Curriculum is the planned and guided learning experiences and intended outcomes,
formulated through systematic reconstruction of knowledge and experiences, under the
auspices of school, for the learners’ continuous and wilful growth in personal social
competence (Wiles and Bondi 1989 p.7). Marsh and Willis (1995 p.6) argue that the term
curriculum comes from the Latin root which means race course, that means to school
students, curriculum is the race to run. Pratt (1980) defines curriculum as an organised set of
formal education and/ or training intentions.
Table of Contents
1. Introduction
1.1 Curriculum design
2. Curriculum planning
3. Curriculum development
4. Role of Objectives in Curriculum Development
Objectives and Topics
The primary objective of this paper is to delineate the fundamental concepts of curriculum development, specifically focusing on the distinctions and interconnections between curriculum design, planning, and development. The author examines how educational objectives serve as the essential criteria for selecting content and guiding instructional strategies to achieve desired learning outcomes.
- Theoretical definitions of curriculum and curriculum design
- Processes and foundations of curriculum planning
- Foundational disciplines influencing curriculum development (Psychology, Philosophy, Sociology)
- The relationship between curriculum design and curriculum development
- The pivotal role of educational objectives in content organization and evaluation
Excerpt from the book
Curriculum design
Zais (1976 p.16) defines the term curriculum design as the arrangement of the components or elements of a curriculum including; aims, goals, objectives, subject matter or content, learning activities and evaluation. He further attests that, the most prominent feature of curriculum design is their pattern of content organisation. On the other hand, Husen (1988 p.1163) defines curriculum design as the organisational pattern or structure of a curriculum. This is determined in two different levels of development; a broad level which involves basic value choices and specific level which involves the technical planning and implementation of curriculum elements. Pratt (1980) defines curriculum design as a deliberate process of devising, planning and selecting the elements, techniques and procedures that constitute some object. Sigalla (2003) defines curriculum design as a process of analysing, choosing and synthesizing curriculum elements, learning experience, assessment criteria and evaluation process to create a programme of learning.
Chapter Summary
Introduction: This chapter introduces the core concept of curriculum as a planned learning experience and provides foundational definitions of curriculum design from various educational theorists.
Curriculum planning: This section explores curriculum planning as a problematic but necessary process of mapping educational means to specified ends, emphasizing the need for flexibility.
Curriculum development: This chapter defines curriculum development as the process of determining how curriculum construction proceeds, highlighting the influence of Psychology, Philosophy, and Sociology.
Role of Objectives in Curriculum Development: This final chapter discusses how clearly formulated objectives act as a platform for organizing content, selecting learning strategies, and ensuring effective outcomes evaluation.
Keywords
Curriculum development, Curriculum design, Curriculum planning, Educational objectives, Instruction, Learning outcomes, Content organization, Epistemology, Educational psychology, Teaching strategy, Evaluation, Pedagogical foundations
Frequently Asked Questions
What is the primary focus of this paper?
The paper provides a theoretical overview of curriculum development, explaining key terminology and the systematic processes involved in creating educational programs.
What are the central thematic fields covered?
The main themes include curriculum design, the complexities of curriculum planning, the developmental processes of education, and the strategic role of objectives.
What is the main research goal?
The goal is to clarify the distinctions and overlapping relationships between curriculum planning, design, and development to improve educational practice.
Which scientific methods are discussed?
The author uses a literature-based analytical approach, synthesizing definitions and theories from prominent educational researchers like Zais, Pratt, and Taba.
What topics are explored in the main body?
The main body treats the foundational definitions of curriculum terms, the influence of social and disciplinary forces, and the functional role of objectives in teaching.
Which keywords characterize the work?
Key terms include curriculum development, educational objectives, learning outcomes, and content organization.
How does the author distinguish between curriculum design and development?
The author notes that design is often viewed as the substantive "product" or structural entity, whereas development is the process involving decision-making and instructional dynamics.
Why are Psychology, Philosophy, and Sociology considered essential?
These disciplines provide the necessary data regarding the nature of knowledge (epistemology), ethical values, and an understanding of human behavior and social influence on learners.
- Arbeit zitieren
- Thadei Filipatali (Autor:in), 2013, About Curriculum Development, München, GRIN Verlag, https://www.hausarbeiten.de/document/293647
