EDUC 107: The School and The Curriculum (MW 8:00AM – 9:30AM)

TYPES OF SCHOOL CURRICULUM

 The totality of student experiences that occur in the educational process.
 The Curriculum is at the heart of the teaching profession
 Higher/Tertiary Education Curriculum – our curriculum as college (baccalaureate
degrees – 4-year course) taken care by CHED.
 K-3 – primary level
 G4-g6 – intermediate
 G7-g10 – secondary
 G11-g12 – senior high school
 Enhanced Basic Education Curriculum – present curriculum in elementary and junior
high school taken care by the DepEd.
 RA. 10533 - otherwise known as the Enhanced Basic Education Act of 2013, has
expanded the years of schooling in basic education from 10 years to 12 years. ... RA
10533 has mandated the Department of Education (DepEd) to formulate programs
to enact the abovementioned provision of the law.
 Technical Vocational School Curriculum – practical skills and trainings taken care by
the TESDA (Technical Education and Skills Development Authority). National
Certificate – 5 points
 Overview: it is all about school curricula and the teacher. It identifies the different types
of curricula that exist in the teacher’s classroom and school. It also describes the different
roles of the teacher as a curricularist who engages in the different facets of curriculum
development in any educational level.
 Curriculum: it is what is taught in the school, a set of subjects, a content, a program of
studies, a set of materials, a sequence of courses, a set of performance objectives,
everything that goes within the school. It is what is taught inside and outside of school
directed by the teacher, everything planned by school, a series of experiences undergone
by learners in school or what individual learner experiences as a result of the school. In
short, it is the total learning experiences of learner under the guidance of the teacher.
 The Saber Tooth Curriculum by Harold Benjamin: the story was written in 1939.
Curriculum then, is seen as a tradition of organized knowledge taught in schools of the
19th Century. Two centuries later, the concept of a curriculum has broadened to include
several modes of thoughts and experiences. (Adaptable curriculum – it changes through
the time when it is not applicable anymore and they have to try the one that has more
educational value. The essence of education is timelessness. It is something that endures
through changing conditions)
 No Formal, Non - Formal or Informal Education exists without a curriculum.
Classrooms will be empty with no curriculum. Teachers will have nothing
 In our current Philippine Educational System, different schools are established in
different educational levels which have corresponding recommended curricula. The
educational levels are:
1. Enhanced Basic Education – includes Kindergarten, Grade 1 to Grade 6 for
elementary, and for G7 to G10 for Junior High School ad G11 to G12 for the
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Senior High School. Each level has its specific recommended curriculum. The
new basic education levels are provided in the K to 12 Enhanced Curriculum of
2013 of the Department of Education.
2. Technical Vocational Education – this is post-secondary technical vocational
educational, and training taken care by Technical Education and Skill
Development Authority (TESDA). For the TechVoc Track is SHS of DepEd,
DepEd and TESDA work in close coordination.
3. Higher Education – Baccalaureate or Bachelor’s Degrees and the Graduate
Degrees (Master’s and Doctorate) which are under the regulation of the
Commission on Higher Education (CHED).

 WHLP (Weekly Home Learning Plan)

 ILMP (Individual Learning Monitoring Plan) – to monitor the students’ performance
until he is capable of mastering the standards set forth in the curriculum.
 In whatever levels of schooling and in various types of learning environment, several
curricula exist.
ALLAN GLATTHORN (TYPES OF CURRICULA IN SCHOOLS)
1. Recommended Curriculum – almost all curricula found in our schools are
recommended. For basic education, these are recommended by the Department of the
Education (DepEd), for Higher Education, by the Commission on Higher Education
(CHED), and for Vocational Education by TESDA. These 3 government agencies
oversee and regulate Philippine education.
2. Written Curriculum – this includes documents based on the recommended
curriculum. They come in the form of course of study syllabi, modules, books or
instructional guides among others. A packet of this written curriculum is the teacher’s
lesson plan. The most recent written curriculum is the K to 12 for Philippine Basic
Education.
3. Taught Curriculum – from what has been written or planned, the curriculum has to
be implemented or taught. The teacher and the learners will put life to the written
curriculum. The skills of the teacher to facilitate learning based on the written
curriculum with the aid of instructional materials and facilities will be necessary. The
taught curriculum will depend largely on the teaching style of the teacher and the
learning style of the learners.
4. Supported Curriculum – this is described as support/instructional materials that the
teacher needs to make learning and teaching meaningful. These include print
materials like books, charts, posters, worksheets, or non - print materials like power
point presentation, movies, slides, models, realia’s, mock – ups, and other electronic
illustrations. Supported curriculum also includes facilities where learning occurs
outside or include the 4 walled building.
5. Assessed Curriculum – taught and supported curricula have to be evaluated to find
out if the teacher has succeeded or not in facilitating learning. In the process of
teaching and at the end of every lesson or teaching episode, an assessment is made. It

