1. BASIC COMPONENTS IN DEVELOPING A CURRICULUM By: Elina &
Mei Seen1
2. AIMS, GOALS AND OBJECTIVES Education is purposeful. It is
concerned with outcomes that are expressed at several levels: AIMS
the most general level GOALS reflect the purpose with some outcomes
in mind OBJECTIVES reflect the most specific level of educational
outcomes2
3. AIMS Definition of AIMS Wilson (2004) defines AIMS as
general statements that provide directions or intent of educational
action Ornstein & Hunkins (2004) concluded that AIMS serve to:
a) Be general statements that provide shape and directions to the
more specific actions designed to achieve future product and
behaviour. b) Be starting points for ideal/inspirational vision of
the good/future. c) Reflect value judgements and value-laden3
statements, and they furnish educators with
4. Doll (1979) proposes 3 main dimensions of Aims: a) Dealing
with intellectual dimensions b) Social-Personal dimension concerned
with person-to society, person-to-person, and person-to-self
interactions. c) Relating to the productive dimension of schooling
focus on aspects of education that allow individuals to function in
the home, on the job, and as4 members of society/countrys
citizen.
5. Ornstein & Hunkins (2004) added 4 other dimensions: a)
Physical aims dealing with development and maintenance of strong,
healthy bodies (and minds). b) Aesthetic aims dealing with values
and appreciation of the arts. c) Moral aims dealing with values and
behaviour that reflect appropriate moral values. d) Spiritual aims
dealing with recognition5 and belief in the divine and view of
6. Groups involved in formulating Aims Basically, it involves 3
groups of people: i) Boards of education, administrators, and
professional staff members. May also include views of selected
members of society, parents, students etc. ii) Opinions of
communitys members after a polling has been conducted. So, the aims
will be based on consensus of public opinion. iii) Professional
educational organizations in charge of preparing aims upon
request6
7. Examples of Aims Our KBSR English syllabus aims to equip
learners with basic skills and knowledge of the English language so
as to enable them to communicate, both orally and in writing, in
and out of school. Our KBSM English syllabus aims to extend
learners English language proficiency in order to meet their needs
to use English in certain situations in7 everyday life, for
knowledge acquisition, and for future workplace
8. GOALS Definition of GOALS Goals are statements of purpose
with some outcome in mind. According to Wilson (2005), goals are
statements of educational intention which are more specific than
aims Oliva (2001) distinguishes between curriculum goals and
instructional goals: i) Curriculum goals - a purpose or end stated
in general terms without criteria of achievement.8 ii)
Instructional goals - a statement of performance expected of each
student in a
9. Goals can be written broadly or specifically. Example: a) To
develop skills in reading, writing, speaking, and listening. b) To
be able to verbally and visually express a point of view. There are
various ways of writing down goals. In complete sentences, phrases
or even single words.9
10. OBJECTIVES Definition of OBJECTIVES usually specific
statements of educational intention which delineate either general
or specific outcomes. stated more specifically than goals, are
designed to communicate to involved parties-students, teachers and
etc-the intents of particular actions.10
11. TWO TYPES OF EDUCATIONAL OBJECTIVES (Taba, 1962): i)
General Objectives, i.e. those that describe school-wide outcomes
(curricular goals). E.g. Improving students skills in information
processing when dealing with science materials. i) Specific
Objectives more specific and describe behaviours to be attained in
a particular unit, a subject/course, or a particular grade-level
programme (curricular objectives). Seek to show what students
should achieve in relation to identifiable kinds of objectives,
i.e. cognitive, the affective and the psychomotor11 domains.
12. Also describe the conditions under which the behaviour must
be demonstrated, and proficiency level at which the behaviour must
be performed E.g. Able to write in a neat and legible
handwriting12
13. Beane et al. (2004) point out that: objectives are specific
statements reflecting the purposes of a particular unit or level of
the school programme.13
14. Objectives can be written in a number of ways. Currently,
most objectives are written in behavioral terms. Behavioral
objectives usually employ observable behaviour and can be divided
into specific domainscognitive, affective, and psychomotor.14
15. Examples Cognitive: Students will identify and list 5 slang
terms they have heard from their peers. Affective: Students will
choose 3 of the most offensive slang terms from a list developed by
the entire class. Psychomotor: Students will create expressive
gestures to go with their favorite slang terms.15
16. Sources of objectives Tyler (1949) identified 5 sources of
objectives: i) the learners themselves ii) The needs of
contemporary society iii) The nature of subject matter iv) The
philosophy (set of values) v) Psychology (the way learners learn)
Tyler also included other factors such as financial resources
available, the nature of teaching force etc.16
17. Kerr (1972) regards these sources in his model: i) The
pupils ii) Society iii) The disciplines Consequently, the
objectives are linked & interrelated to knowledge, the learning
experiences (school) and evaluation.17
18. Ornstein (2004) identifies objectives as the level for
which they are written. Thus, there are 3 levels of objectives: i)
Program Objectives addressing subjects at particular grades ii)
Course Objectives relating to particular courses within a grade
level iii) Classroom Objectives further divided into unit
objectives and lesson plan objectives.18
19. CURRICULUM CONTENT Content must take account of the
environment in which the course will be used, the needs of the
learners, and principles of teaching and learning Nation
(1996)19
21. CURRICULUM EXPERIENCES Curriculum experience simply means
the extension of the normal activities of daily life into directed
