Comprehensive Report: Curriculum Development in Higher Education

This report delves into the multifaceted realm of curriculum development, emphasizing the crucial role it plays in educational institutions. The report begins by outlining the educational purposes schools seek to achieve, stressing the importance of valid objectives, scientific investigations, and understanding student interests and social behaviors. It then explores the educational experiences necessary to attain these purposes, including fostering thinking skills, acquiring information, and developing social attitudes. The organization of these experiences is discussed, highlighting the need for a cohesive structure that reinforces learning and considers various organizing principles. The report concludes by examining evaluation methods to assess the effectiveness of the curriculum plan, focusing on identifying strengths, weaknesses, and the extent to which educational objectives are being met. References to key literature such as Tyler, Taba, and others provide a foundation to the curriculum development process.

Running head: CURRICULUM DEVELOPMENT 1
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Curriculum Development
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CURRICULUM DEVELOPMENT 2
Educational purposes the school seek to attain
For educational purposes, the school should seek to attain valid objectives through
scientific investigations. Educational objectives are the starting point when selecting the
materials to be outlined in the curriculum development for a school. The objectives are so
important in the development of the instruction, procedures and examination test preparations.
The school purposes to understand issues affecting the interest of students in school. The
curriculum interest is to account for the social behavior of the students and it should be limited to
their interests (Tyler, 2013). By knowing the interest of the students it will be easy for the
curriculum developers understand exactly students need to be guided accordingly. The school
should seek to have a better knowledge of their learners. This would be better for identifying
required changes especially in the behavior patterns in the school curriculum. It should seek to
use the philosophy for the identification of the values required in the school curriculum.
Moreover, the school should seek to study contemporary life outside the school setting. This will
give directions for the educational objectives and aims. It should seek to address students about
the life outside the school so that the students can understand the important of studying hard. The
curriculum should fit all children regardless of their social and cultural diversity.
Educational experiences provided to attain these purposes
There are some of the experiences that should be provided to make sure the purposes
discussed are achieved effectively. Some of the experiences to be provided include learning
experience to provide skills in thinking. The learning experiences are vital in the development of
the thinking capacity of the students' reality and stimulating their reactions. It involves deductive
thinking to apply for one or more generations within the school setting. The logical thinking is
also applicable for the understanding of the assumptions and conclusion in developing the logical

CURRICULUM DEVELOPMENT 3
arguments in the curriculum development. Learning experiences that help in acquiring the
information should be provided for the attendance of the mentioned purposes (Tyler, 2010). It
involves the development of a better understanding of various things in the developed
curriculum. Some of the information required to be provided here includes laws, principles,
theories and social attitudes in developing the school curriculum. Learning experiences that help
in facilitating social attitudes should be provided. They define the tendency of the students to
react over things (Posner, & Rudnitsky, 2014). It involves the simulation of the environment the
students are living in. They help to determine the interest of the students on particular parameters
in the developed school curriculum.
How these educational experiences are effectively organized
Educational experiences are aimed at producing a better foundation to understand what is
in the developed curriculum. They must be organized in such a way that they reinforce one
another. They mostly examined within duration of time and from one school to another. It is
important for the decisions of the elements which are most effective to serve the needs of the
school. It is important to prepare a statement involving the aspects that should be introduced to
the maturity of students and young students (Finch & Crunkilton, 2019). The elements should be
seen as the separate goals of the directions. There should be a mixture of the elements for better
teaching of the school curriculum to all students. There should be addition of the different
elements within the same time. Some of the organizing principles should include the following;
chronological, development of the specific illustrations followed by the border principles. There
should be organized building of the unified world representative that helps students see the world
from different perspectives.
How we determine whether and what extent these purposes are being attained

CURRICULUM DEVELOPMENT 4
The main objective of the evaluation is to identify the strengths and weaknesses of the
curriculum plan. It can be done through the evaluation of the procedures. This involves giving
evidence about each of the behavior implied by the major educational objectives. There are two-
dimensional analyses that serve the basis for planning the experiences in learning. These include
the determination of the objectives and identification of the situations that give the students the
option to express their educational behavior (Finch & Crunkilton, 2019). The extent of the
attained purposes can be achieved through the determination of the units and terms used in
summarizing the records in the curriculum development. It can be determined by the level of the
ratings or summarized methods used in the objective. In curriculum development, the extent of
how the purpose was achieved can be done by studying the learners’ behaviors.

CURRICULUM DEVELOPMENT 5
References
Finch, C. R., & Crunkilton, J. R. (2019). Curriculum development in vocational and technical
education. planning, content, and implementation, 107(22), 85-90.
Posner, G. J., & Rudnitsky, A. N. (2014). Course design: A guide to curriculum development for
teachers. 3(04), 328.
Taba, H. (2012). Curriculum development: Theory and practicehigher education, 15(1), 3-8.
Tanner, D., & Tanner, L. N. (2010). Curriculum development: Theory into practice 29(1), 30-40.
Tyler, R. W. (2010). Basic Principles of Curriculum and Instruction. Social Issues and
Policy, 8(1), 1-32.
Tyler, R. W. (2013). Basic principles of curriculum and instruction. Journal of In Curriculum
Studies Reader, pp. 60-68.