Republic of the Philippines

President Ramon Magsaysay State University

Castillejos, Zambales

College/Department College of Teacher Education

Course Code EdCK 4
Course Title The Teacher and the School Society
Place of the Course in the Program Professional Education
Semester & Academic Year Second Semester, AY 2020-2021

Module 5
Phases and Process of Curriculum Development (Part 1)

Curriculum Planning

Introduction
The need for exactness and particularity in making decisions about ends and means
demands scientific curriculum planning. In the Philippines, a growing awareness of a need
for rational curriculum planning is manifested in concerted efforts towards generating
specific and precise educational ends.
Developing a curriculum rationally involves two factors: 1) identifying relevant
substantive decisions at increasing levels of specificity and precision and 2) checking for
consistency between and among the ends-and-means decisions by a two-way process of
derivation and evaluation at each stage and by referring to data sources for basic information.

Intended Learning Outcomes

At the end of this chapter, the students are expected to:

1. Demonstrate knowledge of curriculum planning, design and organization,
implementation, evaluation and improvement; and
2. Prepare developmentally-sequenced lesson plans with well-aligned learning outcomes
and competencies based on curriculum requirements.

Discussion

Curriculum Planning
Curriculum planning is the process whereby the advance arrangement of learning
opportunities for a particular population of learners is created. The trend in approaches to
curriculum planning is to give as wide as possible a participation in planning by all persons
professional and lay who are affected. Decisions in the curriculum are made on several
different levels. Some decisions about what content to include in the curriculum are made by
state legislations, such as requirements to teach the New Constitution. Still others emanate
from the Department of Education. Others are made by the school regions, or districts. Many
decisions which shape the functioning curriculum are made by local schools and by teachers,
either in groups or individually.

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 Basically, there are two major issues as to who plans the curriculum which should be
considered at this point as we are examining the nature of the curriculum planning process.
They are as follows: 1) national or state and local curriculum control; and 2) the relationship
of laymen, academic scholars, and elementary school secondary school and collegiate
educators in curriculum planning.

Nature of Curriculum Planning

Planning deals with selecting objectives and actions to achieve them. It requires
decision-making; that is, choosing from among alternative future courses of action. Plans
provide a rational approach to achieving pre-selected objectives. Planning bridges gap from
where we are now and where we want to be. Planning is an intellectually demanding process
because it requires a deliberate course of action where decisions are based on purpose,
knowledge and considerable degree of estimates. Planning minimizes costs. Its emphasis is
on efficient operations and consistency of procedures and methods.
Effective planning is based on knowledge of:
1. The general goals of the school,
2. The objectives f the course or subject,
3. Students’ abilities, aptitudes, needs and interest,
4. Content to be included and appropriate unit into which the subject can be
divided, and
5. Techniques of short-range instruction or lesson planning.

Although planning is the shared responsibility of administrators, supervisors, and

teachers, the individual teacher must modify any plan and originate his or her own plans for
instruction in the classroom.
Teacher planning is a form of decision-making. Planning a course, unit or lesson that
involves decision in two areas:
1. Subject matter knowledge concerning organization and presentation of
content, knowledge of student understanding of content, and knowledge of
how to teach the content, and
2. Action system knowledge, concerning teaching activities such as diagnosing,
grouping, managing and evaluating students and implementing instructional
activities and learning experiences.

Definition of Curriculum Planning

Planning as a process begins with objectives and defines strategies, policies, and
detailed plan to achieve the desired results.
Instructional planning is the ability of the teacher to visualize and forecast into the
future of the what, why, and how of the teaching and learning process. It involves creating,
arranging, organizing, synthesizing and designing issues in the mind of learners that may
occur in the classroom. It also includes accurate time management and related circumstances
and the teacher’s ability to make decisions consistent with the goals and objectives of the
school system.
Teachers engage in five levels of planning; yearly, term, unit, weekly, and daily.
Planning at each level involves a set of goals, sources of information, forms or outlines, and
criteria for judging the effectiveness of planning.
One researcher pointed out that the middle-grade teachers rely most heavily on: 1)
previous success and failure, 2) district curriculum guides, 3) textbook content, 4) student
interest, 5) classroom management factors, 6) school calendar and 7) prior experience when
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they plan at the yearly term levels. At the unit, weekly and daily levels, they are mostly
influenced by: 1) availability of materials, 2) student interest,3) schedule interruptions, 4)
school calendar, 5) district curriculum guides, 6) text book content, 7) classroom
management, 8) classroom activity flow and 9) prior experience.
However, the teacher needs to consider variety and flexibility in planning as well as
structure and routine to take account student’s differing developmental needs and interests.
Some students, especially in non-structural and independent situations, whereas many low
achievers, convergent thinkers, and dependent learners prefer highly structures and directed
environments.