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can be either be assessment for learning, assessment as learning, (formative in nature)

or assessment of learning (summative in nature). If the process is to find the progress
of learning, then the assessed curriculum is for learning, but if it is to find out how
much has been learned or mastered, then it is assessment of learning. Either way,
such curriculum is the assessed curriculum.
6. Learned Curriculum – how do we know if the student has learned? We always
believe that if a student changed behavior, s/he has learned. For example, from a non-
reader to a reader or from not knowing to knowing or from being disobedient to
obedient. The positive outcome of teaching is an indicator of learning. These are
measured by tools in assessment, which can indicate the cognitive, affective and
psychomotor outcomes. Learned curriculum will also demonstrate higher order and
critical thinking and lifelong skills. (application)
7. Hidden/Implicit Curriculum – this curriculum is not deliberately planned but has a
great impact on the behavior of the learner. Peer influences, school environment,
media, parental pressures, society changes, cultural practices, natural calamities, are
some factors that create the hidden curriculum. Teachers should be more sensitive
and aware of this hidden curriculum. Teachers must have good foresight to include
these in the written curriculum, in order to bring to the surface what are hidden.
REMEMBER: In every teacher’s classroom, not all these curricula may be present at
one time. Many of them are deliberately planned, like the recommended, written, taught,
supported, assessed, and learned curricula. However, a hidden curriculum is implied, and
a teacher may or may not be able to predict its influences on learning. All these have
significant role on the life of the teacher as a facilitator of learning have direct
implication to the life of the learners.
THE TEACHER AS CURRICULARIST
 It is in this role that the teacher gives life to the curriculum plan.
 According to study conducted by Sandra Hayes, the most influential curricularist in
America includes the following:
1. John Dewey's influence on education was evident in his theory about social learning;
he believed that school should be representative of a social environment and that
students learn best when in natural social settings. According to Dewey, the
curriculum should consist of “educative experiences and problems”. According to the
John Dewey theory, people learn best through a hands-on approach. Learning by
Doing.
2. Ralph Tyler (1902-1994) is regarded as one of the foremost educators of the
20th century and is considered by many to be “the grand old man of educational
research” (Stanford News Service, 1994). He is often associated with educational
assessment and evaluation as well as curriculum theory and development. Tyler
described a four-part method of delivering and evaluating instruction known as the
Tyler Rationale. The Tyler Rationale is a linear model for curriculum development
composed of four components: objectives, activities, organization of activities and

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evaluation. Tyler also helped develop that National Assessment of Educational

