Curriculum development is an important part of the education process, ensuring that

classes at all levels, from early childhood to post-secondary, are best designed to help
students be successful in learning the material and gaining the skills needed to continue
to advance. With the right background in developing courses and materials,
professionals in the field have opportunities to create everything from textbooks to tests
to lectures.

Before I discuss the definition of curriculum development, let me describe to you first the
importance of curriculum. A curriculum is considered the “heart” of any learning
institution which means that schools or universities cannot exist without a curriculum.
With its importance in formal education, the curriculum has become a dynamic process
due to the changes that occur in our society. Therefore, in its broadest sense, curriculum
refers to the “total learning experiences of individuals not only in school but society as
well” (Bilbao et al., 2008).

Definition of Curriculum Development

Curriculum development is defined as planned, a purposeful, progressive, and
systematic process 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 to address the society’s needs.
To illustrate this contention, let’s trace back history.

During the ancient times, people taught their children knowledge and skills to survive by
catching fish or hunting animals for food. They had no formal education during that time,
but their children learned and acquired the knowledge and skills for survival. So, during
that time, they already had a curriculum that other educators call as, the saber-
tooth curriculum. This type of curriculum refers to a kind of curriculum that existed during
the ancient times in which the purpose of teaching was for survival.
However, when the effects of discoveries and inventions became inevitable, ancient
people’s way of life had changed for the better. As a result, education became formal,
and curriculum development evolved as systematic, planned, purposeful and
progressive, even today.

Importance of Curriculum Development

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 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 of 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 the country as well.
For instance, in the Philippines, if President Aquino would like the country to become the
Asia-Pacific’s tourism hub, then the school curriculum must be developed along that line.
Curricular programs for higher education can be crafted in such a way that it will boost
the tourism industry. For example, different models may arise such as edu-tourism, eco-
tourism, cultural tourism, medo-tourism, biz-tourism, techno-tourism, agri-tourism, archi-
tourism, among others.

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. A 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 to develop it, curriculum experts or specialists should work
hand in hand with lawmakers such as senators and congressmen, the local government
officials, governors, mayors, among others. Likewise, business communities and
industries, and other economically oriented players in society may be engaged in setting
and implementing rules and policies for educational reforms.

Hence, curriculum development matters a lot in setting the direction of change in an

organization, not only at the micro but also at macro levels. As long as the goals and
objectives of curriculum development are clear in the planner’s mind, cutting-edge
achievements in various concerns can be realized.

Curriculum matters mainly because of its potential impacts on students. The

fundamental purpose of curriculum development is to ensure that students receive
integrated, coherent learning experiences that contribute towards their personal,
academic and professional learning and development.
The design and development of curriculum for courses, topics, and major and minor
sequences of topics, should focus on how the educational experience contributes to
students' development of the Flinders Graduate Qualities. These qualities provide a key
reference point for the Curriculum Development process. They must be related to the
conceptual frameworks, language and practices of the student's field of study through
quality learning experiences.
Curriculum Development vodcast by Don Houston
Key elements and relationships in curriculum
Staff and students are at the heart of curriculum. The relationships between them are
shaped by the answers to key questions about
 Educational aims (of courses, sequences and topics)
 Intended learning outcomes (for students)
 assessment,
 content,
 learning interactions and
  the connections between these elements.
Intended learning outcomes frame and shape the detail and alignment of assessment,
learning interactions and content (Biggs, 1999).
Intended learning outcomes describe the characteristics that a student should be able
show on successful completion of a course or topic. Assessment gauges the extent of
students' achievement of the intended outcomes, learning interactions and content
should help to build towards students' achievement of those outcomes.

A systemic approach to curriculum development ideally should begin by scoping the

broad design boundaries and parameters then working through to the specific detail
within the particular agreed boundaries and parameters. It builds a series of
interconnected plans:
 the statement of aims and intended learning outcomes;
 a statement of content, assessment, learning interactions to achieve the ends;
 resource plan detailing people, materials, time, facilities, texts, references,
readings, etc. needed;
 an implementation plan - assigns responsibility for who should do what, when
and where
 a plan for monitoring and evaluating the success of delivery and making
adjustments to improve achievements.
Such interactive ‘ends-means' planning can help to ensure holistic, coherent design.

Key elements and relationships in curriculum

Key elements within the curriculum and the relationships between them are shown in
diagram 1 below.
Staff and students are at the heart of curriculum. The relationships between them are
shaped by the answers to key questions about
 assessment,
 content,
 learning interactions and
 the connections between those elements.
In the diagram the top question in each pair is a design question for staff. The lower set
of questions is commonly asked by students to shape their approach to learning.
Curriculum design should help ensure alignment between the answers staff build into
their design and those that students find through their experience of the curriculum.
 Key elements and relationships in the curriculum
These elements and relationships of course are all context bound. In current systemic
approaches to curriculum design, a major element of the educational context is the
intended learning outcomes for students of a topic or course.
Intended learning outcomes frame and influence the detail and alignment of
assessment, learning interactions and content (Biggs, 1999). Intended learning
outcomes describe the characteristics that a student should be able show on successful
completion of a course or topic. Assessment gauges the extent of students'
achievement of the intended outcomes, learning interactions and content should help to
build towards students' achievement of those outcomes.

