OUR LADY OF FATIMA GRADUATE SCHOOL

MAN 202- Curriculum Development & Evaluation

nd

2 Semester 2009-2010

1. What are the criteria of a good curriculum?

The criteria of a good curriculum include the relevance, importance and

priority. Its scope must have definitive amount, depth of coverage and
concentration.

2. Explain the ff. anatomy of curriculum:

a. Nature and significance:

Many people find the term ’curriculum’ rather confusing.

After all, they contend, it is used in many different ways. For example, a
common use of the term refers to ‘the school curriculum’. This
incorporates all the planned learning offered by the school. However, an
equally accepted use of the term is to talk about the lower school
curriculum or the ‘K10 curriculum”. One can also refer to the ‘history
curriculum’, the ‘math’s curriculum’, or the ‘home economics
curriculum’. The above are examples of the term curriculum in practice
and they can be placed in one of the following categories:

1. A systematic curriculum
2. A subject curriculum
3. A school/institutional curriculum

Another way of conceptualizing curriculum is to view it in terms of the

perceptions people have of curricula. Different people perceive a
school’s curriculum in different ways and sometimes in multiple ways
depending upon the context in which the concept is used. To complicate
matters further, someone may perceive the curriculum in a particular
way and use the term curriculum to describe what they mean, while
other uses the same term but means something different.

b. Functions:
The inadequacies of “top-down” technological strategies of
curriculum development, and of local-user based curriculum
development, result from a confusion of the ends, starting points,
methodologies, and functions of external and user development. The
function of external development is to elaborate theoretical conceptions
of society, knowledge, teacher and learner, and to translate these
conceptions into coherent curriculum materials, each of which serves as
a clear-cut alternative available to teachers. The function of user
development is to construct images of particular instructional settings
by matching a variety of theoretical conceptions with the exigencies of
these settings, and to translate these images into a curriculum-in-
classroom use. The harmonious realization of these functions would
yield a measure of progressive improvement in school curriculum
practices.

c. Areas of concern in curriculum development:

The main curricular developments were on two fronts: establishing sets

of common or essential elements that formed the "basics for all," and
providing for flexibility so that students might pursue individual interests
and ambitions. The new "core" of the curriculum reduced focus on
academic study, emphasizing vocational and career-related
development, particularly in the areas of technology, mathematics and
science, problem solving, critical thinking, literacy and communication.
The value of nurturing student self-direction and self-reliance as
learners and of accommodating students' need to integrate and make
personal sense of their learning changed expectations as to how
teachers were to "deliver" the curriculum. The key phrases on the
curricular agenda in the 1990s are to make schools more equitable for
all the diverse student populations, more successful in preparing future
citizens for the work environment, and more accountable to its
stakeholders
3. How do philosophy, psychology, history and society influence
the development of curriculum?

Philosophy:

Philosophy probably has more influence on curriculum access than

development. As learning and teaching theories are developed and
education as a whole changes, the way the curriculum is understood
and taught and therefore learned changes.

Psychology:

Students have "normative needs," e.g., for health and vocational

preparation, which are appreciated by adults but not by the students
themselves. They have also "psychological needs," e.g., for recreation
and social contacts, which are felt by the students; but even these
supply rather indirect motivation, in that the students’ conscious want is
only for a specific, immediate thing or action. In order to fulfill the
students’ essential needs and to make operative these fundamental
bases of motivation the school must constantly present to the child a
situation that is cognitively well-structured, that is, one in which "the
students has definite goals with paths leading toward them, is clear
about what he may not do, and knows what is coming next."

History:

After 1965 a new permissiveness in the school curriculum was

manifested by a relaxation of centralized control, a proliferation of
regionally developed courses of study and a revived, but modified, child-
centred thrust in elementary education. New knowledge, students'
desire for more practical and more relevant schooling, a larger and
more diverse school population, and tensions in society resulting from a
breakdown of the old social consensus and from a questioning of
traditional values, led to demands for innovation.
With renewed fears of Americanization, with the rise of Québec
separatism and in response to the demands of First Nations people and
other minority groups for equality, curriculum developers moved to
establish bilingual, multicultural and native studies programs, while also
seeking to counter RACISM and sexism through more balanced and
accurate treatment of minorities and women in textbooks.
As the struggle over curriculum became more publicly visible,
policymakers were frequently forced to respond in an ad hoc fashion to
broad but often fleeting popular concerns. Sometimes demands led to
immediate action for which teachers, in the absence of adequate
support, training and materials, were often ill-prepared. By 1980
ministries of education were reverting to centralization as demands for
"accountability" led to restoration, in most provinces, of previously
abandoned province-wide testing. These and other trends revealed a
new interest in "scientific" curriculum development, entailing precise
statements of "objectives" and the assessment of pupil "behaviours"
measured by skill performance in the traditional "three Rs." This
emphasis on the "basics" belied the lack of consensus on what
constituted basics and on the extent to which emphasis on them had
declined in schools.
Ironically, in 1976 a unique external study of Canadian education by the
Paris-based Organization for Economic Cooperation and Development
(OECD) praised the remarkable growth and the high standards of
schooling in Canada but criticized the limited place in curriculum of such
"frills" as music and art. This heightened interest in accountability was
accompanied by a concern for curriculum "implementation," as
developers sought to ensure "fidelity to the curriculum" - those
programs were taught as prescribed. Increased attention on issues of
implementation raised awareness of the teacher's central role in
educational change - teachers are the "gatekeepers" of what transpires
in the classroom.
Throughout the 1980s, teachers demanded more say in shaping the
curriculum, refusing to be treated essentially as technicians involved in
implementing "top-down" educational policy. The professional autonomy
and responsibility of teachers to shape the curriculum became more
widely accepted.
During recent trends (early 1990’s), rallying around a call to prepare
students for the 21st century, several provinces embarked on large-
scale school reform. Clamour about Canada's continued competitiveness
in the global economy, fuelled by international studies comparing
performance of students from Canada unfavourably to other
industrialized countries, and by perceptions of excessively high student
drop out rates, was a major impetus for reform efforts.
Also significant was a related concern to provide a more equitable,
inclusive curriculum by attending seriously to the diversity of students'
abilities, interests, orientations and backgrounds. Among other changes,
this meant going beyond what often was mere token representation of
females and other groups in textbooks to a reshaping of curriculum and
instruction to engage these groups. In many provinces students with
disabilities were to be integrated into the mainstream.
Society:
A flood of new advocacy groups - federal agencies, human rights,
environmental and consumer organizations, foundations, professional
associations, labour and business groups and others who saw the school
as a proselytizing agency - pressed for changes in the curriculum and
directed streams of teaching materials at classrooms. What was most
striking about these efforts to influence the curriculum (which continue
to the present) is the implied faith both in the potential of curriculum
revision to reform classroom practices and, in turn, in the power of
schooling to redress social and economic inequities.

4. Explain how the three process Planning, Implementing, and

Evaluating are used in curriculum development.

Planning:

The term, "curriculum development plan," can be used to refer to

any plan involving curriculum development. It might be a plan to revise
a program, a course, or even just an instructional unit. However, this
term is also used to refer to plans at stipulated levels, such as plans at a
district level for which a superintendent of schools is responsible. Thus,
literature about "curriculum development plans" and planning may
sometimes apply to district-level planning more than to planning at
smaller levels. Furthermore, schools, districts, states, and countries
have different goals and standards, so some examples of a good plan
for one setting would be insufficient in other settings (as the plan might
not address local goals). The reader is cautioned to evaluate each
source of information for relevance and credibility.

In planning, it should include the following:

• A mission statement
• A statement of goals
• A description of the curriculum council, noting the purpose,
function, and diverse membership categories
• Subject areas committee membership that is not limited to those
teachers in the subject area
• Subject area committees' purpose and tasks (but unfortunately no
clear timeline)
• The format and review process for the documents to be produced
by subject area committees
• Previously developed curriculum standards
• An assessment plan
• Forms to assist curriculum development
Implementation:
Implementing the curriculum does not focus on the actual use but
also on the attitudes of those who implement it. These attitudinal
dispositions are particularly important in educational systems where
teachers and principals have the opportunity to choose among
competing curriculum packages.

How should curriculum be implemented?

There are two extreme views about curriculum implementation:

a. laissez-faire approach or the "let-alone" approach. This gives teachers

absolute power to determine what they see best to implement in the
classroom. In effect, this allows teachers to teach lessons they believe
are appropriate for their classes and in whatever way the want to teach
such lessons. There is no firm of control or monitoring whatsoever.

b. authoritarian control. In this view, teachers are directed by authority

figures through a memorandum, to follow a curriculum. Teachers have
no control or leeway over the subjects the are teaching. The school
head exercise absolute power in directing teachers to teach certain
subjects in specified ways. In other words, this approach is dictatorial
way of imposing curricular implementation in the classroom.

A realistic view o curriculum implementation should be between the two

extremes. Teachers are expected to follow the prescribed syllabus
exactly and make sure that they do not miss any topic/component.
When teachers diligently follow a prescribed syllabus in teaching a
lesson, then they are considered to have fidelity of use or fidelity of
implementation.

To promote fidelity of use, one need to identify the topics or subjects

that need more focus. These subjects are are those that are more
technical or more difficult. A structured approach to implementation is
then followed, one on which teachers are provided clear instructions
early on.
Evaluation:
The purpose of curriculum program evaluation is to determine the
effectiveness of curriculum – what is working, what is not working, what
to change, and what to keep. Evaluation is a process used to assess the
quality of curriculum. In addition to analyzing student assessment data,
the vertical curriculum teams will respond to these four interrelated
questions:
1. Is the curriculum design one of quality?

