LEARNING MODULE 1

Topic: Introduction to Curriculum Development

Subtopic: Concepts and Nature of Curriculum Development
MEM 207: CURRICULUM DEVELOPMENT

ENGAGING ACTIVITIES
ACTIVITY 1
Create a concept map on the word “curriculum”, think of as many words and ideas as you can and relate
to the focal word. Discuss your concept map in 10-15 sentences.

Instructional Performance
practices assessment

Learning
Roadmap experiences

Mission, values,
and theory of CURRICULUM Set of courses
learning

Planned and designed Program of

to sequentially instruction
learning learning

Gathered Expectations
information
 A curriculum consists of the "roadmap" or "guideline" of any given discipline. A
curriculum is the combination of instructional practices, learning experiences, and students'
performance assessment that are designed to bring out and evaluate the target learning outcomes
of a particular course. Curriculum is a set of courses that comprise a given area or specialty of
study. Curriculum is the delivery component of an institutions' educational mission, values, and
theory of learning. It should follow in-depth discussions regarding "what a student should learn"
and "how a student can best learn." Curriculum is the expectations for what will be taught and
what students will do in a program of study. It includes teacher-made materials, textbooks, and
national and state standards. Curriculum is the gathered information that has been considered
relevant to a specific topic. It can always be changed or added to in order to become relevant to
the times. Curriculum refers to an interactive system of instruction and learning with specific
goals, contents, strategies, measurement, and resources. The desired outcome of curriculum is
successful transfer and/or development of knowledge, skills, and attitudes. I feel that curriculum
is anything which is planned and designed to sequentially improve students' knowledge and
skills. The curriculum is the program of instruction. It should be based on both standards and
best practice research. It should be the framework that teachers use to plan instruction for their
students.

ENGAGING ACTIVITIES
ACTIVITY 2
Watch these 2 short videos. Reflect your learning related to curriculum development in 4 powerful sentences.
Curriculum Design
Part 1: The High Level Planning https://www.youtube.com/watch?v=wm9G1ofQA84
Part 2: the Clothesline Method https://www.youtube.com/watch?v=HmT1Rkb57rs

 The videos discussed the models and how to answer the questions in shaping curriculum
design.
 The “Clothesline Method” can be used to sequence and plan learning activities to effect
transformation and support curriculum goals.
 Curriculum development is defined as planned, a purposeful, progressive, and systematic
process to create positive improvements in the educational system. 
 Its components are designed to develop concepts, from a basic level to increasingly
complex topics or skills. 
ENRICHING OUTPUT
Visit your school's curriculum. Describe its characteristics by illustrating your answer
through a matrix.

K TO 12
CURRICULUM DESCRIPTION
The overall design of Grades 1 to 10 curriculum follows the
spiral approach across subjects by building on the same
concepts developed in increasing complexity and
Design of the sophistication starting from grade school. Teachers are
Curriculum expected to use the spiral/progression approach in teaching
competencies.