Alignment in the curriculum: outcomes influence internal elements – elements align

towards students achieving outcomes
Intended learning outcomes are formed under the influences of:
 university policy and regulations,
 the interests of the particular academic discipline,
 our understanding of the characteristics of students entering the course of topics,
  the expectations of society, professions and potential employers, and
educational theory and good practices.

A Curriculum Development Process

The Curriculum Development (CD) process encompasses the design and development
of integrated plans for learning, the design of implementation of the plans, and of the
evaluation of the plans, their implementation and the outcomes of the learning
experience.
Curriculum design is a process of critical questioning to frame learning and teaching.
The main purpose of the process is to translate broad statements of intent into specific
plans and actions. The intention is to ensure, as far as possible, alignment between the
three states of curriculum: the planned curriculum, the delivered curriculum and the
experienced curriculum [from the students' point of view].

The three states of the curriculum (see Prideaux, 2003)

The curriculum design process at course level sets the context for topic design and topic
design sets the context for each learning experience. Topics need to be designed to
come together in structured combinations to form coherent major and minor sequences
and courses. Parts of the process especially at the course and topic levels overlap and
ideally should occur interactively with course design informing and influencing topic
design and topic design informing and influencing course design.
 Interactions of levels of curriculum development
The fundamental purpose of curriculum development is to ensure that students receive
integrated, coherent learning experiences that contribute towards their personal,
academic and professional learning and development.

The phases are: Topic level CD: Course level CD:

Scoping and positioning:
identification of and established need for and established need for and
consultation with interested context of the topic context of the course
parties establishment of topic aim statement of course
establishment of learning philosophy
ethos and intent More Information

Definition:
development of the Topic description; Course rules;
broad/high level description topic objectives(?) graduate profile;
requirements to meet
More Information external accreditation
requirements
Detailed design:
intended learning outcomes Detailed topic information: Course information
learning outcomes Course aims and learning
outcomes
educational means plan
(assessment, content and assessment (SAM) Program of study,
learning interactions) content sequence of topics,
learning and teaching specializations, majors
mode(s) and methods
Strategies for development
logistics/delivery resources and assessment of
and implementation plans timetable, study plan,
textbooks, support Graduate Qualities
resources, FLO pages Broad consideration of
 delivery mode, work
integrated learning, etc.
Topic evaluation plan
control/evaluation plan Particular issues in design
of first year curriculum
Course review plan

Planning review and Confirmation of: Confirmation of:

confirmation resource availability resource availability
teaching capability teaching capability
internal / external approval
Implementation effective topic delivery effective course delivery
Ongoing review
formative input toward refined/improved topic refined/ improved course
continuous improvement

CD is in essence a subjective process of asking questions and making choices.

Educational design is not a 'hard' science. Subjective decisions need to be made on the
philosophy, ethos and orientation of a course or topic and what content to include and to
exclude; about what textbook to use; about what references to recommend; about what
student capabilities to develop. Subjective decisions are made about delivery strategies,
the importance of different types of learning, and the level of support given to students
as they pursue learning, and assessment. Following this guide will assist in ensuring at
least "informed subjectivity" considering the full scope of curriculum issues.
Learning and teaching are purposeful activities. Key questions to help us thing about our
educational intentions for a topic are:
 where does the topic fit in the course context?
 why is the topic needed?
 what do our students need?
 what should the topic do? What is its educational aim?
An aim statement is a starting point - a declaration of educational intent and
direction for the topic.
It is good educational practice, to clearly communicate to students what a topic is
intended to do. When formulating statements of aims, words really matter. The
statement should encapsulate the essential characteristics of what the topic intends to
do.

Developing the topic description

The purposes and essential educational characteristics of a topic are described in the
topic description. This topic description (included on the University's website and course
information book) is usually the first information about a topic that prospective students
encounter. It creates the first impression that can strongly influence enrolment decisions.
The key question is:
what (say 3 to 5) elements of the topic are critical to the achievement of the topic aim?
This phase results in a precise, detailed statement of specific characteristics of the
scope of the topic.