Progress (NAEP) in the 1960's. Planning
3. Hilda Taba contributed to the theoretical and pedagogical foundations of concept
development and critical thinking in social studies curriculum and helped to lay the
foundations of education for diverse student populations. Taba believed that there has
a definite order in creating a curriculum. This model is used to enhance the thinking
skills of students. She believed that teachers are aware of the student's needs. Hence,
they should create specific teaching-learning situations for their students.
Pedagogical Approach
4. Franklin Bobbitt’s influenced the curriculum by showing how teaching classical
subjects should be replaced by teaching subjects that correspond to social needs. In
1918, Bobbitt wrote The Curriculum: a summary of the development concerning the
theory of the curriculum. Bobbitt argued that the curriculum ought to be differentiated
into academic and vocational programs. Students would then be directed to a program
according to aptitude. Bobbitt formulated five steps in curriculum making:
(a) analysis of human experience, (b) job analysis, (c) deriving objectives, (d)
selecting objectives, and (e) planning in detail. Bobbitt believes that the learning
objectives, together with the activities, should be grouped and sequenced after
clarifying the instructional activities and tasks. He also views curriculum as a science
that emphasizes the needs of the students.
ROLES OF A TEACHER
 Facilitator – engaging learning experience, assessment, classroom discussions, effective
pedagogy
 Professional – ethical, positive role model, respected community member
 Builder – relationships – students, parents/caregivers, peers, self - esteem, lifelong
learners, responsible citizens
 Protector – of students, safe supportive school environment
 Communicator – encouragement, pro social behaviors, values & beliefs
 Lifelong Learner – engages in professional development, learns from the students
Are you aware that a teacher’s role is very complex? Teacher’s do a series of
interrelated actions about the curriculum, instruction, assessment, evaluation, teaching
and learning. A classroom teacher is involved with curriculum continuously all day. But
very seldom has been described as a curricularist. Curricularist in the past, are referred
only to those who developed curriculum theories.
We will start using the word Curricularist describe a professional who is a
curriculum specialist (Hayes, 1991; Hewit, 2016). A person who is involved in
curriculum knowing, writing, implementing, evaluating, innovating, and initiating may be
designated as a curricularist. A Teacher’s role is broader and inclusive of other functions
and so a teacher is a curricularist.
The classroom is the first place of curricular engagement. The first school
experience sets the tone to understand the meaning of schooling through the interactions

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of learners and teachers that will lead to learning. Hence, curriculum is at the heart of
schooling.
TEACHER AS A CURRICULARIST
1. Knows the Curriculum
Learning begins with knowing. The teacher as a learner starts with knowing about the
curriculum, the subject matter or the content. As a teacher, one has to master what are
included in the curriculum. It is acquiring academic knowledge both formal (disciplines,
logic) or informal (derived from experiences, vicarious, and unintended). It is the mastery
of the subject matter. (Knower)
2. Writes the Curriculum
A classroom teacher takes record of knowledge concepts, subject matter or content.
These need to be written or preserved. The teacher writes books, modules, laboratory
manuals, instructional guides, and reference materials in paper or electronic media as a
curriculum writer or reviewer. (Writer)
3. Plans the Curriculum
A good curriculum has to be planned. It is the roles of the teacher to make a yearly,
monthly, or daily plan of the curriculum. This will serve as a guide in the implementation
of the curriculum. The teacher takes into consideration several factors in planning a
curriculum. These factors include the learners, the support materials, time subject matter
or content, the desired outcomes, the context of the learners among others. By doing this,
the teacher becomes a curriculum planner. (Planner)
4. Initiates the Curriculum
In cases where the curriculum is recommended to the schools from DepEd, CHED,
TESDA, UNESCO, UNICEF, or other educational agencies for improvement of quality
education, the teacher is obliged to implement. Implementation of a new curriculum
requires the open mindedness of the teacher, and full belief that the curriculum will
enhance learning. There will be many constraints and difficulties in doing things first or
leading however, a transformative teacher will never hesitate to try something novel and
relevant. (Initiator)
5. Innovates the Curriculum
Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always
dynamic. Hence, it keeps on changing. From the content strategies, way of doing, blocks
of time, ways of evaluating, kinds of students and skills of teacher, ones cannot find a
single eternal curriculum that would perpetually fit. A good teacher, therefore, innovates
the curriculum and thus becomes a curriculum innovator. (Innovator)
6. Implements the Curriculum
The curriculum that remains recommended or written will never serve its purpose.
Somebody has to implement it. As mentioned previously, at the heart of schooling is the
curriculum. It is this role where the teacher becomes the curriculum implementor. An
implementor gives life to the to the curriculum plan. The teacher is the height of an
engagement with the learners, with support materials, in order to achieve the desired
outcome. It is where teaching, guiding, facilitating skills of the teacher is expected to the

