OVERVIEW OF THE

CURRICULUM
DEVELOPMENT
PROCESS
CAVANES, ROSELLE A.
REMPERAS, CAREL JOY G.
 SESSION OBJECTIVES
At the end of session, the participants are expected to:

1. define curriculum and Overview of the Curriculum

Development Process;
2. discuss the Phases and Step in Curriculum
Planning;
3. to determine how importance of curriculum
implementation;
4. give suggestion or evaluation of the curriculum
process in the Philippines.
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OVERVIEW OF THE
CURRICULUM
DEVELOPMENT
PROCESS
CAVANES, ROSELLE A.
REMPERAS, CAREL JOY G.
✔ The curriculum development process
systematically organizes what will be taught,
who will be taught, and how it will be taught.
Each component affects and interacts with other
components.

✔ Methods of how content is taught are affected by

who is being taught, their characteristics, and the
setting.
 Essential Considerations for Curriculum
Development:
1. issue/problem/need is identified (issue what),

2. characteristics and needs of learners (target audience/

who),

3. changes intended for learners (intended

outcomes/objectives ® what the learners will be able to
do),
4. the important and relevant content ®(what),

5. methods to accomplish intended outcomes

®(how),

6. evaluation strategies for methods, content, and

intended outcomes ®(What works?).
 PHASES AND STEPS IN CURRICULUM
DEVELOPMENT

I- PLANNING

STEP 1 - Identify Issue

STEP 2 - Form Curriculum Development Team

STEP 3 - Conduct Needs Development

Assessment & Analysis
 Identify Issue
The need for curriculum development usually
emerges from a concern about a
major issue or problem of one or more target
audience. This section explores some of the
questions that need to be addressed to define
the issue and to develop a statement that will
guide the selection of the members of a
curriculum development team. 
 Form Curriculum Development Team

Topics covered in this section include:

(1) the roles and functions of team members,
(2) a process for selecting members of the
curriculum development team, and (3) principles
of collaboration and teamwork. The goal is to
obtain expertise for the areas included in the
scope of the curriculum content among the team
members and develop an effective team.
 Conduct Needs Development
Assessment & Analysis

 The first is procedures for conducting a needs

assessment. A number of techniques are aimed toward
learning what is needed and by whom relative to the
identified issue. 

Analysis, The second part of this needs assessment

step, describes techniques on how to use the data and
the results of the information gathered
 PHASES AND STEPS IN CURRICULUM
DEVELOPMENT

II- CONTENT AND METHODS

Step 4 - State Intended Outcomes

Step 5 - Select Content

Step 6 - Design Experiential Methods

State Intended Outcomes
Once the issue is defined, the curriculum team is formed, the
needs assessed, analyzed and prioritized, the next step is to
refine and restate the issue, if needed, and develop the intended
outcomes or educational objectives. 

This section includes: (1) a definition of intended outcomes, (2)

the components of intended outcomes (condition, performance,
and standards), (3) examples of intended outcomes, and (4) an
overview of learning behaviors. A more complete explanation of
the types and levels of learning behaviors is included in
the Addendum as well as intended outcome examples from
FAO population education materials.
Select Content
The next challenge in the curriculum development
process is selecting content that will make a real
difference in the lives of the learner and ultimately
society as a whole.
At this point, the primary questions are: "If the
intended outcome is to be attained, what will the
learner need to know? What knowledge, skills,
attitudes, and behaviors will need to be acquired
and practiced?"
The scope (breadth of knowledge, skills,
attitudes, and behaviours) and
the sequence (order) of the content are also
discussed. Intended outcomes of population
education with content topics is provided
in the Addendum section as an example
and application of how intended outcomes
are linked with content.
Design Experiential Methods

After the content is selected, the next step is

to design activities (learning experiences) to
help the learner achieve appropriate
intended outcomes. An experiential learning
model and it's components (i.e., experience,
share, process, generalize, and apply) are
discussed in this section.
Additional topics include:

1. learning styles and activities appropriate for

each style;
2. a list of types of activities (with descriptions);
3. an activity design worksheet for facilitators;
and
4. brief discussions on learning environments
and delivery modes.
 PHASES AND STEPS IN CURRICULUM
DEVELOPMENT

III - IMPLEMENTATION
Step 7 - Produce Curriculum Product

Step 8 - Test and Revise Curriculum

Step 9 - Recruit and Train Facilitators

Step 10 - Implement Curriculum

Produce Curriculum Product

Once the content and experiential methods

have been agreed upon, the actual production
of curriculum materials begins. This section
includes: 1) suggestions for finding and
evaluating existing materials; 2) evaluation
criteria; and 3) suggestions for producing
curriculum materials.
Test and Revise Curriculum

This step includes suggestions to

select test sites and conduct a
formative evaluation of curriculum
materials during the production
phase.
Recruit and Train Facilitators

It is a waste of resources to develop

curriculum materials if adequate training
is not provided for facilitators to
implement it. Suggestions for recruiting
appropriate facilitators are provided with
a sample three-day training program.
Implement Curriculum

Effective implementation of newly

developed curriculum products is
unlikely to occur without planning.
Strategies to promote and use the
curriculum are discussed in this
step.
 PHASES AND STEPS IN CURRICULUM
DEVELOPMENT

PHASE IV: EVALUATION AND REPORTING

Step 11 - Design Evaluation Strategies

Step 12 - Reporting and Securing Resources

 Design Evaluation Strategies
Two types of evaluation, formative and summative, are
used during curriculum development. Formative
evaluations are used during the needs assessment,
product development, and testing steps. Summative
evaluations are undertaken to measure and report on the
outcomes of the curriculum. This step reviews evaluation
strategies and suggests simple procedures to produce
valid and reliable information. A series of questions are
posed to guide the summative evaluation process and a
sample evaluation format is suggested.
 Reporting and Securing Resources

The final element in an evaluation strategy is

"delivering the pay off (i.e., getting the results into
the hands of people who can use them). In this
step, suggestions for what and how to report to
key shareholders, especially funding and policy
decision makers, are provided and a brief
discussion on how to secure resources for
additional programming.
Application
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1. How can we involve the teacher/ facilitator in
curriculum planning process?

2. In what ways do the implement curriculum

interact with the existing instructional practices2.

3. It is necessary for us to follow the phases and

steps in curriculum development? Why
 References:

https://www.fao.org/3/ah650e/AH650E00.htm#To
pOfPage

https://www.fao.org/3/ah650e/AH650E02.htm

https://www.fao.org/3/ah650e/AH650E03.htm