Curriculum development is defined as planned, purposeful, progressive, and systematic process in order to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. There is a need to update them in order to address the society’s needs (Dr. Alvior, 2015).
Curriculum is a dynamic, everchanging series of planned learning experiences. Curriculum is everything learners experience in school. Curriculum is a cultural reproduction in a structured way. It is even more: It should also value independent thinking in the context of the widest sense of social responsibility (Smith, Stanley & Shores, 2011).
The traditional point of view of curriculum according to Robert M. Hutchins, views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic educations are emphasized. On the other hand, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, social science and foreign language.
On the other hand, the progressive points of view is defined as total learning experiences of individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application.
Marsh and Willis view curriculum as all the experiences in the classroom which are planned and enacted by the teacher and also learned by the students.
From the various concepts given, Allan Glatthom (2000) describes seven types of curriculum operating in the schools. These are recommended curriculum proposed by