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MODULE

Module 3: The Teacher as a Curriculum Designer

Module Overview:
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 teacher’s roles as a curricularists. 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 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 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.

The topics will be discussed following the sequence of lessons below in a simple,
student-friendly manner while targeting the set Intended Learning Outcomes (ILO).
The module is composed of different topics, namely:
1.1 Fundamentals of Curriculum Design
1.2 Approaches to Curriculum Designing
1.3 Curriculum Mapping and Auditing

Lesson 1: Fundamentals of Curriculum Designing

Intended Learning
After goingOutcomes (ILO)
through this lesson, you are expected to:
 Identify the fundamentals of curriculum designing
 Appreciate the task of designing a curriculum

Let us now proceed with the module,

remember our study guide and follow
our study schedule.

Content Focus

Building on Peter Olivia’s 10 Axioms for Curriculum Designers

Every curriculum designer, implementer, or evaluator should take in mind the
following general axioms as a guide in curriculum development.

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 its context. Societal
development and knowledge revolution come so fast that the need to address the
changing condition requires new curriculum designs.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
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MODULE
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 phased 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 implementer 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

alternative. A curriculum developer or designers must decide must decide what contents
to teach, philosophy or point of view to support, how to provide for multicultural groups,
what methods or strategies and what type of evaluation to use.

7. Curriculum development is an ongoing process. Continuous monitoring, examination,

evaluation and improvement of curricula, examination, evaluation and improvement of
curricula are to be considered in the design of the curriculum. As needs of learners
change, as society changes and as new knowledge and technology appear, the
curriculum must change.

8. Curriculum development is more effective it is comprehensive process, rather than

a “piecemeal”. 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 follow 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.

For most curricula the major components or element are answers to the following
questions:
1. What learning outcomes ne 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)

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
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MODULE
4. How will the achieved learning outcomes be measure? (Assessment of Achieved Learning
Outcomes)

Elements or Components of a Curriculum Design

Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching guide
includes 1. Intended Learning Outcomes, 2. Subject matter or Content, 3. Teaching and
Learning Methods, and 4. Assessment Evaluation. Each of these components or
elements is described below.

I. Intended Learning Outcomes or Behavioral Objectives

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 outcomes 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 outcomes or desired learning outcomes
are expressed in action words found in the revised Bloom’s Taxonomy of Objectives for
the development of the cognitive skills. For the affective skills, the taxonomy made by
Krathwohl and for the psychomotor domain by Simpson.
For example, if the lesson intends the students to identify the parts of a simple flower
as stated in the desired learning outcomes, then students 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 he reasons why… This helps students to
focus on what they have to achieve as learning. It will also help curricularist 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.
Contents which are too basic or too advanced for the development levels of learners
make students 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.

III. References

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
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MODULE
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 of 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 Miffin Co. Boston MA

3. Romo, Slavador B. (2013). Horticulture and 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, field work etc.) and make them learn. The teaching-learning methods should allow
cooperation, competition 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. 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 are 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 need to be planned carefully to be effective.

VI. Assessment/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 that students can learn to judge each other’s work as reliably as
staff.
 Teacher assessment, in which the teacher prepares and administers test and gives
feedback on the student’s performance.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

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

All other additional components are trimmings that each designer may place. This
additional part may be an institutional template, suggested by other curriculum experts and
as required by educational agencies like Department of Education, Commission on Higher
Education, Accrediting Agencies, Professional Organizations that would serve the purpose
they intend to achieve.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
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MODULE

Intended Learning Activity # 7

Name: _______________________________________ Date: _______

Course & Year: _____________ Score: ______
Name of Instructor: _____________________________

Finding an Example
Instructions: With a partner….
1. Secure and scan a copy of a sample Lesson Plan in your respective specialization.
2. Using the matrix given below, analyze the sample you secured and give your
suggestions based on the principles and concepts you learned in this module.
Components Copy form the Sample Your comments/suggestions

Title of the Lesson Plan

Intended Learning
Outcomes/Objectives

Content/Subject Matter

Methods/Strategies

Evaluation/Assessment

Answer briefly:
1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.
2. If you were to improve the design, what will you add, or delete or modify? Write your re-
design suggestion.