The Teacher as a Curriculum Designer

A curriculum as a planned sequence of learning experiences should be at the heart and
mind of every teacher. Every teacher as curricularists should be involved in designing a
curriculum. In fact, it is one of the teachers’ roles as a curricularist. As such, you will be
providing them the necessary experiences that will enable the learner what you intend them
to 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 comes 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.

Ten Axioms about Curriculum That Teachers Need as Reminders

1. Curriculum change is inevitable, necessary and desirable. Earlier it was stated that
one of the characteristics of curriculum is its being dynamic. Because of this, teachers
should respond to the changes that occur in schools and in their context. Societal
development and knowledge revolution come so fast that the need to address the
changing condition requires new curriculum designs.
2. Curriculum is a product of its time. A relevant curriculum should respond to changes
brought about by current social forces, philosophical positions, psychological principles,
new knowledge and educational reforms. This is also called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes. A revision in a curriculum starts and ends slowly. More often, curriculum is
gradually phased in and out, thus the changes that occur can coexist and oftentimes
overlap for long periods of time.
4. Curriculum change depends on people who will implement the change. Teachers who
will implement the curriculum should be involved in its development, hence, should
know how to design a curriculum. Because the teachers are the implementers of the
curriculum, it is best that they should design and own the changes. This will ensure an
effective and long lasting change.
5. Curriculum development is a cooperative group activity. Group decisions in some
aspects of curriculum development are suggested. Consultations with stakeholders when
possible will add to a sense of ownership. Even learners should participate in some aspect
of curriculum designing. Any significant change in the curriculum should involve a broad
range of stakeholders to gain their understanding, support and input.
6. Curriculum development is a decision-making process made from choices of
alternatives. A curriculum developer or designer must decide what contents to teach,

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 philosophy or point of view to support how to provide for multi-cultural groups, what
methods or strategies, and what type of evaluation to use.
7. Curriculum development is an on-going process. Continuous monitoring, examination,
evaluation and improvement of curricula are to be considered in the design of the
curriculum. As the needs of learners change, as society changes, and as new knowledge
and technology, appear, the curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process rather
than a “place meal”. A curriculum design should be based on a careful plan, should
clearly establish intended outcomes, support resources and needed time available and
should equip teaching staff pedagogically.
9. Curriculum development is more effective when it follows a systematic process. A
curriculum design is composed of desired outcomes, subject matter content
complemented with references, set of procedures, needed materials and resources and
evaluation procedure which can be placed in a matrix.
10. Curriculum development starts from 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 a curriculum.

Building upon the ideas of Oliva, let us continue learning how to design a curriculum
by identifying its components. For most curricula, the major components or elements are
answers to the following questions:
1. What learning outcomes need to be achieved? (Intended Learning Outcomes)
2. What content should be included to achieve the learning outcomes? (Subject Matter)
3. What learning experiences and resources should be employed? (Teaching-Learning
Methods)
4. How will the achieved learning outcomes be measured? (Assessment of Achieved
Learning Outcomes)

Elements or Components of a Curriculum Design

There are many labels for curriculum design. Some would call it a syllabus or a lesson
plan. Some would call it a unit plan or a course design. Whatever is the name of the design,
the common components for all of them are almost the same. However some schools,
institutions or departments may add other minor parts or trimmings to the design.
Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching
guide includes (1) Intended Learning Outcomes (ILO) or the Desired Learning Outcome
(DLO) formerly labeled as behavioral objectives, (2) Subject Matter or Content, (3) Teaching
and Learning Methods and (4) Assessment Evaluation.