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highest level. It is where the teaching as a science and an art will be observed. It is here,
where all the elements of the curriculum will come into play. The success of a
recommended, well written, and planned curriculum depends on the implementation.
(Implementor)
7. Evaluates the Curriculum
How can one determine if the desired learning outcomes has been achieved? Is the
curriculum working? Does it bring the desired results? What do outcomes reveal? Are the
learners achieving? Are these practices that should be modified, terminated or continued?
These are some few questions that need the help of a curriculum evaluator. That person is
the teacher. (Evaluator)
 The 7 Roles are those which a responsible teacher does in the classroom every day!
Doing these multi – faceted work qualifies a teacher to be a Curricularist.
THE SCHOOL CURRICULUM: DEFINITION, NATURE AND SCOPE
 The term Curriculum is derived from a Latin word ‘currere’ which means ‘race course’
or a runway on which one runs to reach a goal.
 If the teacher is the guide, the curriculum is the path.
 It is broadly defined as the totality of student experiences that occur in the educational
process.
 It often refers specifically to a planned sequence of instruction, or to a view of the
student’s experiences in terms of the educator’s or school’s instructional goals.
 Curriculum may also encompass a school’s academic requirements for graduation, such
as the courses students have to take and pass, the number of credits students must
complete, and other requirements.
 Cunningham - “Curriculum is a tool in the hands of the artist (teacher) to mould his
material (pupils) according to his ideas (aims and objectives) in his studio (school)”.
 Morroe - “Curriculum includes all those activities which are utilized by the school to
attain the aims of education”.
 Crow and Crow - “The curriculum includes all the learners’ experience in or outside
school that are included in a programme which has been devised to help him
developmentally, emotionally, socially, spiritually and morally”.
 T.P. Nunn - “The curriculum should be viewed as various forms of activities that are
grand expressions of human spirit and that are of the greatest and most permanent
significance to the wide world”.
CURRICULUM FROM TRADITIONAL POINTS OF VIEW
 Curriculum is a body of subjects or subject matter prepared by the teachers for the
students to learn.
 Robert Hutchins views curriculum as permanent studies where rules of grammar,
reading, rhetoric and logic and mathematics for basic education are emphasized.
 Arthur Bestor believes that the mission of school should be intellectual training.

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 Joseph Schwab thinks that the sole source of curriculum is a discipline. (English, Math,
Science, Social Studies)
 Philip Phenix asserts that curriculum should consist entirely of knowledge which
comes from various disciplines.
 Collectively from the tradional view of theorists like Hutchins, Schwab, Bestor and
Phenix, curriculum can be defined as a field of study. Curriculum is highly academic
and is concerned with broad historical, philosophical, psychological and social issues.
 Discipline, Intellectual and Knowledge
CURRICULUM FROM PROGRESSIVE POINTS OF VIEW
 A Progressive View of Curriculum is the total learning experiences of the individual
thus a listing of school subjects, syllabi, course of study, and specific discipline does not
make a curriculum.
 Holin Caswell and Kevin Campbell viewed curriculum as all experiences children
have under the guidance of teacher.
 Smith, Stanley and Shore likewise defined curriculum as a sequence of potential
experiences, set up in schools for the pupose of disciplining children and youth in group
ways of thinking and acting.
 Marsh and Willis also viewed curriculum as all experiences in the classroom which
planned and enacted by the teacher and also learned by the students.
 Curriculum is what is taught in school, a set of subjects, a content, a program of studies,
a set of materials, a sequence of courses, a set of performance objectives, everything that
goes within the school.
 It is what is taught inside and outside of school directed by the teacher, everything
planned by school, a series of experiences undergone by learners in school or what
individual learner experiences as a result of school. In short, curriculum is the total
learning experiences of the learner, under the guidance of the teacher.
NATURE OF CURRICULUM
1. What educational purpose should the school seek to attain? Objectives, Goals, Mission
and Vision
2. What educational experiences can be provided to attain these purposes?
Teaching/Learning Strategies
3. How can these educational experiences can be organized effectively to achieve these
purposes? Learner – centered teaching.
4. How can we determine whether or not the expected objectives have been achieved?
Through the assessment.
SCOPE OF CURRICULUM
1. GOALS: The benchmarks or expectations for teaching and learning often made explicit
in the form of a scope and sequence of skills to be addressed;

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2. METHODS: The specific instructional methods for teacher, often described in a

teacher’s edition;
3. MATERIALS: The media and tools that are used for teaching and learning;
4. ASSESSMENT: The reasons for and methods of measuring student progress.
SCOPE
 Scope refers to the breadth of the curriculum – the content, learning experiences and
activities to be included in the curriculum.
o What do young people need in order to succeed in the society?
o What are the needs of the locality, society, nation and world?
o What are the essentials of the discipline?

