve his or her
potential. They should be active in their learning and have opportunities to
develop and demonstrate their creativity. There should be support to enable
children and young people to sustain their effort.
Breadth
 All children and young people should have opportunities for a broad, suitably
weighted range of experiences. The curriculum should be organized so that they
will learn and develop through a variety of contexts within both the classroom and
other aspects of school life.
Progression
 Children and young people should experience continuous progression in their
learning from 3 to 18 within a single curriculum framework.
 Each stage should build upon earlier knowledge and achievements. Children
should be able to progress at a rate which meets their needs and aptitudes, and
keep options open so that routes are not closed off too early.
 Progression in the experiences and outcomes
Depth
 There should be opportunities for children to develop their full capacity for
different types of thinking and learning. As they progress, they should develop
and apply increasing intellectual rigour, drawing different strands of learning
together, and exploring and achieving more advanced levels of understanding.
Personalizationand choice
 The curriculum should respond to individual needs and support particular
aptitudes and talents. It should give each child and young person increasing
opportunities for exercising responsible personal choice as they move through
their school career.
 Once they have achieved suitable levels of attainment across a wide range of
areas of learning, the choice should become as open as possible. There should be

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safeguards to ensure that choices are soundly based and lead to successful
outcomes.
Coherence
 Taken as a whole, children and young people's learning activities should combine
to form a coherent experience. There should be clear links between the different
aspects of children and young people's learning, including opportunities for
extended activities which draw different strands of learning together.
Relevance: Children and young people should understand the purposes of their activities.
They should see the value of what they are learning and its relevance to their lives, present
and future.

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 Source: Curriculum Development System by Jesus Palma (1992) Posted by Dr.
Olga C. Alonsabe at 7:27 AM Labels: curriculum development system, olga alonsabe
 http://olga-syscurriculum.blogspot.com/2011/05/4-components-of-curriculum-
cayadong.html http://www.project206
 org/publications/designs/online/pdfs/designs/chapter1.pdf
 http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/howisth
ecurriculumorganised/principles/pedia
 Abrahamson S, PhD., Diseases of curriculum, Journal of medical education, Vol.
53, p.p. 951-957.
 Alshehri, M.Y. (2001). Medical Curriculum in Saudi Medical colleges: Current
and future perspectives, Annals of Saudi Medicine, Vol. 21, No. 5-6, pp. 320-323
 Barnett, R. (2000). Super complexity and the Curriculum, Studies in Higher
Education, Vol. 25, No. 3, pp. 255-265.
 Burton, J. L. & McDonald. S. (2001). Curriculum or syllabus: which are we
reforming? Medical Teacher, Vol. 23, No. 2, pp. 187-191
 www.google.com
 Www.wikipedia .com
Libraries
The school has a well stockedjunior libraryand a senior library, with an impressive
index of titles, coveringbothfictionand nonfiction, resource /reference books ,
dailies and magazines. Our richcollectionof books is updated regularlyand students
are encouragedto make full use of this facilityto developa love for books from an
earlyage.
In addition, the libraryalso features an integratedICT suite to compliment the
researchactivities. The fully networked computers withappropriate researchbased
software and high speedinternet access are available for teachers and students to use.
A state-of-the-artLibrarywith a colorful ambience for the Primaryschool encourages
childrento venture into the wonderful world of storybooks. A major attractionis the
'storytent' where the young students gather for sessions of storytelling.
ICT

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ICT is integratedthroughout the curriculum as a teaching tool. An Active Board with
a touchscreenthat permits adynamic interactive learningenvironment facilitates the
teacher’s control of student activity.
The fibre-optic connects everydepartment in the School and provides networkand
Internet access to pupils and teachers from all ICT laboratories, staff rooms, the
library and administrative offices locatedinthe School.
Teaching in class is no longer restrictedto traditional methods. Teaching facultyuse
computer-aidedvisuals and lectures withthe latest graphic modules.
To keepabreast with the changing needs of the educationscenario the school
maintains 6 distinct ICT labs well equipped with modernsystems suchas Pentium IV
and interconnectednodes withbroadband line for internet browsing.
There are currentlyover two hundred and fiftycomputers available for students to
use, all connectedto the school’s networkrunning MicrosoftServers. Laptops are
provided for all teaching staff. Classroomsare fittedwithdigital projectors. Students
and staff have full time access to HighspeedBroadband Internet and wireless
network.
Kindergarten Play Area
A separate indoor play area provides a safe atmosphere for our young students. Soft
play areas and equipment provide a variety of activities for the students to be
occupied.
Kindergarten Activity Room
These well equipped and spacious rooms provide a wide variety of resources aimedat
stimulatingthe interestsof youngstudents during recreationtime and also for specific
class activities.
Educational toys, puzzles, models, bricks, blocks are all carefully selectedfor the
childrento enjoytheir kindergartenyears and to develop their potential throughplay
way method
Auditorium
A multi-purpose auditorium with wireless connectionanda seatingcapacity of more
than 700 is usedfor all major school functions.
Innovation Studio

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The studio is equipped with interactive smart boards, lap tops, lego kits and other
innovative resources thus making our students techno smart. This has provided
teachers and students with highly interactive instructional tools enabling them to cater
to all learning styles.
Sports Facilities
Along with academics, physical fitness is given importance.Withan eye to groom
students into physically strongand mentallyactive members, a range of sports
facilities are made available.
This include two basketball courts, a football field, acricket pitch, badminton
volleyball and tennis courts and a playground with synthetic track.
Art Room
A spacious Art Room provides students with all the raw materials requiredto explore
and express their innate talent.The room has richcollectionof art works of students
displayed.
Music Hall
A well-equipped music hall provides a variety of instruments includingguitars,
keyboards, violins, drum sets, harmoniums and tablas for students inclinedtowards
both westernand easternmusic.Highpowered school Orchestrabrings out the
underlying musical notes to the forefront.
Cafeteria
The school has two canteens for the senior and junior schools that offer awide range
of healthy snacks and beverages.Care is taken to avoid unhealthy food. Quality of the
foodand hygiene are well maintained and comes inaffordable prices.
Books and Uniforms Store
The school houses awell stockedstore, which offers text books, note books, uniforms
and a range of miscellaneous items at special prices.The store stocks all prescribed
text books, stationeryand uniforms for the convenience of students.
First Aid Centre

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The school has two well-equipped health units, manned by a qualifiedpaediatrician
and four nurses. Students undergo regular medical check-ups and a health recordis
maintained for each child. While routine first aidis administeredby the units, any
emergencyis referredto the nearby Al Qassimi or Kuwait Hospital.