I. Behavioral Objectives or Intended Learning Outcomes

Begin with the end in view. The objectives or intended learning outcomes are the
reasons for undertaking the learning lesson from the student’s point of view; it is desired
learning outcome that is to be accomplished in a particular learning episode, engaged in by
the learners under the guidance of the teacher. As a curriculum designer, the beginning of the
learning journey is the learning outcomes to be achieved. In this way, both the learner and the
teacher are guided by what to accomplish.
The behavioral objectives, intended learning out comes or desired learning outcomes
are expressed in action words found in the revised Bloom’s Taxonomy of Objectives
(Andersen and Krathwohl, 2003) for the development of the cognitive skills. For the affective

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 skills, refer to the taxonomy made by Krathwohl and for the psychomotor domain by
Simpson.
The statement should be SMART: Specific, Measurable, Attainable, Result-Oriented
and Time-bound. For a beginner, it would help if you provide the Condition, Performance
and Extent or Level of Performance in the statement of the intended earning outcomes.
For example, if a lesson intends the students to identify the parts of a simple flower as
stated in the desired learning outcomes, then the student should have identified the parts of a
simple flower, at the end of the lesson.
Sometimes the phrase intended learning outcomes is used to refer to the anticipated
results after completing the planned activity or lesson. In framing learning outcomes, it is
good practice to:
 Express each outcome in terms of what successful students will be able to do. For
example, rather than stating. Students will be able to explain the reason why… it
should be: ‘Students must have explained the reason why…’ This helps students
to focus on what they have to achieve as learning. It will also help curricularists
devise appropriate assessment tasks.
 Include different kinds of outcomes. The most common are cognitive objectives
(learning facts, theories, formulae, principles, etc.) and performance outcomes
(learning how to carry out procedures, calculations and processes, which typically
include gathering information and communicating results). In some contexts,
affective outcomes are important too (for developing attitudes or values, e.g. those
required as a person and for a particular profession).

II. Content/ Subject Matter

The content of the lesson or unit is the topic or subject matter that will be covered. In
selecting content, you should bear in mind the following principles in addition to those
mentioned about the content in previous lessons:
 Subject matter should be relevant to the outcomes of the curriculum. An
effective curriculum is purposive and clearly focused on the planned learning
outcomes.
 Subject matter should be appropriate to the level of the lesson or unit. An
effective curriculum is progressive, leading students towards building on
previous lessons. Content which are too basic or too advanced for the
development levels of learners make student either bored or baffled and affect
their motivation to learn.
 Subject matter should be up-to-date and, if possible, should reflect current
knowledge and concepts.
 Subject matter should follow the principle of BASICS.

III. References
The reference follows the content. It tells where the content or subject matter has been
taken. The reference may be a book, a module, or any publication. It must bear the author of
the material and if possible, the publications. Some examples are given below.
1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary Supplementary
Conservation and Environmental Education Program. Council of Environmental
Education, Bethesda MD
2. Shipman James and Jerry Wilson, et al (2009). An Introduction to Physical Science,
Houghton Mifflin Co. Boston MA

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 3. Romo, Salvador B. (2013). Horticulture an Exploratory Course.Lorimar Publishing
Inc. Quezon City
4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession 2nd Ed.
Lorimar Publishing Inc. Quezon City

IV. Teaching and Learning Methods

These are the activities where the learners derive experiences. It is always good to
keep in mind the teaching strategies that students will experience (lectures, laboratory
classes, fieldwork, etc.) and make them learn. The teaching –learning methods should allow
cooperation, competition methods as well as individualism or independent learning among
the students. For example:
 Cooperative learning activities allow students to work together. Students are guided to
learn on their own to find solutions to their problems. The role of the teachers is to
guide the learners. Democratic process is encouraged, and each one contributes to the
success of learning. Students learn from each other in ways. Group projects and
activities considerably enhance the curriculum.
 Independent learning activities allow learners to develop personal responsibility. The
degree of independence to learn how to learn is enhanced. The degree of
independence to learn how to learn is enhanced. This strategy is more appropriate for
fast learners.
 Competitive activities, where students will test their competencies against another in a
healthy manner, allow learners to perform to their maximum. Most successful
individuals in their adult life competitive, even in early schooling. They mostly
become the survivors in a very competitive world.
 The use of various delivery modes to provide learning experiences is recommended.
Online learning and similar modes are increasingly important in many curricula, but
these be need to be planned carefully to be effective.

