Fundaments of Curriculum

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Fundamentals of

curriculum development



Curriculum development is a process of

designing and planning the content of

teaching and learning process and materials

that should be learned by students and

prepared by teacher, and how to learn them.

It is an intended process to produce a

curriculum which will guide the process of teaching and learning



Curriculum development process

It is never ending process:

orietation

development

implementation

evaluation



orientation

The educational goal, shows the direction to

where is school going to direct students

Perception about learners Perception about learning process

Perception about environment

Concept about teacher

Learning assessment and evaluation



What should be considered in


Range of activity

Institutional purposes



Range of activity

1. Planning of curriculum polecy

± Is the responsibility of the aothority/ principles

±

includes what should be taught ± It function is as guidance

± Based on in depth thinking approach and study

2. Planning of study program, which involves:

± Considering the objectives, sequence and the

depth of materials of each subject



3. Planning of teaching and learning activity,

which then distributed into years andsemester, and into each meeting.

4. Developing learning materials and learningresources

Therefore, curriculum development activityincludes developing curriculum as teaching

and learning guidance as well as developinginstructional guidance (for implementing thecurriculum)



Instructional purposes

Curriculum development should be in line with thevision and mission of the school, as curriculum isdeveloped in order to reach the schools goal

Zais (1976) explained that curriculum developmentshould be based on some philosophical assumptionsthat is a value system or national way of life. Based onthat value system, epistemology the nature of knowledge, socio-cultural, perception about learners

(individual), and learning theories were developed.



Model kurikulum Zais



Lawtons (1978) theory of curriculum

development

Curriculum development activity is based on 3

resources:

1. Studies of nature and value of knowledge asa philosophical aspect

2. Studies of life as socio-cultural aspect

3. Studies of learners and learning theories aspsychological aspect



Lawtons concept of curriculum development



Principles of


1. Relevance

± Internal relevance: its components should be

relevance; objectives, content, materials, learningactivity, method of teaching, and assessment shoudbe relevance

± External relevance: there should be a relevancyamong components of curriculum with society needand demand. It should be relevance withenvironment, with condition, and with workingdemands



2. Flexibility

curriculum should be able to apply in any circumstances3. Continuity

tere should be correlation among materials in each level aswell as corelation among levels. The concept of sequencingshould be considered

4. Efectivity ± efectifity for teachers in implementing the curriculum

± Efectivity for students in conducting the learning processes

5. Efficiency

it compares the human resources needed, times, costeffectiveness with the result of learning. Curriculum isconsidered as efficient if it requires minimal cost andresources but produces maximal quality of results



Fundaments of


1. Philosophy

philosophy is one of fundament of curriculumdevelopment. It answers questions such as:where are we going to direct our students, whatkind of society that we will produce through thiseducation, what are some principles aspectsthat should be learned by students, what kinds

of norms and social values that would beinheritanced to students, how should thelearning processes be conducted? Etc.



The function of philosophy in curriculum

development:1. As a value system of philosophy of life, it

directs in designing the goal of education

2. it directs in designing the content andmaterials of education

3. It directs in considering the appropriatestrategy to reach the goal

4. It directs to the consideration of choosingappropriate method for measuringachievement of learning.



Philosophy and educational goal

Hummel (1977) suggest that at least there are threeeducational goals:

1. autonomy: gives individuals and groups the maximumawareness, knowledge and ability so that they can

manage their personal and collective life to the greatestpossible extent

2. Equity: eable all citizens to participate in cultural andeconomic life by coffering them an equal basic education

3. Survival: permit every nation to transmit and enrich its

cultural herritage over the generation, but also guideeducation towards mutual understanding and towardswhat has become a worldwide realizations of commondestiny



Philosophy as thinking process

Phylosophical thinking is radical, systematic and

universal.

Radical: deep thinkingSystematic: logic, step by step and responsible

for every step

Universal: global



Four traditions of philosophy

Idealism: thruth is from God. It thinks that knowledge wasfrom God which was discovered by scientist

Realism: people find and learn reality as universal law.Knowledge can be acquired through fact and reality tat can

be sensed. Pragmatism: the fact is in social relationship among people.

Knowledge can be acquired through social observation andsocial context is important for community life.

Existensialim: every individual has weaknesses, however

they can improve in accordance with norms and believeswhich he appointed by himself. Every individual hasfreedom to choose.



Psychological foundation

Understanding of childrens psychology is

important for curriculum developer/ designer

What should be considered are:

± Developmental psychology of children

± Learning psychology

Behaviorism

Cognitivism

constructivism



Sociological and technological foundation

of curriculum development

Social power can influence curriculum ± Comunity is not static. The changes does not only

occur in the value system, but also on the pattern of life, social structure, societys demand and need.

Technological progress as a consideration of curriculumdevelopment

± The development of information and communicationtechnology leads to dilution and cultural friction whichinfluences the existance of society.

± The emerges of problems due to technologicaldevelopment leads to educational tasks become morecomplex.



Things that should be anticipated

1. Lifestyle changes

± Work pattern. In agrarian society people tend to

be regular, meanwhile in industrial society people

tend to be irregular and use long time for working.

This facts provides consequences for the

strategies to be adopted by educational

institution. Curriculum should be design to

establish productive human being who not only

works but also love his job.



2. Social and political change

related to the changes in political life, some thingsthat should be considered by curriculum planners are:

Considering the needs of society as defined in the law

Analyze the culture of community around the school

Analyze the strength of and potentials of the region

Analyze requirements and demands of works

Interpret the needs of individuals within theframework of public interest.

Fundaments of Curriculum

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