Curriculum

Development and
Planning
Jasmane M. Casimiro
BEEd 4B

Change + Society +
Technology + School =
Curriculum
Development

Curriculum Development
and Planning
Curriculum, more than ever before, is
now viewed as being being at the
centre of daily life and responsibility of
society as a whole.
- De Coninck (2008)

Curriculum Development
and Planning
Strategic Process Challenge or Policy Challenge?
Policy aim to teach
Policy aim for a
what is of value, as
personalized
embodied in subject
curriculum
that
VS recognizes students
disciplines, and
for
(Ackerman, 2003)
deep understanding .
as active partners in
in preparation for
their learning and
competing in the
develops
their
global economy.
potential
as
a

BOTH

Curriculum Development
and Planning
As a process, curriculum development is
focused on reviewing, planning,
developing, implementing and
maintaining curriculum, while
safeguarding that the stakeholders
engaged in this process have a high level
of commitment to and ownership of the
curriculum.

Models of Curriculum
Development
Model is a set logical relationships, either
qualitative or quantitative, that will link
together the relevant features of the reality.
- Henson (2009)

Functionally, models are used to

represent events and event
interactions in a highly compact and
illustrative manner.

Remember a model is
not reality, it is like a
painting or a story, it
is a visual or written
description of
someones perception
of reality.

I am a picture of a
(mouth-opened)
beautiful horse!

Models of Curriculum
Development
It can be discussed then, like theories, models help
their authors explain various related concepts and
the relationships among the various parts of the
model.
Models assist us to organize what we already know,
they help us see new relationships, and keep us
from being amazed by the full-blown complexity of
the subject.

Models of Curriculum Development

The Aim Model

Objectiv
es

Content

Material
s

Teacher
Activitie
s

Student
Activitie
s

Test
Activitie
s

Most simple and clear model. It starts with

objectives and moves in the single direction
shown by the arrows. It consists of both
student activities and teacher activities, but
no foundation elements and no philosophy
statement.

Models of Curriculum Development

Tabas Inverted Model

Tabas approach to curriculum
development is referred to as an
inverted model because it starts in the
classroom with the teacher, as
differentiated with other models. This
inverted model has eight steps.

Models of Curriculum Development

Tabas Inverted Model

Step 1 diagnosing needs using
assessment tools
Step 2 formulating specific
objectives
Step 3 selecting content by carefully
choosing topics, and writing a rationale
to support each choice

Models of Curriculum Development

Tabas Inverted Model

Step 4 organizing the content,
beginning with simple topics on the
list, exploring them in greater depth,
and
moving
to
the
more
difficult
topics
Step 5 & 6 selecting and organizing
experiences, ensuring that each
activity has a definite function, and
looking again at the development level

Models of Curriculum Development

Tabas Inverted Model

Step 7 evaluating the unit
continuously, noting the students likes
Step 8 checking for balance and
sequence, ensuring that the activities
provide opportunities to learn how to
generalize, balance between written and
oral work and research analysis, and that
organization is open-ended, allowing

Models of Curriculum Development

Tabas Inverted Model

Has several unique strengths:
- Involves teachers in its development
- Its unit base ties curriculum to
instruction
- By bringing together curriculum and
instruction, the model ties theory to
practice.

-End-