There are some examples of very simple teaching-learning methods with detailed
steps that you can start using as begin teaching.

1. Direct Instruction: Barak Rosenshine Model (in Ornstein & Hunkins, 2018)

Detailed Steps:
1. State Learning Objectives/ Outcomes: Begin lesson with a short statement of
objective or desired lesson learning outcomes.
2. Review: Introduce short review of previous or prerequisite learning
3. Present new materials: Present materials in small, sequenced manner.
4. Explain: Give clear and detailed instructions and explanations
5. Practice: Provide active practice for all students.
6. Guide. Guide students during the initial practice or provide seatwork activities.
7. Check for understanding. Ask several questions, assess student comprehension
8. Provide Feedback. Provide systematic feedback and corrections.
9. Assess Performance: Obtain student success rate of 80 percent or more during
practice session.
10. Review and test. Provide for spaced review and testing.

2. Guided Instruction: Madeline Hunter Model (in Ornstein & Hunkins, 2018)

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1. Review. Focus on previous lesson, ask students to summarize main points.
2. Anticipatory set. Focus student’s attention on new lesson. Stimulate interest in the
new materials.
3. Objective. State explicitly what is to be learned; state rationale or how it will be
useful.
4. Input. Identify needed knowledge and skills for learning new lesson; present
materials in sequenced steps.
5. Modeling. Provide several samples or demonstrations throughout the lesson.
6. Check for understanding. Monitor students’ work before they become involved in
lesson activities, check to see they understand directions or tasks.
7. Guided practice. Periodically ask students questions and check their answers.
Again monitor understanding.
8. Independence practice. Assign independent work or practice when it is reasonably
sure that students can work on their own with understanding and minimal
frustration.

3. Mastery Learning: JH Block and Lorin Anderson Model (in Ornstein &
Hunkins, 2018)
1. Clarify. Explain to students what they are expected to learn.
2. Inform. Teach the lesson, relying on the whole group instruction.
3. Pretest. Give a formative quiz on a no fault-basis, students can check their own
paper.
4. Group. Based on results, divide the class into mastery and non-mastery groups
(80% is considered mastery).
5. Enrich and correct. Give enrichment instruction to mastery group. Give
corrective (practice/ drill) to non-mastery group.
6. Monitor. Monitor student progress; vary amount of teacher time and support for
each group based on group size and performance.
7. Posttest. Give a summary test for non-mastery group.
8. Assess performance. At least 75% of the students should achieve mastery by the
summative test.
9. Reteach. If not, repeat procedures; starting with corrective instructions (small
study groups, individual tutoring, alternative instructional materials, extra
homework, reading materials practice and drill).

4. Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein &
Hunkins, 2018)

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 1. Review. Review concepts and skills related to homework, provide review
exercises.
2. Development. Promote students understanding, provide controlled practice,
3. Assess comprehension. Ask questions, provide controlled practice.
4. Seatwork. Provide uninterrupted seatwork; get everyone involved sustain
momentum.
5. Accountability. Check the student work.
6. Homework. Assign homework regularly; provide review problems.
7. Special reviews. Provide weekly reviews to check and further maintain and
enhance learning.

Teaching- Learning Environment

In the choice of the teaching learning methods, equally important is the teaching
learning environment. Brian Castaldi in 1987 suggested four criteria in the provision of the
environment or learning spaces in designing a curriculum. These include (1) adequacy, (2)
suitability, (3) efficiency and (4) economy.

1. Adequacy – this refers to the actual learning space or classrooms. Is the

classroom large enough for student’s mobility for class interaction and
collaborative work? Is there enough light and ventilation so that the learning space
is conducive and safe for learning? To provide learning condition that will provide
opportunities that will develop the 21st century skills, there must be a provision for
the utilization of technology for teaching and learning and the use of the
cyberspace.
2. Suitability – this relates to planned activities. Suitability should consider
chronological and developmental ages of learners. Also to be considered will be
the socio-cultural, economic even religious background of the learners.
3. Efficiency – this refers to operational and instructional effectiveness.
4. Economy – this refers to cost effectiveness. How much is needed to provide the
instructional materials?

