• Philosophy- the clarification of beliefs about the purpose,

goals, and objectives of instruction.- Is the essential tapestry for all curriculum

development efforts.

Sample Statements of Purpose for National Education System

Australia• Fulfilling lives and active citizenship.• Joining the workforce• Overcoming disadvantage and achieving fairness

in society.

• Philosophy- the clarification of beliefs about the purpose,

goals, and objectives of instruction.- Is the essential tapestry for all curriculum

development efforts.

Sample Statements of Purpose for National Education System

Australia• Fulfilling lives and active citizenship.• Joining the workforce• Overcoming disadvantage and achieving fairness

in society.

China* develop good moral character* development love of motherland* literacy and intellect* healthy bodies* interest in aesthetics

The generic philosophy from which these are drawn is that the school exists to meet the needs and interest of students.

Goals – are also the basic building blocks of educational planning.

Classifying Goals and ObjectivesEducational Goals inherently reflect the

philosophical preferences of the writer of the goals.

Objectives too, have a philosophical underpinning and from the fabric of instructional development at the school and classroom level.

Goals for Educational Planning

Level I – goals are broad and philosophical in nature.

Level II – goals are more specific than and are often used to define or give from to such aspirations.

Level III – are specific to the classroom level and are stated in terms of behavioral outcomes.

Behavioral Objectives- are statements describing what

Learners are doing when they are

Learning.

- Teachers need to describe the

desired behaviors well enough to

Preclude misinterpretation.

An acceptable objective lets

Students know what is expected

of them. It also enables teachers

To measure the effectiveness of

their own work.

Using Objectives to Order LearningAnyone familiar with program development in

schools knows that there is regularly a discrepancy between the intentions of curriculum and what the teacher actually delivers to students.

A wonderful tool for ordering the curriculum are the three taxonomies of learning.

a. Cognitiveb. Affectivec. Psychomotor

When Planning, the curriculum worker should

ask, “ What is specifically intended for

learner?

Then write an appropriate objective to

guide the teacher in the classroom.

ASSESSING NEEDS: FOCUSING FOR RESULTS

Once the basic framework of the curriculum plan is in place, a substantial amount of focusing is necessary to increase efficiency and meet intentions.

The major intent of the process is to determine if the real intentions are being met through the existing instructional form.

The first steps of a needs assessment are to decide what data are needed for decision making and to develop strategy for data gathering.

The Basic Needs Assessment Framework

1.General Information2. General population Characteristics3. School Population4. Programs and course offerings

district5. Professional Staff6. Instructional Patterns Strategies7. Student data8. Facilities9. Summary of Data

Aligning the Curriculum: The Curriculum Map

Once the scope of the curriculum has been determined by an operational philosophy, complete with goals and carefully selected objectives for learning, the curriculum must be sequenced or aligned.

There are two major benefits in this mapping process, which connects

goals and objectives to programs.

First, by viewing the intentions for students in totality, school planners can often identify redundancy in both the scope and sequence of the general curriculum.

Role of Curriculum Leader / Worker

Curriculum worker - applies to most

educator – teachers, central office

administrators or principals.

Curriculum Leader – refers to anyone in school

district who is primarily responsible for one or

more of the following; planning, coordinating,

or managing curriculum activity.

The success of a curriculum leader

depends on good human relations, the

following competencies have been

identified that will help curriculum leader

coordinate the activities of an educational

staff related to curriculum planning and

development.

IMPLICATION

The basic task of curriculum have been clearly defined,

using if – then logic, curriculum development identifies

purpose, sets goals and objectives, aligns curriculum content,

focuses on critical needs of learners, and delivers a program.

The curriculum mapping process and a needs

assessments can further adjust the curriculum to the specific

target of the design.

Behind this, there is curriculum worker who are

working for the success in the implementation of the said

curriculum.

THANK YOU for listening……..