Purita P. Bilbao, Ed. D.
Filomena T. Dayagbil, Ed. D.
Brenda B. Corpuz, Ph. D.
• A curriculum as a planned sequence of learning
experiences should be at the heart and mind of every
teacher.
• Every teacher as a curricularist should be involved in
designing a curriculum.
• In fact, it is one of the teachers’ roles as a
curricularist.
• As such, you will be a part of the intellectual journey
of your learners.
• You will be providing them the necessary experiences
that will enable the learner what you intend them
learn.
• As a curriculum designer, this task was not given
much attention in the past.
• Every single day, a teacher designs a lesson or utilizes
a curriculum that has been made and was previously
written.
• Designing a curriculum is a very challenging task.
• It is here where the style and creativity of the teacher
come in.
• Thus this module will provide the necessary concepts
and activities that you as a teacher can refer to as you
prepare yourself to be a curriculum designer.
• Module 3 The Teacher as a Curriculum Designer
Lesson 1 Fundamentals of Curriculum
Designing
Lesson 2 Approaches to Curriculum
Designing
Lesson 3 Curriculum Mapping
Lesson 1
Fundamentals of
Curriculum Designing
Identify the fundamentals of curriculum designing
Appreciate the task of designing a curriculum
Content Focus
Building on Peter Oliva’s
10 Axioms for Curriculum Designers
1. Curriculum change is inevitable, necessary, and
desirable.
2. Curriculum is a product of its time.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
4. Curriculum change depends on people who will
implement the change.
5. Curriculum development is a cooperative group
activity.
6. Curriculum development is a decision-making
process made from choices of alternatives.
7. Curriculum development is an ongoing process.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a ‘piecemeal’.
9. Curriculum development is more effective when it
follows a systematic process.
10. Curriculum development starts from where the
curriculum is.
Elements or Components
of a Curriculum Design
Major Components/Elements of Curriculum
1. What learning outcomes need to be achieved? (ILO)
2. What content should be included to achieve the LO?
(Subject Matter)
3. What learning experiences and resources should be
employed? (Teaching-Learning Methods)
4. How will the achieved learning outcomes be
measured? (Assessment)
Behavioral Objectives or ILO
- begin with the end in view
- take the lesson from the students’ point of view
- needed to be accomplished
- the beginning of the learning journey
- guidance for both learner and teacher
- expressed in action words (cognitive: Bloom’s
Taxonomy, affective: Krathwohl, psychomotor:
Simpson)
- should be S.M.A.R.T.
- For example, if a lesson intends the students to
identify the parts of a simple flower as stated in the
DLO, then students should have identified the parts
of a simple flower, at the end of the lesson.
Content/Subject Matter
- should be relevant to the outcomes
- appropriate to the level of the lesson
- up to date and reflect current knowledge and
concepts
References
- follows the content
- tells where the content has been taken
- may be a book, module, or any publication
Romo, Salvador B. (2013). Horticulture: An Exploratory
Course. Lorimar Publishing, Inc. Quezon City
Teaching and Learning Methods
- the experience proper
- the life of the plan
- should allow cooperation, competition as well as
individualism or independent learning
- Cooperative learning activities allow students to
work together.
- Independent learning activities allow learners to
develop personal responsibility
- Competitive activities, where students will test their
competencies against another in a healthy manner
allow learners to perform to their maximum.
- The use of various delivery modes to provide learning
experiences is recommended.
Assessment/Evaluation
- Learning occurs most effectively when students
receive feedbacks.
- The process by which this information is generated is
assessment. It has three main forms:
1. Self Assessment (reflective and self critical)
2. Peer Assessment (trust and mutual respect)
3. Teacher Assessment
- Formative (providing feedback to help the student
learn more)
- Summative (expressing judgment on the students’
achievement by reference to stated criteria)
-End of Lesson 1-
Accomplish Module 3 – Lesson 1