VI. Assessment and Evaluation

Learning occurs most effectively when students receive feedback, i.e when they
receive information on what they have already (and have not) learned. The process by which
this information is generated is assessment. It has three main forms:

 Self-assessment, through which students learn to monitor and evaluate their own
learning. This should be a significant element in the curriculum because we aim to
produce graduates who are appropriately reflective and self-critical.
 Peer assessment, in which students provide feedback on each other’s learning. This
can be viewed as an extension of self-assessment and presupposes trust and mutual
respect. Research suggests that students can learn to judge each other’s work as
reliably as staff.
 Teacher assessment, in which the teacher prepares and administers tests and gives
feedback on the student’s performance.

Assessment may be formative (providing feedback to help the student learn more) or
summative (expressing a judgment on the student’s achievement by reference to stated

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criteria). Many assessment tasks involve an element of both, e.g. an assignment that is
marked and returned to the student with detailed comments.
Summative assessment usually involves the allocation of marks or grades. This helps
the teacher make decisions about the progress or performance of the students.
Students usually learn more by understanding the strengths and weaknesses of their
work than by knowing the mark or grade given to it. For this reason, summative assessment
tasks (including unseen examinations) should include an element of formative feedback, if
possible.

Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a lesson plan which is a mini-curriculum,
similar components will also be used in making s syllabus for teaching in higher education
courses or other curricular projects. Based on the curriculum models we have learned, the
fundamental components include the following:

Major components of a course design or syllabus

1. Intended Outcomes (or Objectives)
2. Content/ Subject Matter (with references)
3. Methods/ Strategies (with needed resources)
4. Evaluation (means of assessment)

Simply put, curriculum design is the organization of curriculum components. All

other additional components are trimmings that each designer may add. This may be
institutional template or suggested by other curriculum experts or required by educational
agencies like the Department of Education, Commission on Higher Education, Accrediting
Agencies, and Professional Regulation Commission to achieve a specific purpose of such
agency.

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.

Types of Curriculum Design

There are three basic types of curriculum design:
 Subject-centered design
 Learner-centered design
 Problem-centered design

A. Subject-Centered Design – This is a curriculum design that focuses on the content of the
curriculum. The subject –centered design corresponds mostly to the textbook because
textbooks are usually written based the specific subject or course.

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 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.

1. Subject design– Subject design curriculum is the oldest and so far the most familiar
design for teachers, parents and other laymen. According to the advocates, subject
design has an advantage because it is easy to deliver. Textbooks are written and
support instructional materials are commercially available. Teachers are familiar with
the format because they were educated using also the design.
2. Discipline design – This curriculum design model is related to the subject design.
However, whole subject design centers only on the cluster of content, discipline
design focuses on academic disciplines. Discipline refers to specific knowledge
learned though a method which the scholars use to study a specific content of their
fields.
3. Correlation design – Coming from a core, correlated curriculum design links
separate subject designs in order to reduce fragmentation. Subjects are related ot one
another and still maintain their identity. For example, English literature and social
studies correlate well in the elementary level,. In the two subjects, while history is
being studied, different literary pieces during the historical period are also being
studied.
4. Broad field design/ interdisciplinary – Broad field or interdisciplinary is a variation
of the subject centered design. This design was made to cure the
compartmentalization of the separate subjects and integrate the contents that are
related to one another.

B. Learner-Centered Design – Among progressive educational psychologists, the learner is

the center of the educative process. This emphasis is very strong in the elementary level,
however, more concern has been placed on the secondary and tertiary levels.

Here are some examples of curriculum designs which are learner-centered.

1. Child-centered design – This design is often attributed to the influence of John
Dewey, Rouseau, Pestallozi, and Froebel. This curriculum design is anchored on the
needs and interests of the child. The learner is not considered a passive individual but
one who engages with his/ her environment. One learns by doing.
2. Experience –centered design – This design is similar to the child-centered design.
Although the focus remains to be the child, experience-centered design believes that
the interests and needs of learners cannot be pre-planned.
3. Humanistic-design – The key influence in this curriculum design is Abraham
Maslow and Carl Rogers. Maslow’s theory of self-actualization explains that a person
who achieves this level is accepting of self, others and nature; is simple, spontaneous
and natural; is open to different experiences, possess empathy and sympathy towards
the less fortunate among the many others. Carl Rogers, on the other hand, believed
that a person can enhance self-directed learning by improving self-understanding, the
basic attitude to guide behavior.

