According to Carl(2009:38-39) curriculum development consists of 4 phases:
A.Curriculum design- criteria for design, manifestations of curriculum, curriculum
models, components, curriculum levels( community, government level, school
phased an school type planning, syllabus development, school, comprehensive
subject curriculum, classroom/ micro- curriculum )
Essential components of the curriculum design process:
Situation analysis- based on the broad educational goals and philosophies of life.
The result of this situation analysis should serve as a strong guideline for the design
process. The situation will differ on different levels of the design process, e.g. should
it be on national level or on school level. Situation analysis can also be called
assessment. On a local level, the situation analysis should be made in respect of
learners, content, physical surroundings, teachers and the learning action.
Aims- aims have a direction - giving influence on learning. Purpose is set. Aims are
set on different levels.
Objectives- there is a strong connection between aims and objectives. The latter
can be seen as a further refinement of aims. Objectives describe the required
behaviour and outcomes, and the level of achievement to be obtained. Clear
objectives direction and cut out vagueness.
Outcomes - the emphasis in outcomes - based education is on learning outcomes:
what a learner should know, understand, do and become. In the NCS - critical
outcomes, learning area outcomes.
Content- as Carl explains that it is selected content which determines the nature
and extent of the curriculum(Carl, 2010:98) Teaching methods to be used - all the
teaching methods mentioned by Carl(2010:96), are vital. He classifies methods as
lecturing, discussion, group work and self activity. The content and outcomes should
guide the selection of the method. Methods should be carefully selected to achieve
the aims and to implement the planned lesson.
A.Curriculum design- criteria for design, manifestations of curriculum, curriculum
models, components, curriculum levels( community, government level, school
phased an school type planning, syllabus development, school, comprehensive
subject curriculum, classroom/ micro- curriculum )
Essential components of the curriculum design process:
Situation analysis- based on the broad educational goals and philosophies of life.
The result of this situation analysis should serve as a strong guideline for the design
process. The situation will differ on different levels of the design process, e.g. should
it be on national level or on school level. Situation analysis can also be called
assessment. On a local level, the situation analysis should be made in respect of
learners, content, physical surroundings, teachers and the learning action.
Aims- aims have a direction - giving influence on learning. Purpose is set. Aims are
set on different levels.
Objectives- there is a strong connection between aims and objectives. The latter
can be seen as a further refinement of aims. Objectives describe the required
behaviour and outcomes, and the level of achievement to be obtained. Clear
objectives direction and cut out vagueness.
Outcomes - the emphasis in outcomes - based education is on learning outcomes:
what a learner should know, understand, do and become. In the NCS - critical
outcomes, learning area outcomes.
Content- as Carl explains that it is selected content which determines the nature
and extent of the curriculum(Carl, 2010:98) Teaching methods to be used - all the
teaching methods mentioned by Carl(2010:96), are vital. He classifies methods as
lecturing, discussion, group work and self activity. The content and outcomes should
guide the selection of the method. Methods should be carefully selected to achieve
the aims and to implement the planned lesson.
