1. CURRICULUM DEVELOPMENT

2. Concepts, Nature and Purposes of Curriculum
The concept of curriculum is as dynamic as the
changes that occur in society.
In its narrowest sense, curriculum is viewed
merely as a listing of subjects to be taught in
school.
In a broader sense, it refers to the total
learning experiences of individuals not only in
school but in society as well.

3. Different Points of View of Curriculum
The different definitions of curriculum are
influenced by modes of thoughts, pedagogies,
political as well as cultural experiences.

4. 1. Traditional Points of View of Curriculum
 “Curriculum is that body of subjects or
subject matter prepared by the teachers for
the students to learn”. It was synonymous to
the “course of study” and “syllabus”

6.  “permanent studies” where the rules of
grammar, reading, rhetoric and logic and
mathematics for basic education are
emphasized (Robert M. Hutchins). Basic education
should emphasize the 3 Rs and college
education should be grounded on liberal
education.

7.  the mission of the school should be intellectual
training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar,
literature and writing. It should also include
mathematics, science, history and foreign
language (Arthur Bestor, an essentialist).
 discipline is the sole source of curriculum (Joseph
Schwab). Thus in our education system, curriculum
is divided into chunks of knowledge (English,
Math, Science etc.). In college discipline may
include humanities, sciences, languages and
many more.

8.  curriculum should consist entirely of knowledge
which comes from various disciplines.
Most of the traditional ideas view curriculum as
written documents or a plan of action in
accomplishing goals.

9. 2. Progressive Points of View of Curriculum
 a listing of school subjects can only be called a
curriculum if the written materials are actualized
by the learner
 broadly speaking, curriculum is defined as the
total learning experiences of the individual (This
definition is anchored on Dewey’s definition of
experience and education. He believed that
reflective thinking is a means that unifies
curricular elements. Though this is not derived
from action but tested by application).

10.  all experiences children have under the guidance
of teachers (Caswell and Campbell)
 a sequence of potential experiences set up in the
schools for the purpose of disciplining children and
youth in group ways of thinking and acting (Smith,
Stanley and Shores),
 all the experiences in the classroom which are
planned and enacted by the teacher and also
learned by the students

11.  the learning experiences and intended
outcomes formulated through systematic
reconstruction of knowledge and experiences,
under the auspices of the school for the learner’s
continuous and willful growth in persona-social
competence; the cumulative tradition of organized
knowledge (Tanner D. & Tanner, L.)

12. Other definitions
 a plan for learning (Taba, H.); a course of study on a
specific topic; includes all the learning
experiences of the students as planned and
directed by the school to attain its educational
goals (Tyler) or for which the school assumes
responsibilities (Popham and Baker)

13.  that what is taught in schools; set of subjects,
materials and performance objectives;
everything that goes on within the school,
including extra-class activities, guidance and
interpersonal relationships in the school (Oliva)

14.  a structured set of learning outcomes that come
in the form of knowledge, skills and values;
affected by important factors of program of
philosophy, goals, objectives and evaluation