In humanistic curriculum design, the development of self is the ultimate objective of

learning. It stresses the whole person and the integration of thinking, feeling and doing. It
considers the cognitive, affective and psychomotor domains to be interconnected and must be
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addressed in the curriculum. It stresses the development of positive self-concept and
interpersonal skills.
C. Problem-Centered Design – Generally, problem centered design draws on social
problems, needs, interests and abilities of the learners. Various problems are given
emphasis. There are those that center on life situations, contemporary life problems, areas
of living and many others. In this curriculum, content cuts across subject boundaries and
must be based on the needs, concerns and abilities of the students. Below are two
examples of the problem-centered curriculum.
1. Life-situation design. What makes the design unique is that the contents are
organized in ways that allow students to clearly view problem areas. It uses the
past and the present experiences of learners as a means to analyze the basic areas
of living. As a starting point, the pressing immediate problems of the society and
the students’ existing concerns are utilized. Based on Herbert Spencer’s
curriculum writing his emphases were activities that sustain life, enhance life, aid
in rearing children, maintain the individual’s social and political relations and
enhance leisure, tasks and feelings. The connection of subject matter to real
situations increases the relevance of the curriculum.
2. Core problem design. Another example of problem-centered design is core design.
It centers on general education and the problems are based on the common human
activities. The central focus of the core design includes common needs, problems
and concerns of the learners. Popularized by France and Bossing in 1959, it
presented ways on how to proceed using core design of a curriculum. These are
the steps.

Step 1. Make group consensus on important problems.

Step 2. Develop criteria for selection of important problems.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by group.
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.

These are some examples of curriculum designs. There are many more which are
emerging and those that have evolved in the past. The example given may be limited
however, for our purposes; they can very well represent curriculum designs.

Underlying Spokesperson/
Design Emphasis Source/ Focus
Philosophy Champion
Subject –Centered
Essentialism Science,
Subject Design Separate subject Harris, Hutchins
Perennialism Knowledge
Interdisciplinary
Essentialism Science,
Broad-Fields design subjects, scholarly Broudy, Dewey
Progressivism Knowledge
discipline

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 Separate subject,
Progressivism
Correlation design disciplines linked but Knowledge Alberty, Alberty
Essentialism
identities maintained
Learner-centered design
Child’s needs and Dewey, Kilpatrick,
Child-centered design Progressivism Child
interests Parker
Experience-centered Child’s experiences Dewey, Rugg,
Progressivism Child
design and needs Shumaker
Experiences, interest, Combs, Abraham,
Reconstructionism Psychology,
Humanistic design needs of a person Maslow, Carl
Existentialism Child, Society
and group Rogers
Problem-centered design
Life (social)
Life-situation design Reconstructionism Society Spencer
problem
Child focus on
Transformatory (or society and the Open System
Society Slattery
becoming) change world, all reals of Post Modernism
culture
Reconstructionist Child, the teacher,
Open System Post Modernism Roth
design the world

A curriculum design is reflected in a written curriculum either as a lesson plan,

syllabus, or a bigger curriculum like K to 12. Before a teacher shall put this plan or
design into action, he/ she must need to do a curriculum map.

Curriculum Mapping
Curriculum mapping is a model for designing, refining, upgrading and
reviewing the curriculum resulting in a framework that provides form, focus and
function (Hale and Dunlap, 2010). It is a reflective process that helps teachers
understand what has been taught in class, how it has been taught and how learning
outcomes are assessed. This approach is an ongoing process or “work-in-progress”. It
is not a one time initiative but a continuing action, which involves the teacher and
other stakeholders, who have common concerns. Curriculum mapping can be done by
teachers alone, a group of teachers teaching the same subject, the department, the
whole school or district or the whole system.
Some curricularists would describe curriculum mapping as making a map to
success. There are common questions that are asked by different stakeholders, like
teachers, colleagues, parents, school officials and the community as well. These
questions may include:

1. What do my students learn?

2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content?
Achieve the same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my subjects
and other subjects within the year? Next year?

