The curriculum is all learning activities carried out by learners and provided by the school personnel to let the learners acquire experiences in those learning opportunities. These activities are devised by the educators for learners in such a way teachers easily implement them in their own context (Print, 1993).
According to Parkay, Anctil, and Hass (2006) curriculum is all the learning experiences that learners are gone through during an educational program. The purpose of these experiences is to achieve long-term and short-term objectives within a framework of theory and practice related to professional practices and needs of the society.
According to Print (1993), there are three phases of curriculum development namely organisation, development and application. The organisation phase is about presage stage where people from different fields of life are gathered and share their backgrounds, conceptions of curriculum and the forces that shaped their thinking which will be reflected in curriculum development. The second phase is about development which is actually the steps of curriculum development process. Third phase is application of the developed curriculum which is also interlinked with the development as it provides feedback to improve the process of curriculum development. There are five steps involved in the process of curriculum development discussed in detail below.
Situational analysis
            The very initial step of curriculum development process is situational analysis during which the needs of students, environmental factors affecting curriculum, demands of the society, strengths and weaknesses of existing curriculum and opportunities and challenges are found through interviews, questionnaires, observation, document analysis and other types of inquiry. In this step which is also a stage of fact finding, gaps are attempted to be found which will be tried to fill in the curriculum being developed (Marsh, 1997).
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Setting aims, goals and objectives
            The second step of curriculum development process is setting aims, goals and objectives which will be achieved through implementation of the newly developed curriculum. Aims are much broader statements achieved which need many years to be achieved. Goals are narrower statements than aims and broader than objectives. Goals are statements set to be achieved within one to ten years of period. While, objectives are set are two types such as general objectives and specific objectives.  Bloom’s taxonomy is consulted while setting objectives (Print, 1993).
Selection and organisation of content
The third step of the process of curriculum development is selection and organisation of content that is accurate and significant. Content is a set of facts, principles, concepts, skills, values, attitudes, processes and generalizations in form of printed materials, physical model and audio visual items which assist learners in accumulation of wisdom of that particular discipline. There are some certain principles for selection and organisation of content namely significance, validity, social relevance, utility, interest and learnablity which are followed during the selection of content in curriculum development process (Parkay, Anctill & Hass, 2006).
Selection and organisation of learning activities
            After selection and organisation of content, the next step is to select and organise learning activities or methods through which the selected content will be delivered. Methodology is defined as the combination of teacher behaviours in form of learning techniques used in educational process intending learners to acquire desired knowledge, skills, processes, traits and values to achieve educational goals. There are different methods of teaching which are suggested while developing curriculum such as lecture, demonstration, inquiry, project, laboratory, inductive and deductive methods (Marsh, 1997).
Evaluation
The last step in the process of curriculum development is determining evaluation and assessment procedures in order to find out the suitability and effectiveness of the curriculum developed. Evaluation procedures are suggested to employ to find out whether the set objective are to what extent achieved. This also shows that the objectives were appropriately set, the content selection was relevant and methods suggested are appropriate for the content to be delivered (Parkay, Anctill & Hass, 2006). 

References

Marsh, C. J. (1997). Planning, management and ideology: key concepts for understanding 
curriculum 2. London: Routledge falmer. 

Parkay, W., Anctil, J. E., & Hass, G. (2006). Curriculum planning a contemporary approach. 
           Boston: Pearson

Print, M. (1993). Curriculum development and design (2nd ed.). New South Wales.  Allen
          and Unwin.