The desired outcomes of grades 1 to 10 program are defined

in terms of expectancies as articulated in the learning
standards. In general terms, students are expected at the end
of Grade 10 to demonstrate communicative competence; think
intelligently, critically and creatively in life situations; make
Desired Outcomes of
informed and values-based decisions; perform their civic
Grades 1 to 10 Program duties; use resources sustainably; and participate actively in
artistic and cultural activities and in the promotion of wellness
and lifelong fitness. These general expectancies are expressed
in specific terms in the form of content and performance
standards.
Nomenclature/Learning
Area and its Description There are eight learning areas comprising the core curriculum
each of which is described in the following matrix:
Mother Tongue (MT) shall be used as the medium of
instruction and as a subject from Grade 1 -3. English or
Medium of Instruction Filipino is used from Grade 4 to 10. Both languages are taught
from Grade 1 to 10.
The time allotment for each subject is the minimum period for
class interaction. The learning time can be extended to include
off-school learning experiences at home or in the community
for transfer of learning to real-life situations as provided for in
Time Allotment the curriculum. The outputs of such off-school learning
experiences are usually in the form of products and
performances which shall be monitored and credited
accordingly.
A key feature of the Junior High School program is the
provision of time for independent/cooperative learning. This
SAMPLE CLASS learning block which may be allocated two to four hours
weekly may be scheduled at the start, middle, or end of the
PROGRAMMING learning day. The purpose is to develop student capacity for
self-directed learning, teamwork, goal-orientation, sense of
responsibility and accountability for results.
Modules shall be provided as the basic learning resource.
These are self-instructional materials that lend themselves to
independent and cooperative learning. Resources for
Teachers include teaching guides, prototype lesson plans,
Learning/Teaching
lesson exemplars, matrix of existing books, workbooks, and
Resources modules. For schools with connectivity, web-based resources
and video materials are encouraged to be used to enrich and
deepen students’ understanding. Existing textbooks may still
be used where appropriate.
The assessment process is holistic, with emphasis on the
formative or developmental purpose of quality assuring
student learning. It is also standards-based as it seeks to
Assessment and Rating
ensure that teachers will teach to the standards and students
of Learning Outcomes will aim to meet or even exceed the standards. The students’
attainment of standards in terms of content and performance
is, therefore, a critical evidence of learning
 LEARNING MODULE 2
Topic: Introduction to Curriculum Development
Subtopic: Importance and Components of Curriculum Development
MEM 207: CURRICULUM DEVELOPMENT

ENGAGING ACTIVITIES
Activity 1
Define "curriculum development" as you understand it. Discuss its importance in school,
country, and society.

 Curriculum development is defined as planned, purposeful, progressive, and

systematic process in order to create positive improvements in the educational
system. Every time there are changes or developments happening around the
world, the school curricula are affected. There is a need to update them in order
to address the society’s needs.
 It is defined also the process of selecting, organizing, executing, and evaluating
learning experiences on the basis of the needs, abilities and interests of the
learners and the nature of the society or community.
 Curriculum development is a process involving activities like

 conceptualizing the curriculum,

 selecting and organizing the content, material and learning experiences
 suggesting the method and ways of providing these experiences
 Evaluating the learning outcomes in terms of attainment of desired
educational objectives.

Importance of Curriculum Development

Beyond creating shared goals between teachers and students, curriculum also

standardizes the learning goals for an entire school and provides a clear path for
students to progress from one grade to another.

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.

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 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.

ENGAGING ACTIVITIES
Activity 2
Use the diagram or flowchart below to identify the components of curriculum. Put an
arrow to show how the parts are interrelated with one another to form a whole.
ENRICHING OUTPUT
Create a graphic illustration of the curriculum development cycle and explain in 10-15
sentences.

Curriculum Development Cycle is a progression from evaluating the existing program, to

designing an improved program, to implementing a new program and back to evaluating
the revised program. It is a multi-step, ongoing and cylindrical process. The components
of the cycle include needs assessment, curriculum development or revision, material
selection, assessment development, and curriculum implementation. Implementation
should include staff development and program evaluation for each content area.

Phase 1 – Needs assessment

Needs assessment includes formal and informal.

Phase 2 – Revision
A curriculum development is a systematic schedule for addressing the design, delivery,
and review of curriculum in all content areas.

Phase 3 - Material Selection

Includes review, evaluation, selection, piloting and adoption of instructional materials to

support implementation of the curriculum.

Phase 4 - Assessment development

High quality assessment design that provide valid and reliable information about student
achievement.

Phase 5 - Curriculum Implementation

Staff development is designed for teachers prior to use of the new curriculum and IMs
which are the foundation for successful curriculum.

Curriculum delivery includes various activities undertaken to observe curriculum

implementation.

Phase 6 – Program Evaluation

Attention is given to the types of measures or instruments for evaluating the outcomes
of change.