instructional situations. (Johnson, 1938) Curriculum encompasses
the entire scope of formative deed and experience occurring in and
out of school, and not only experiences occurring in school;
experiences that are unplanned and undirected, and experiences
intentionally directed for the purposeful formation of21 adult
members of society. (Bobbit, 1918)
22. Quality and nature of the learning experience in developing
attributes and capabilities and in achieving active engagement,
motivation and depth of learning. The totality of experiences which
are planned for children and young people, including the ethos and
life of the school and interdisciplinary studies as well as
learning within curriculum areas and subjects. This means that they
apply beyond timetabled classes and into, for example, enterprise
and health activities and special events.22
(www.curriculumforexcellencescotland.gov.uk)
23. Curriculum encompasses the entire scope of formative deed
and experience occurring in and out of school, and not only
experiences occurring in school; experiences that are unplanned and
undirected, and experiences intentionally directed for the
purposeful formation of adult members of society. (Bobbit,
1918)23
24. CURRICULUM ASSESSMENT Tyler (1949) defines assessment as
essentially the process of determining to what extent of
educational objectives are actually being realized by the program
of curriculum and instruction. Tyler suggested 4 fundamental
questions in connection with any curriculum: 1. What educational
purposes should the school seek to obtain? 2. What educational
experiences can be provided that are likely to attain these
purposes? 3. How can these educational experiences be effectively
organized?24 4. How can we determine whether these purposes
are
25. These 4 principal questions can be translated into a
simpler model: Objectives content organization evaluation
Therefore, if evaluation shows that specified objectives have not
been attained, it must mean that the content chosen or methods of
teaching and organization used were not appropriate.25
26. Assessment: sets to ascertain students achievement sets to
identify the quality and quantity of the curriculum/syllabus. is
concerned with deciding on the value or worthwhileness of a
learning process and the effectiveness with which it is being
carried out. is concerned with preparing adequate and efficient
measuring devices for evaluating purposes. Evaluation is the
process in which we decide how well we have done whatever it is we
were26 trying to do (Beane, 2004)
27. Implications i) Assessment cannot occur unless we know what
we are trying to accomplish. ii) The goals of a program, or
objectives of a specific lesson, must be clear and understood. iii)
Then a decision is required, one which has to be made based on some
criterion or normal27 judgment.
28. Herrick (1962) identifies four roles that can be assumed by
persons involved in curriculum assessment: 1. The doer the child,
teacher, or person whose behavior is being evaluated. 2. The
observer the person who is looking at what the learner is doing. 3.
The judger the person who is taking the results of the observations
and judging their value and adequacy. 4. The actor the individual
who acts on the results of the evaluation.28
29. Measuring Devices in Assessment Various measuring
devices/instruments in assessment: i) Paper-and Pencil Tests ii)
Observation iii) Self-Evaluation iv) Analysis of Projects v)
Unobtrusive Measures29
30. There are two types of assessment (Scrivens, 1967). They
are: a) Formative Evaluation b) Summative Evaluation30
31. Formative Evaluation Purpose to provide the developer with
useful information for on-going adjustments during the programme.
Characteristics: - conducted during the planning and implementation
phases of a program. - Formal/informal used during period of
instruction. - Embedded tests as part of instructional strategies.
Use of data: - diagnose and remedial actions31 - by teachers to
monitor their instruction
32. Summative Evaluation Purpose making the summary or
judgement on the quality or adequacy of a course (Nation, 1996)
Characteristics: - takes place at the end of a course. - Presented
in a report Use of data: - to determine if students have mastered
the preceding instruction. - to reveal whether or not pre-specified
learning outcomes have been achieved. - to revise program and
methods for subsequent32 groups
33. Alkin (1969) identified five types of program evaluations:
The three formative evaluation types are: 1.Systems assessment
during pre- planning phase of a programmes development, or needs
assessment. 2.Programme design looking at internal fit among
various components of the program. 3.Programme implementation 33
concerned with process of carrying out
34. The two summative evaluation types are: 1. Program
improvement focus of evaluation is on programme effects. 2.
Programme certification includes programme comparison, compliance
review, and audit studies.34
35. References Alkin, M. C. (1969). Evaluation theory
development. Evaluation Comment, 2(1), 2-7. Bean, R.M. (2004).
Promoting effective literacy instruction: The challenge for
literacy coaches. The California Reader, 37(3), 58-63 Doll, W.
(1979). A Structural View of Curriculum. Theory into Practice,
18(5), Retrieved from http://www.jstor.org/pss/1476751 Kerr, C.
(1972). Foreword, Higher Education 1, 1-2. Nation, I.S.P. (1996).
Language curriculum design. Wellington: English Language Institute
Occasional Publication No.16 Oliva, P. (2001). Developing the
curriculum. New York: Longman. Ornstein, A.C. & Hunkins, F.P.
(2004). Curriculum foundations: Principles and issues (4th ed.).
Boston, MA: Allyn and Bacon. Robertson, F., Peterson, D., &
Bean, J. C. (2004). Using federal reserve publications in
institutions and markets courses: An approach to teaching critical
thinking. Advances in Financial Education, 2(Fall), 15-25. Taba, H.
(1962). Curriculum development: Theory and practice. New York, NY:
Harcourt, Brace, & World. Tyler, R.W. (1949). Basic principles
of curriculum and instruction. Chicago: University of Chicago Press
Wilson, L. O. (2005). Wilsons curriculum pages writing aims, goals
and objectives. Retrieved from35
http://www4.uwsp.edu/education/lwilson/curric/practice.htm