SEQUENCE
 The sequence is the order in which information is presented.
o Simple To Complex
o Prerequisite Learning
o Whole to Parts
o Chronological
CURRICULUM DEVELOPMENT
 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.
o Curriculum is a dynamic process.
o A change for better means many alteration, modification, or improvement of
existing condition.
o To produce positive changes, development should be purposeful, planned and
progressive.
APPROACHES TO THE SCHOOL CURRICULUM
I. CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE
 Focus Will be the body of knowledge to be transmitted to students using appropriate
teaching method.
 The likelihood of teaching will be limited to acquisition of facts, concepts and principles
of the subject matter; however, the content can also be taken as a means to an end.
Ways of Presenting the Content in the Curriculum
o Topical Approach – much content is based on knowledge, and experience are
included.
o Concept Approach – fewer topics in clusters among major and subconcepts and
their interaction, with relatedness emphasized.

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o Thematic Approach (Theme) – combination of concepts that develop

conceptual structures.
o Modular Approach – leads to complete units of instruction.

Criteria in the Selection of Content

o Significance – Content should contribute to the ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum. Content
becomes the means of developing cognitive, affective or psychomotor skills of the
learners.
o Validity – Authenticity of the subject matter forms its validity. There is a need
for validity check and verification at a regular interval because content may not be
valid.
o Utility – Usefulness of the content in the curriculum is relative to the learners
who are going to use this.
o Learnability – the complexity of the content must be within the range of the
learners. Capacity to learn.
o Feasibility (Possibilities) – Can the subject be learned within the time allowed,
resources available, expertise of the teacher, and the nature of the learner? Are the
contents of learning which can be learned beyond the formal teaching – learning
engagement? Are there opportunities to learn these?
o Interest – Will the learners take interest in the content? What value the contents
have in present and future life of the learners? Interest is one of the driving forces
for the students to learn better. (Interest – powered)
Guide in the Selection of the Content in the Curriculum
o Commonly used in the daily life.
o Appropriate to the maturity levels and abilities of the learners.
o Valuable in meeting the needs and competences of the future career.
o Related o other subject fields or discipline for complementation and integration.
o Important in transfer of learning to other disciplines.
BASIC Principles of Curriculum Content
o In 1952, Palma proposed the principle BASIC as a guide in addressing content in
the Curriculum.
o Balance – content should be fairly distributed in depth and breadth.
o Articulation – as the content complexities progresses with the education levels,
bridging should be provided.
o Sequencing – the logical arrangement of the content referes to sequence or order.
o Integration – content in the curriculum does not stand alone or in isolation. It has
relatedness to other contents.
o Continuity – curriculum should continuously flow as it was before, to where it is
now, and where it will be in the future.
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II. CURRICULUM AS A PROCESS

 Curriculum happens in the classroom, as the questions, as by the teacher and learning
activities engaged in by the students.
 The process of the teaching and learning becomes the central concern of teaching to
emphasize critical thinking, thinking meaning – making and hands – on doing and
many others.
 There are ways of teaching, ways of managing the content, guiding learning, methods
of teaching and learning, and strategies of teaching or delivery modes.
When Curriculum is approached as a Process, guiding principles are presented:
o Curriculum process in the form of the teaching methods or strategies are means
to achieve the end.
o There is no single best process in method.
o Curriculum should stimulate the learner’s desire to develop the cognitive,
affective and psychomotor domain in each individual.
o In the choice of methods, learning and teaching styles should be considered.
o Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor.
o Flexibility in the use of process or methods should be considered.
o Both teaching and learning are the 2 important processes in the implementation
of the curriculum.
III. CURRICULUM AS A PRODUCT
 Central to the approach is the formulation of behavioral objectives stated as intended
learning outcomes.
 These learned or achieved learning outcomes are demonstrated by the person who has
meaningful experiences in the curriculum. All these results of planning, content and
processes in the curriculum.
THE CURRICULUM PROCESS AND MODELS
 Curriculum Development is a dynamic process involving many different people and
procedures.
To produce positive changes, development should be...
1. Purposeful
2. Planned; &
3. Progressive
CURRICULUM PLANNING
 Considers the school’s vision and mission, goals.
 Includes the philosophy or strong education belief of the school.
CURRICULUM DESIGN
 It is the planning period when instructors organize the instructional units for their course.

