Notes on Principles of Curriculum Planning and Development

Garden City University

Developing The Next Generation of Innovators

MIDW 464: Principles of Curriculum Planning and Development

Unit 1: Concept of Curriculum

Structure of Unit

Section 1: Towards a Definition
Section 2: Basic Concepts and Criteria of Curriculum Development
Section 3: Types & Patterns in Curriculum Development
Section 4: Philosophies of Education & Curriculum
Section 5: Importance of Curriculum Development

Learning Outcomes and Indicators

Learning Outcomes

Demonstrate understanding and knowledge of the concept of curriculum.

Learning Indicators

Explain the concept of curriculum.
Discuss various definitions of curriculum.
Mention types and patterns in curriculum development.
Describe philosophies of education and their relation to curriculum.
State the importance of curriculum development.

Section 1: Towards a Definition

Definition of Curriculum

The term curriculum originates from a Latin word meaning “racecourse” or “running course,” which implies a structured pathway to follow in education.
Narrow Definition: A listing of subjects to be taught within educational institutions.
Broad Definition: Encompasses the total learning experience in schools and the wider society, acknowledging the complexity of defining it in educational contexts.

Historical Definitions

Franklin Bobbitt (1918): "Curriculum is that series of things which children and youth must do and experience by way of developing abilities to do the things well that make up the affairs of adult life."
Krug (1957): "Curriculum consists of all the means of instruction used by the school to provide opportunities for student learning experiences leading to desired learning outcomes."
Taba (1962): "A way of preparing young people to participate as productive members of our culture."
Gagne (1967): "Series of content units".
Musgrave (1968): "Curriculum as the contrived activity and experience - organized, focused, systematic - that life, unaided, would not provide."
Stenhouse (1975): "An attempt to communicate the essential principles and features of an educational proposal in such a form that it is often open to critical scrutiny and capable of effective translation into practice."
Bantock (1980): "The aggregate of courses of study provided in an educational institution."
Tamakloe (1992): "A selection of socially valued knowledge, skills and attitudes which an educand is made to acquire through various forms of planning."
Quinn (1994): Defines curriculum as a plan or design for education and training that addresses several questions, including:
- Who is to be taught?
- What is to be taught?
- Why is it to be taught?
- How is it going to be taught?
- Where is it to be taught?
- When is it to be taught?
Stotsky (2012): "A plan of action that is aimed at achieving desired goals and objectives. It is a set of learning activities meant to make the learner attain goals as prescribed by the educational system."
Wyse et al. (2016): "Planned human activity intended to achieve learning in formal educational settings."
Ahrens, Bassus, & Zaščerinska (2023): "Prescriptive content that illustrates what will be taught in a given educational programme (input or subject matter), who will teach, who will be taught, with what tools and in what context with what effect (output/outcomes), and how that will be assessed."

Characteristics of a Modern Curriculum

A comprehensive, standards-based, and structured plan that guides the educational experience.
Defines what students learn (content), how they learn it (methods), the resources used (materials), and how success is measured (assessment).
Supports planned academic and co-curricular activities focused on knowledge, skills, and competencies.
Emphasizes student-centered learning and skill development.

Standards-Based Design

Components: Incorporates goals (outcomes), instructional methods (strategies), and materials (tools, assessments).
Dynamic Nature: Guides educators and adapts to societal needs.
Broad Scope: Encompasses all planned learning experiences, including formal subjects and the hidden curriculum (e.g., values, social skills).

Syllabus

A document that outlines essential information about a college course, including topics of study and due dates for assignments.
Serves as an overview or summary of the curriculum.

Difference Between Curriculum and Syllabus

Syllabus: A summary of the topics covered within a specific subject, varies among teachers.
Curriculum: Overall content taught within an educational system or course, remains consistent across educators.

Section 2: Basic Concept and Criteria of Curriculum Development

Overview of Curriculum Development

Curriculum development is the ongoing process of designing educational programs or courses.
Aims to create a structured, effective plan for teaching and learning aligned with learner needs, preparing them for future education and life.

