Curriculum Development: its Types and Processes // RRB teacher // TGT exams 

✅Curriculum development refers to the process of creating, revising, or updating the set of courses, content, and learning experiences that make up an educational program or course of study. It involves the thoughtful and systematic planning of what students will learn, how they will learn it, and how their learning will be assessed. Curriculum development is a dynamic and ongoing process that takes into account educational goals, objectives, content, teaching methods, and assessment strategies.

✅Curriculum development is the process of planning and organizing the learning experiences for students in a course or program. It includes deciding what students will learn, how they will learn it, and how their learning will be assessed. 

the term curriculum is derived from the Latin word “currere” which means run or run-way or a running course. Thus curriculum means a course to be run for reaching a certain goal.

✔Curriculum development is a specialised area of work which expects a teacher to have a deep understanding of the underlying concept of curriculum and also the skill to systematically design learning experiences to achieve the socially desired goals set by the society we live in. Curriculum development involves various stages/steps to be followed by those engaged in designing and developing curriculum

Major Categories of Curriculum Approach 

There are several approaches through which curriculum can be designed and organised. 'These approaches are generally grouped into the following four categories: 

• Subject-centred approach 
•  Broadfields approach 
•  Social problems approach 
• Learner-centred approach 

The choice of a particular approach to the curriculum design indicates 

•  the bases of decisions about the types of experiences to be included in the educational programme. 
• the role of teachers. students and other agencies in the process of curriculum planning. 
•  the choice of method for determining the selection and organisation of learning experiences provided by the school. the factors influencing the selection of objectives.
• the use of subject matter or content

Subject-centred approach: 

The subjectcentred approach is one of the most widely used methods for organising educational experiences. In this approach the subject matter becomes the basis around which learning experiences are organised and the mastery of subject matter becomes the basis for attainment of educational objectives. In subject-centred curriculum, the chief responsibility of the curriculum planners is to determine the subjects to be offered by the school and the body of knowledge to be covered within each subject. For example, the subjects or the programme of studies may be divided into areas like English, Hindi, Science, Social Studies, Mathematics and so on. Another concern of curriculum planners engaged in this activity is to devise ways of evaluating a student's mastery over the subject matter through formal tests, problem-solving situations, etc. 

 Broadfields approach: 

A modification of the traditional subject-design, the broadfield approach seeks to bring together into a broad organisation of the subject matter, the knowledge and understandings pertinent to a whole area of study. Under broadfields approach efforts are made to integrate the subject matter of closely related disciplines. For example, a course developed in Biology represents an effort to bring together into one instructional unit, the knowledge, concepts and principles from the disciplines of Zoology, Botany, Physiology, Anatomy, Bacteriology and similar closely related fields of study. The broadfields approach, in the strict sense of the term, is a subject approach, but one in which the basis of selecting and organising subject matter is different from that in the traditional subjects. Attempts are made here to correlate and integrate various areas of knowledge. 

 Social problems approach: 

The advocates of this approach believe that the learning experiences should be organised in terms of the major activities of the human being as hdshe lives in his/her culture. This inculcates in the pupil, an awareness of the current social issues and problems and enables himher to effectively resolve social problems. Through social-problems approach, courses may be developed in areas such as environmental problems, racism, population, communications, technology and so on. In this approach to curriculum planning/development, leaning objectives are framed after the social problem or issue has been analysed; the subject matter is drawn from any source pertinent to the problem.

 Learner-centred approach: Learning is what we build into behaviour from experience. We learn best from those situations that help us solve our problem, satisfy our desire, fulfil our interest or meet our needs. This approach to curriculum development seeks to present through school experiences the methods which an effective citizen uses in solving problems, pursuing his interest or meeting his needs. The curriculum plan will thus focus on the emerging needs of the students in their present lives. This approach prepares the student to face the present rather Lhan the future. A student confronted with a problem utilises his intelligence and experiences based on hisher past knowledge to reach an intelligent decision. For this, the appropriate learning experiences need to be planned, which are psychologically most sound and purposeful to the student. The curriculum would consist of topics such as, an understanding of changes during puberty, peer-group interaction, developing personal values, etc. In other words, the issues should relate to the developmental stages of the student.

Step-by-Step Curriculum Development Process: 7 Stages Explained

Each of these stages is crucial in creating a well-rounded curriculum that meets the educational needs of students and ensures their academic success.