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CURRICULUM IMPLEMENTATION
 It refers to how teachers deliver instruction and assessment through the use of specified
resources provided in a curriculum.
CURRICULUM EVALUATION
 Ongoing process of collecting, analyzing, synthesizing, and interpreting information to aid
in understanding what students know and can do.
CURRICULUM DEVELOPMENT: PROCESS AND MODELS
I. Ralph Tyler Model: Four Basic Principles (Tyler’s Rationale)
 Curriculum development model emphasizes the planning phase.
o What educational purposes should schools seek to attain?
o What educational experiences can be provided likely to attain these purposes?
o How can these educational experiences be effectively organized?
o How can we determine whether these purposes are being attained or not?
a) Purposes of School
b) Educational experiences related to the purpose
c) Organization of the experience
d) Evaluation of the experience
II. Hilda Taba Model: Grassroots Approach
o Improved Tyler’s model.
 Believed that teachers should participate in developing a curriculum.
a) Diagnosis of learners’ needs and expectation of the larger society
b) Formulation of learning objectives
c) Selection of learning outcome
d) Organization of learning concepts
e) Selection of learning experiences
f) Determination of what to evaluate and the means of doing it.
g) Evaluation
III. Galen Saylor and William Alexander Curriculum Model (1974)
o Curriculum is “a plan for providing sets of learning opportunities to achieve broad
educational goals and related specific objectives for an identifiable population
served by a single school center.”
a) Goals, Objectives and Domains
b) Curriculum Designing
c) Curriculum Implementing
d) Evaluation
APPROACHES TO CURRICULUM DESIGN
 Curriculum Design focuses on the creation of the overall course blueprint, mapping
content to learning objectives, including how to develop a course outline and build the

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course. Each learning objective is met with assessment strategies, exercises, content,
subject matter analysis, and interactive activities.
Purpose of Curriculum Design
 Teachers design each curriculum with a specific educational purpose in mind. The
ultimate goal is to improve student learning, but there are other reasons to employ
curriculum design as well. For example, designing a curriculum for middle school
students with both elementary and high school curricula in mind helps to make sure
that learning goals are aligned and complement each other from one stage to the next . If a
middle school curriculum is designed without taking prior knowledge from elementary
school or future learning in high school into account it can create real problems for the
students. 
SMART is an acronym that you can use with your students to help guide goal setting. It
stands for Specific, Measurable, Achievable, Relevant and Timely.
Types of Curriculum Design
There are three basic types of curriculum design:
1) SUBJECT – CENTERED DESIGN
o Subject-centered curriculum design revolves around a particular subject matter or
discipline or the content.
o This type of curriculum design tends to focus on the subject rather than the
individual.
o For example, a subject-centered curriculum may focus on math or biology.
o Subject – centered curriculum design describes what needs to be studied and how
it should be studied.
o Core Curriculum is an example of a subject-centered design that can be
standardized across schools, states, and the country as a whole.
o The primary drawback of subject-centered curriculum design is that it is not
student-centered. In particular, this form of curriculum design is constructed
without taking into account the specific learning styles of the students. This can
cause problems with student engagement and motivation and may even cause
students to fall behind in class.
2) LEARNER-CENTERED DESIGN
o In contrast, learner-centered curriculum design takes each individual's needs,
interests, and goals into consideration.
o In other words, it acknowledges that students are not uniform and adjust to those
student needs.
o Learner-centered curriculum design is meant to empower learners and allow them
to shape their education through choices.

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o Instructional plans in a learner-centered curriculum are differentiated, giving