Key Concepts in Curriculum Development

Relevance: Curriculum must meet learners' and society's needs, providing necessary knowledge and skills for success.
Coherence: Well-organized curriculum with clear learning goals that build upon each other for cohesive learning experiences.
Diversity and Inclusivity: Tailored to meet the needs of learners from varied backgrounds, promoting inclusivity across demographics.
Flexibility: Adaptable to changing learner needs and the educational landscape.
Assessment: Incorporates strategies to evaluate learning outcomes and provide feedback.
Continuous Improvement: Involves ongoing evaluation and enhancement based on stakeholder feedback.
Alignment with Standards: Curriculum should align with national/international educational standards for learner preparedness.

Section 3: Types & Patterns in Curriculum Development

Types of Curriculum

Overt/Written Curriculum: Formal aspects encompassing lesson plans, textbooks, and syllabus.
Hidden Curriculum: Unstated aspects of the educational experience that affect learning, such as cultural and ethical influences.
Null Curriculum: Any material excluded from formal education creates gaps in learners' experiences. Examples include omitted topics like gender education or financial literacy.
Supported Curriculum: Aids in implementing the written curriculum, including instructional materials and educational visits.
Taught Curriculum: Constitutes activities carried out by teachers in the classroom. Examples include lectures and group work.
Assessed Curriculum: Reflects student evaluations through formative and summative assessments.
Learned Curriculum: Knowledge and attitudes retained by students at the conclusion of a course.
Societal Curriculum: Informal education from family, peers, and community influences.

Section 4: Philosophies of Education & Curriculum

Role and Importance of Educational Philosophy

Represents the values, knowledge, and beliefs that underpin educational choices.
Serves as a guide for curriculum development, influencing both content and delivery.

Major Curricular Philosophical Views

Conservative View

Philosophies: Perennialism and Essentialism
Education Focus: Cultivation of learners' intellect with lasting truths over individual needs.
Purpose: Transmit essential knowledge for productive adulthood; maintain stability against rapid change.
Curriculum: Rooted in essential subjects; knowledge dictated by authority figures for uniformity among learners.
Learner's Role: Passive recipients of knowledge.
Teacher's Role: Experts transmitting knowledge.

Progressive View

Philosophy: Pragmatism/Experimentalism
Education Focus: Learner experiences and interests determining content.
Purpose: Connect prior experiences to schooling, developing capacities and civic roles.
Curriculum: Based on life experience; dynamic and context-sensitive.
Learner's Role: Active seekers of meaning.
Teacher's Role: Mediators facilitating exploration and understanding.

Radical View

Philosophy: Reconstructionism and critical curriculum theory
Education Focus: Vehicle for fundamental social change across multiple domains.
Purpose: Equip students with problem-solving skills for social transformation.
Curriculum: Interrogation of societal issues preferred over traditional disciplines.
Teacher's Role: Facilitate critical thinking and tools for change in students.

Section 5: Importance of Curriculum Development

Key Importance

Defines Educational Goals and Objectives: Provides clear direction for student learning.
Aligns with Educational Philosophy: Ensures curriculum reflects underlying beliefs about education.
Addresses Diverse Learning Needs: Meets various student requirements for inclusivity.
Promotes Relevance and Currency: Keeps content updated and applicable to real-world contexts.
Encourages Critical Thinking and Problem-Solving: Develops analytical skills necessary for modern challenges.
Facilitates Continuous Improvement: Supports ongoing evaluation for effectiveness and relevance.
Prepares Students for the Future: Ensures graduates are ready for subsequent education and employment.
Guides Instructional Design: Influences teaching methods based on curricular objectives.
Supports Professional Development: Assists educators in enhancing their teaching practices.
Enhances Student Engagement: Creates a stimulating learning environment that motivates student participation.
Addresses Equity and Inclusion: Ensures equal access to quality education for all learners.
Meets Accreditation and Standards: Ensures compliance with educational benchmarks and regulations.