Stage 1: Assessing Educational Needs in the Curriculum Development Process

The first step in the curriculum development process is assessing educational needs. This involves understanding what students need to learn by analysing their current knowledge, skills, and existing gaps. 

Educators must consider the demands of the educational standards, the expectations of the community, and the future needs of the students to ensure that the curriculum is relevant and beneficial.

Stage 2: Formulating Objectives & Learning Goals in Curriculum Development

Once the educational needs are identified, the next stage is formulating clear and measurable objectives and learning goals. These goals should be specific, attainable, and aligned with the broader educational standards. 

By setting well-defined objectives, educators can create a focused curriculum that provides a clear direction for teaching and learning, ensuring that all activities and content contribute to achieving these goals.

Stage 3: Selecting Learning Experiences for Curriculum Development

With objectives in place, the focus shifts to selecting appropriate learning experiences that align with these goals. This stage involves choosing activities to engage students and help them achieve the learning outcomes. These experiences may include a mix of instructional methods, such as lectures, group work, projects, and interactive sessions, tailored to meet students’ diverse learning styles.

Stage 4: Organising Content for Effective Curriculum Design

After selecting the learning experiences, the content must be organised to facilitate learning. This involves structuring the material logically, progressing from basic concepts to more complex ones, and ensuring that each piece of content builds on previous knowledge. A well-organised curriculum helps students connect ideas and better understand the subject matter.

Stage 5: Implementing the Curriculum Development Process

Implementation is where the curriculum comes to life in the classroom. This requires careful planning and execution, with educators employing various teaching strategies to deliver the content effectively. 

Successful implementation involves ongoing support for teachers, ensuring they have the resources and training needed to bring the curriculum to fruition while also adapting to the unique needs of their students.

Stage 6: Evaluation & Feedback in Curriculum Development

The final stage in the curriculum development process is evaluation and feedback. This involves assessing the effectiveness of the curriculum through various methods such as tests, quizzes, student feedback, and performance metrics. 

Evaluation helps educators determine whether the curriculum meets its objectives and provides insights into areas needing adjustment or improvement. Continuous feedback ensures the curriculum remains relevant and effective, fostering a culture of ongoing refinement and excellence in education.

Written Curriculum 

‍The written curriculum, also known as the explicit or overt curriculum, is the formal and documented curriculum designed by educational experts and authorities. It includes specific subjects, content, learning objectives, and instructional strategies that teachers are expected to follow in the classroom.

 Hidden Curriculum 

The hidden curriculum consists of the lessons, values, and perspectives that students learn indirectly through the school culture, environment, and social interactions. These are not explicitly included in the formal written curriculum but significantly impact students' development and behavior

Societal Curriculum 

Societal curriculum refers to the lessons and knowledge that students acquire from their interactions with society outside of the formal school environment. This includes influences from family, media, community, and social networks.

Subject-Centered Curriculum 

A subject-centered curriculum is focused on specific subjects or disciplines, with the primary goal of deepening students' knowledge and understanding of those subjects. This type of curriculum is often structured around a series of topics and skills within a particular subject area.

Student-Centered Curriculum 

A student-centered curriculum is designed to focus on the needs, interests, and learning styles of individual students. It emphasizes active learning and student engagement, giving students more control over their learning process.

Activity-Centered Curriculum 

An activity-centered curriculum is designed around engaging students in hands-on activities and experiences. This type of curriculum emphasizes learning through doing, encouraging students to apply their knowledge in practical and creative ways.

Teacher-Centered Curriculum 

In a teacher-centered curriculum, the teacher is the primary authority and decision-maker in the classroom. This type of curriculum emphasizes direct instruction, where the teacher delivers content and students passively receive information.

Integrated Curriculum 

An integrated curriculum connects multiple subjects and disciplines into a cohesive learning experience. This approach helps students see the relationships between different areas of knowledge and apply their learning in a more holistic way.

 Core Curriculum 

A core curriculum includes the essential subjects and skills that all students are required to learn. It is designed to provide a solid foundation of knowledge and prepare students for further education and life beyond school.

Null Curriculum

Null curriculum refers to the topics, subjects, and content that are deliberately excluded from the formal curriculum. These omissions can reflect educational priorities, societal values, or practical constraints.