Process of curriculum development

Process of curriculum development

1. Assessment of educational needs

   • Needs assessment is a crucial step in curriculum development, addressing the diverse backgrounds of students. It involves field studies for "felt needs" through surveys and the analysis of existing data for "observed needs." By considering the education system's potential and limitations, priority areas, termed "real needs," can be identified to frame an effective curriculum aligned with the target group's educational requirements.

2. Formulation of objectives

   • In developing the curriculum, the transformation of identified needs into clear aims and objectives is crucial. Considerations for formulating effective objectives include:
     • Worth
       • Objectives should hold value for students.
     • Wording
       • Objectives should be clearly to facilitate easy understanding by students.
     • Appropriateness
       • All objectives must be derived from the interests of the students.
     • Logical Grouping
       • Proper organization of objectives, based on common ideas or domains (cognitive, affective, and psychomotor).
     • Revision
       • Given the fast pace of change in students' need
     • Matching
       • Objectives should align with the broad goals of education.

3. Selection and organisation of content

   • Selection
     • Content selection criteria in curriculum planning involve macro and micro. At the macro level, alignment with societal philosophy is key, while at the micro level, criteria should meet specific student needs.
   • Organization
     • Organizing curriculum content is vital for effective learning. It addresses the sequencing, continuity and integration. Organizing content should maintain the logic of subject matter and a psychological sequence for better comprehension.

4. Selection and organisation of learning experiencw

   • Learning experiences refer to activities shaping a learner's understanding through teaching methods like lectures, discussions, projects, and activities such as experiments, field trips, and assignments. Content and experiences are interconnected within the curriculum, with the educational environment aiming to address social needs, foster awareness, and stimulate purposeful student activity.

5. Evaluation

   • The evaluation of any purposeful activity should have certain characteristics such as Consistency with the objectives of the curriculum like Sufficient diagnostic value, Comprehensiveness, Validity and Continuity
   • The aim of evaluation is to produce empirical evidence about the nature, direction and extent of behavioural changes which arise from educational endeavours. This evidence can then be used as a guide to modify any phase of the curriculum process.