2. Is the curriculum being implemented as designed?

3. Are students mastering the core conceptual objectives and

performing at a high level on the application level assessments
identified in the implemented curriculum?

4. Is the curriculum effective in accomplishing the overall goals,

mission, and vision of our district?

Evaluation will also occur as a result of the review and the degree to
which the goals set annually in each content area is accomplished. A
systematic approach to curriculum evaluation can result in better
alignment among the district’s written, taught, and tested curriculum.
The data and information gathered through the new, comprehensive
evaluation procedure can also be used to make improvements in
instruction, assessment, and staff development.

5. Compare and contrast the Nursing curriculum commonly used

in the Philippines with other Asian countries.
Allow me to share my views on the present nursing curriculum and its
impact on our nurses’ education and global competitiveness.
The present four-year nursing program includes three summers. If a
summer is equivalent to a semester, then the present nursing program
is actually five-and-a-half years long. Therefore, the proposal of the
Commission on Higher Education (CHEd) to add one more year to what
is at present a four-year course—that is a five-year course without
summers—is better for two reasons: (1) nursing students can enjoy a
much-needed respite during summer, and (2) their parents will be given
time to save money for the following semester.
However, we should not worry so much about the length of the program
or the tuition fees to be paid. Let’s rather focus on the proper
implementation of the curriculum per se. The present curriculum is a
well-researched program that was carefully developed by our country’s
dedicated deans and noted nursing academicians in consultation with
different nursing sectors and specialty groups. In fact, our nursing
curriculum’s conceptual framework has been hailed as a blueprint for
excellence and has been adopted by many Asian and western countries.
And it has been presented at numerous international conventions and
accepted by our nursing colleagues globally. Given its content, the
 curriculum can be said to be in parallel with the global standards of
nursing care and practices.
As one of the many Filipino nurses given the chance to teach nursing
subjects in the United States for more than 15 years, this is my
observation: even though the US nursing program has two entry levels,
the predominant one is the Associate Degree in Nursing (ADN), a two-
year nursing program with barely 600 actual nursing hours in the clinical
areas; and it yields amazingly and consistently a very high passing
performance in the nursing licensure (NCLEX-CAT) examination.
As to the Filipino nurses’ global competitiveness, to this day they remain
the number one choice of other countries trying to make up for their
acute nursing shortage. Our nurses may be noted for being inherently
caring, respectable and compassionate, but more employers (nursing
homes and hospitals), especially in the United States, are now so
concerned that the nurses they hire are truly trained in the western
nursing practices and standards, or “globally competent.”
Nursing competence (not the BSN degree or passing or topping the
mandatory examinations) is very crucial in the effort to prevent and
totally eliminate nursing malpractice/negligence. It’s a known fact that
the United States is one of the most litigious countries in the whole
world and yet it is a favorite destination of our nurses for long-term
work tenure.