students the opportunity to choose assignments, learning experiences or activities.
o This can motivate students and help them stay engaged in the material that they
are learning. 
o The drawback to this form of curriculum design is that it is labor-intensive.
Developing differentiated instruction puts pressure on the teacher to create
instruction and/or find materials that are conducive to each student's learning
needs. Teachers may not have the time or may lack the experience or skills to
create such a plan. Learner-centered curriculum design also requires that teachers
balance student wants and interests with student needs and required outcomes,
which is not an easy balance to obtain.
 Child Centered Design
 Experience Centered Design – experiences are the foundation/starting point of
knowledge.
3) PROBLEM-CENTERED DESIGN
o Like learner-centered curriculum design, problem-centered curriculum design is
also a form of student-centered design.
o Problem-centered curricula focus on teaching students how to look at a problem
and come up with a solution to the problem.
o Students are thus exposed to real-life issues, which helps them develop skills that
are transferable to the real world. 
o Problem-centered curriculum design increases the relevance of the curriculum and
allows students to be creative and innovative as they are learning. 
o The drawback to this form of curriculum design is that it does not always take
learning styles into consideration. 
FUNDAMENTALS OF CURRICULUM DESIGN
 Curriculum Design – planning period when instructors organize the instructional units
for their course.
 PETER OLIVA’S AXIOMS (statement/theory) FOR CURRICULUM DESIGNING
1) Curriculum change is inevitable, necessary and desirable. It should be dynamic and
responsive to the changes
2) Curriculum is a product of its time. It should respond to the needs of time.
3) Curriculum change made earlier can exist concurrently with newer curriculum
changes.
4) Curriculum change depends on people (teachers) who will implement the change.
5) Curriculum change is a cooperative group activity.
6) Curriculum development is the decision - making process from choices of
alternative.
7) Curriculum development is an ongoing process.

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8) Curriculum development is effective if it is comprehensive process rather than a

“Piecemeal.” A piecemeal is an unsystematic planning.
9) Curriculum development is more effective when it follows a systematic.
10) Curriculum development starts where the curriculum is. Curriculum planners and
designers should begin with existing curriculum. An existing design is a good starting
point for any teacher who plans to enhance and enrich the curriculum.
Elements/Components of Curriculum Design
1) Curriculum Aims, Goals, and Objectives
2) Curriculum content or subject matter
3) Curriculum Experience
4) Curriculum Evaluation
CURRICULUM MAPPING AND CURRICULUM QUALITY AUDIT
Curriculum Mapping is a reflective process that helps teachers understand what has been
taught in a class, how it has been taught, and how learning outcomes were assessed.
Benefits of Curriculum Mapping
 Curriculum Maps can also be used as a planning tool to inform future instruction. In
addition to assisting with reflective practice and better communication among faculty,
curriculum mapping also helps to improve overall coherence from grade to grade, thus
increasing the likelihood of students achieving program- or school-level outcomes.
Examples of Curriculum Mapping
 Curriculum Mapping is a method used to align instruction with a degree program’s
learning outcomes. The map (matrix) documents what is taught and when; identifies
when a student learning outcome is introduced, practiced, mastered, and assessed;
identifies reveals gaps in the curriculum; and helps to refine a program’s assessment
plan.
The following tips will help you through the process of creating a curriculum map for
the courses you teach:
 Only include authentic data. All of the information in a curriculum map should reflect
what is actually happening in a classroom, not what should be happening or what you
wish was happening.
 Provide information on a macro level. You do not need to include detailed or specific
information about daily lesson plans.
 Make sure that learning outcomes are precise, measurable, and clearly identified.
 It helps to use action – oriented verbs from Bloom’s Taxonomy to describe learning
outcomes. Some examples include defining, identify, describe, explain, evaluate, predict,
and formulate.
 Explain how learning outcomes were achieved by the students and assessed.

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 Consider using software or some other type of technology to make the curriculum
mapping process easier and less time – consuming.
1. Make a matrix or spreadsheet or table
2. Write the lesson/topic
3. Place the timeline – how many hours
4. Contents
5. Subject area
6. Alignment of resources
The Curriculum Audit (CA) is a rigorous, straightforward process that focuses on what it
will take for any school or school system to deliver teaching and learning in the most effective
ways. In essence, it is a system of organizational analysis.
Purpose of Curriculum Audits
 To review the alignment of the written, taught, and tested curriculum in school.
 To review how each program and office was supporting teaching and learning and
improved student achievement.
Curriculum Audit Standards
 Standard One – The school system is able to demonstrate its control of resources,
programs, and personnel. (Control)
 Standard Two – The school system has established clear and valid objectives for
students. (Direction)
 Standard Three – The school system demonstrates internal connectivity and rational
equity in its program development and implementation. (Connectivity)
 Standard 4 – The school system uses the results from system designed and/or adopted
assessment to adjust, improve, or terminate ineffective practices or programs.
(Feedback)
 Standard 5 – The school system has improved productivity. (Productivity)
How to Audit your Curriculum?

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