Detailed topic design

Detailed design must occur within the general structural and administrative parameters
of what constitutes a topic. The detailed design should be communicated to students in
the topic booklet and Statement of Assessment Methods (SAM).
The key aspects and questions that need to be considered in the detailed design are:
The students
Students are at the heart of the learning experience. Different student cohorts are likely
to bring different previous experiences to a learning environment. The nature of the
student cohort can have a significant effect on what can be realistically achieved in a
topic of a specified size (e.g. 4.5 points; 9 points). Detailed design needs to consider
matters of educational background, cultural diversity and inclusive teaching.
Questions that need to be asked about the potential student cohort are:
what background and knowledge are they likely to bring to the topic in relation to:
 academic skills, practices and conventions?
 the knowledge and culture of the discipline/field of study ?
 cultural and contextual behaviours and knowledge ?
what pre-existing knowledge/skills are required for a student to have a reasonable
chance of success in achieving the intended learning outcomes of the topic?
The expected entry competencies need to be made clear to prospective students, and if
necessary mechanisms put in place to help build those competencies.
Intended Learning Outcomes
Learning outcomes are statements of the attributes and capabilities that a student
should be able to display on successful completion of the topic. They provide the basis
for determining student progress and designing assessment strategies and methods.
They also provide signposts towards appropriate content and learning interactions to
help students achieve those outcomes.
Questions that need to be asked about intended learning outcomes are:
 What are the intended outcomes of the learning experience for students in the
domains of:
o Discipline knowledge and application of knowledge?
o Action and process competencies - including generic skills?
o Development of the student as learner?
 What is the appropriate balance across the intended outcomes?
 How will these outcomes contribute to the development of the Flinders Graduate
Qualities?
In developing and recording intended learning outcomes, words really matter. In
particular, verbs really matter.
Learning outcomes are statements of the capabilities that a student should be
able to display on successful completion of the topic
Assessment
"Assessment affects peoples lives" (Boud and Falchikov, 2007, 1). Assessment is the
critical link between learning outcomes, content and learning and teaching activities.
Assessment not only gauges what students have learned, it shapes how many students
approach learning. Design of assessment focuses on developing assessment methods
and activities to enable students to demonstrate their learning in relation to the stated
learning outcomes for the topic.
The key questions are
 how will student learning and progress be measured/determined?
 what methods will be used for assessment?
 what criteria will be used to determine student capabilities?
 Do the assessment tasks match the intended learning outcomes?
Detailed information on design and use of various assessment methods is available on
the assessment web pages.
Selecting Content
Content is more than just knowledge. Content selection needs to give appropriate
balance to subject knowledge, process skills and the development of the student as
learner as well as to detail and context.
The key questions are:
 what knowledge (concepts, ideas, interpretations, applications) must be included
to enable students to achieve the intended learning outcomes?
 what generic process knowledge and skills should the student have been taught
by the end of the topic?
 what context in the discipline do the students need to have by the end of the
topic?
 what is the appropriate balance of content: depth/breadth, knowledge/skills and
processes/values?
 what content should contribute to the development of Graduate Qualities?
 how can international perspectives be incorporated into the topic?
Once content has been selected it needs to be organized in relation to two main
principles: scope and sequence. Time is a major factor in determining the scope of
content and the balance between breadth and depth. Integration is also a factor in
relation to scope: students generally learn more when they are able to connect new
content to prior knowledge and to seek and find real world applications for what they are
learning.
The selection of content is complete NOT when as much as possible has been put in,
but rather when as much as possible has been taken out without compromising the
integrity of the topic as a learning experience towards the intended learning outcomes.
Learning and Teaching Interactions: Approaches, Methods and Materials
Detailed consideration of learning and teaching interactions needs to be framed by the
educational aims and intended learning outcomes for the topic. Teaching needs to
communicate and model the knowledge, practices and values contained in the outcomes
to prompt and support learning.
The main questions that need to be answered are:
 What broad learning approach will best help to achieve the topic aim, e.g.
problem based learning, WIL, group based learning?
 How can teaching most effectively contribute to student learning towards the
intended learning outcomes?
The selection of teaching strategies and specific learning and teaching interactions
needs to take into account:
 appropriateness for the learners and inclusive teaching
 resources to support student learning (e.g. textbooks, FLO)
 other constraints (e.g. time, student cohort, teaching space)
A combination of strategies can promote greater learning for more students. Students
learn more when they are actively engaged in their academic work; become aware of
their own preferred way of learning; seek and find real world applications of what they
are learning; and work regularly and productively with staff and other students.
Other questions are:
 What are the most appropriate and practical learning activities?
 What resources are needed to support student learning?
 How can learning and teaching interactions contribute to the development of
Graduate Qualities?

Educational management refers to the administration of the education system

whereby a collective group combines human and material resources to supervise, plan,
strategise, and implement structures to execute the functions of an educationsystem.
Educational management, also sometimes known as educational administration, is
commonly associated with elementary and secondary schools as well as institutes of
higher learning like colleges and universities. Educational management professionals
can also be found working in governmental agencies, private companies, and not-for-
profit organizations. Those working in educational management might act as policy-
makers, researchers, or consultants to help evaluate and develop ways to enrich and
enhance the educational system at all levels. Most educational management
professionals have earned at least a master's degree and many are licensed teachers or
principals.

Education is a primary vehicle for economic development and societal advancement. ...
These organizations design, manage, regulate, monitor, or evaluate primary and
secondary educational programs and schools and manage the inputs necessary for
improving the quality of educational programs.