BACHELOR OF SCIENCE IN NURSING

Prototype 4-Year Curriculum

FIRST YEAR

First Semester

Course Course Name Lec Lab Units

Code

English 1 Communication Skills I 3 0 3

Filipino 1 Sining ng Pakikipagtalastasan 3 0 3

Chemistry 1 General Chemistry (Organic & Inorganic) 3 2 5

Math 1 College Algebra 3 0 3

Psych General Psychology 3 0 3

Science Biology 3 2 5

PE 1 Physical Education 1 2 0 2

NSTP 1 National Service Training Program 3 0 3

Total = 27

Second Semester

Course Course Name Lec Lab/RLE Units

Code

English 2 Communication Skills II 3 0 3

Filipino 2 Panitikang Filipino 3 0 3

Ana/Physio Anatomy and Physiology 3 2 5

TFN Theoretical Foundations in Nursing 3 0 3

NCM 100 Fundamentals of Nursing Practice 3 2 5

HA Health Assessment 2 1 3

PE 2 Physical Education 2 2 0 2

NSTP 2 National Service Training Program 3 0 3

Total = 27

SUMMER
Subject Course Name Lec Lab Unit
Code s

Physics Physics 2 1 3

Logic Logic and Critical Thinking 3 0 3

Socio/Anthro Sociology with Anthropology 3 0 3

 Total = 9

SECOND YEAR
First Semester

Course Code Course Name Lec La Uni

b/ ts
RL
E

NCM 101 Care of Individuals and Family with Maternal

and Child Health
6 6 12

CHN Community Health Nursing 3 0 3

Micro/Para Microbiology and Parasitology 3 1 4

Philo Philosophy of the Human Person 3 0 3

Health Eco Health Economics 3 0 3

PE 3 Physical Education 3 2 0 2

Total = 27

Second Semester
Course Course Name
Code
Lec Lab/ Units
RLE

Care of Clients Across the Lifespan with

Mother, Child, Community and Family-at-
NCM 102 6 6 12
Risk/Problems

NuDiet Nutrition and Diet Therapy 3 1 4

StratHealth Teaching Strategies in Health Education 3 0 3

Pharma Pharmacology 3 0 3
Bioethics Bioethics 3 0 3

PE 4 Physical Education 4 2 0 2

Total = 27

SUMMER

Course Code Course Name Lec Lab Units

NI Nursing Informatics 3 0 3

English 3 Speech Communication 3 0 3

Biostat Biostatistics 3 0 3

Total = 9

THIRD YEAR

First Semester
Course Course Name Lec RLE Units
Code

NCM 103 Care of Clients Across the Lifespan with 6 6 12

Problems in Oxygenation, Fluid &
Electrolyte Balance, Metabolism and
Endocrine Functioning

ComDev Community Development 3 2 5

Rizal Life, Works and Writings of Rizal 3 0 3

English 4 Philippine Literature 3 0 3

 Total = 23

Second Semester
Course Course Name Lec RLE Units
Code

NCM 104 Care of Clients Across the Lifespan

with Problems in Perception,
8 8 16
Coordination and Maladaptive
Patterns of Behavior

PhilGov Philippine Government and

Constitution with Taxation and Land
3 0 3
Reform

PhilHist Philippine History 3 0 3

NRes 1 Nursing Research 1 3 0 3

Total = 25

SUMMER

Course Course Name Lec RLE Units

Code

NCM 105 Related Learning Experiences 0 6 6

AsianCiv Asian Civilization 3 0 3

Total =9

FOURTH YEAR

First Semester
Course Course Name Lec RLE Units
 Code

NCM 106 Care of Clients Across the Lifespan

with Problems in Inflammatory and
Immunologic Reactions, Cellular
Aberrations and Acute Biologic Crisis 8 8 (with 16
with Disaster/Emergency Nursing IV
Therapy)

NRes 2 Nursing Research 2 2 0 2

CA 1 Competency Appraisal 1 5 0 5

Total = 23

Second Semester

Course Course Name Lec RLE Units

Code

NCM 107 Nursing Leadership and Management 8 8 16

CA 2 Competency Appraisal 2 5 0 5

Total = 21

COURSE SYLLABUS OF FUNDAMENTALS IN NURSING

Course Description

This is a theory based course that introduces the student to basic nursing
concepts. The emphasis is placed on scientific nursing practice, basic human
needs, and the care of clients with diverse needs. Students are encouraged to
examine issues central to contemporary nursing practice such as: wellness,
health promotion, disease prevention, effective communication, ethic and
holistic approach to nursing care. The nursing process is the organizing
framework for the care provided to meet human needs. In conjunction with
co-requisite (nursing 208 ) students will culminate strong baseline of nursing
knowledge and skills for future nursing practice.
 Textbook
Title Fundamentals of nursing: Concepts and procedures.
Author(s) Kozier B. et al
Publisher Addison-Wesley Pub. Co
Year (2004)
Edition (7TH)
Book Website WWW.PRENHALL.COM/KOZIER

Other /
references

Teaching & Learning Methods

• Lecture

• Group discussion

• Case studies

• Audio-visual

Course Content
Week Chapter in Textbook
Topics
(handouts)
No. Class Title

1 Orientation

2 Nursing Development and Ch 1

professionalism

3 Health, Wellness, and Illness Ch11

4 Individual, Family, and Community Ch 12
Health

5 Communication Ch 24

6 Nursing Process and Critical Thinking Ch 15

7 Nursing Process- Assessment: Ch 16

8 Nursing Process- Diagnosis Ch 17

9 Nursing Process- Planning Ch 18

10 Nursing Process- Implementation Ch 19

11 Nursing Process- Evaluation Ch 19

12 Documenting & Reporting Ch 20

13 Teaching and Learning Ch 25

14 Health Promotion Ch 8

15 Hygiene Ch 31

16 Vital Signs Ch 27

17 Vital Signs Ch 27

18 Asepsis Ch 27

19 Asepsis Ch 29

20 Wound Care Ch 29

21 Fluid and Electrolyte Ch 34

22 Nutrition Ch 45

23 Nutrition Ch 45

24 Urinary Elimination Ch 47

25 Fecal Elimination Ch 46

26 Activity and Exercise Ch 42

27 Stress and Coping Ch 40

28 Pain Ch 44
29 Rest and sleep Ch 43

30 Ethics and Values Ch 5

31 Legal Aspects of Nursing Practices Ch 4