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 Curriculum mapping may be able to answer these questions above.
Furthermore, mapping will produce a curriculum map, which is a very functional tool
in the curriculum development.

Benefits of Curriculum Mapping

1. Curriculum mapping ensures alignment of the desired learning outcomes,
learning activities and assessment of learning.
2. Curriculum mapping addresses the gaps or repetitions in the curriculum. It
reveals if certain program goals or learning outcomes are not adequately
covered or overtly emphasized in the current curriculum.
3. Curriculum mapping verifies, clarifies and establishes alignment between what
students do in their courses and what is taught to the classrooms and assessed
in their learning.
4. The curriculum maps visually show important elements of the curriculum and
how they contribute to student learning.
5. Curriculum mapping connects all initiatives from instruction, pedagogies,
assessment and professional development. It facilitates the integration of cross-
curricular skills.

Curriculum Mapping Process

There are many ways of doing things, according to what outcomes one needs to
produce. This is also true with curriculum mapping. However, whatever outcome
(map) will be made, there are suggested steps to follow:

Example A.
1. Make a matrix or a spread sheet.
2. Place a timeline that you need to cover (one quarter, one semester, one year).
This should be dependent on time frame of a particular curriculum that was
written.
3. Enter the intended learning outcomes, skills needed to be taught or achieved at
the end of the teaching.
4. Enter in the same matrix the content areas/ subject areas to be covered.
5. Align and name each resource available such as textbooks, workbooks, module
next to subject areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas and resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.

You will find Example A as a component of an OBE-Inspired syllabus for the higher
education. However, this can be modified for basic education to serve the specific
purpose as you will see in some maps.

Example B. (For a degree program in college)*

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 1. Make a matrix or a spread sheet.
2. Identify the degree or program outcomes (ex. BEEd or BSED)
3. Identify the subjects or courses under the degree (GenEd, Prof. Ed and Major
for BSED)
4. List the subjects along the vertical cells of the matrix in a logical or
chronological order.
5. List the degree program outcomes along the horizontal cell (use code as PO1,
PO2... if outcomes are too long to fit in the cell) PO means Program Outcomes.
6. Cross the Subject and the Outcome, and determine if such subject
accomplishes the outcomes as either Learned (L), Performed (P), or given
Opportunity (O). Place the code in the corresponding cell.
7. Fill up the cells.
8. After accomplishing the map, use it as a guide for all teachers teaching the
course for students to complete the degree in four years.

The Curriculum Map

The curriculum map are visual timelines that outline desired learning outcomes
to be achieved, contents, skills and values taught, instructional time, assessment to
be used, and the overall student movement towards the attainment of the intended
outcomes. Curriculum maps may be simple or elaborate that can be used by and
individual teacher, a department, the whole school or educational system. A map is
geared to a school calendar.
Curriculum maps provide quality control of what are taught in schools to
maintain excellence, efficiency and effectiveness. It is intended to improve
instruction and maintain quality of education that all stakeholders need to be
assured of.
Horizontal alignment called sometimes “pacing guide”, will make all
teachers, teaching the same subject in a grade level follow the same timeline and
accomplishing the same learning outcomes. This is necessary for state-mandated,
standard-based assessment that we have in schools. Vertical alignment will see to
it that concept development which may be in hierarchy or in spiral form does not
overlap but building from a simple to more complicated concepts and skills.
Alignment, either vertical or horizontal, will also develop interdisciplinary
connections among teachers and students, between and among courses. Teachers
can verify that skills and content are addressed in other courses or to higher levels,
thus making learning more relevant.
Sources/ References:
1. Schweitzer, Karen (2020). Curriculum Design: Definition, Purpose and Types.
ThoughtCo, thoughtco.com/curriculum-design-definition-4154176.
2. Bilbao, P., Dayagbil, F. & Corpuz, B. (2020). The teacher and the school curriculum.
Quezon City: Lorimar Publishing Co.

Suggested ReferenceVideo:
1. https://www.youtube.com/watch?v=SdM-i1ZY3cA
2. https://www.youtube.com/watch?v=VXz0cVRRBUk

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Exercise

I. Essay. Explain thoroughly.

1. What is curriculum planning? Why do we need to continually update our curriculum

plans?

2. What is a curriculum map and why is it important in curriculum planning?

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