Self - Check: Which of the concepts do you clearly understand? Answer Yes or No

Answer
As a curricularist designer…. Yes or No
1. Do you think, curriculum change is inevitable?
2. Does curriculum change not consider the existing one?
3. Should curriculum be designed only by one person?
4. Should any change in curriculum include an evaluation process?
5. Does curriculum change mean total overhaul?
6. Should learning outcomes be considered first before the content?
7. Should teaching methods consider only the expertise of the teacher?
8. Are time methods like inductive and lecture no longer useful?
9. Should contents be updated and relevant?
10. Is there only one design that a teacher should know?

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
Self-Reflect
Instructions: Provide answers to the incomplete sentences. After reading, this lesson
on fundamentals of curriculum designing or crafting a curriculum,
1. I realize that ………

2. I feel that……….

3. I need to ……….

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
Lesson 2: Approaches to Curriculum Designing

Intended Learning Outcomes

(ILO)
 Identify some familiar curriculum designs and approaches to the designs
 Analyze the approaches in the light of how these are applied in the school setting

Take Off

You have started to be familiar with the preliminaries of making a simple design through a
lesson plan component. You will further enrich your knowledge by looking into how other
curricularists approach the curriculum design. In this lesson, we will see how several
examples of curriculum designs are used in the schools and classrooms.

Let us now proceed with the module,

remember our study guide and follow our

Content
Focus
Types of Curriculum Design Models
There are many ways of looking at curriculum and designing one. For our own
purposes, let us focus on the most widely used examples.
1. 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. Henry Morrison and William are the few
curricularists who firmly believed in this design. As practiced, school hours are allocated to
different school subjects and such as Science, Mathematics, Language, Social Studies,
Physical Education and others. This is also practiced in the Philippines, because a school is
divided into class period, a school year into quarters or semester. Most of the school using
this kind of structure and curriculum design aim for excellence in the specific subject
discipline.
Subject-centered curriculum design has also some variations which are focused in
the individual subject, specific discipline and a combination of subjects or discipline
which are a broad field or interdisciplinary.

1.1 Subject design. What subject are you teaching? What subject are you taking? These
are two simple questions that the teacher and the learner can easily answer. It is
because they are familiar with the subject design curriculum.
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. In the Philippine education is fewer than in
the secondary level. In college, the number of subjects also differs according to the
degree programs being pursued. For each subject, a curriculum is being designed.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
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MODULE
1.2 Discipline design. This curriculum design is related to subject design. However, while
subject design centers only on the cluster of content, discipline design focuses on
academic disciplines. Disciplines refers to specific knowledge learned through a method
which the scholars use to study a specific content of their fields. Students in history
should learn the subject matter like historians, students in biology should learn how the
biologists learn and so with students in mathematics, who should learn how
mathematicians learn. In the same manner, teachers should teach how the scholars in
the discipline will convey the particular knowledge.

1.3 Correlation design. Coming from a core, correlated curriculum design links separate
subject design in order to reduce fragmentation. Subjects are related to one another
and still maintain their identity. For example, English literature and social studies
correlated well in the elementary level. In the two subjects, while history is being
studied, different literary pieces during the historical period are losing being studied. The
same is true when science becomes the core, mathematics is related to it as they are
taken in chemistry, physics and biology. Another example is literature as the core with
art, music, history, geography related to it. To use correlated design, teachers should
come together and plan their lessons cooperatively.

1.4 Board field design/interdisciplinary. Broad field design 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. Thus subjects such as geography, economics, political science,
anthropology, sociology and history are fused into one subject called social studies.
Language arts will include grammar, literature, linguistics, spelling and composition.
Sometimes called holistic curriculum, broad fields draw around themes and integration.
Interdisciplinary design is similar to thematic design, where a specific theme is
identified, and all other subject areas revolve around the theme.

2. Learner-Centered Design
Among the 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 even the tertiary levels. Although in
high school, the subject or content has become the focus and in the college level, the
discipline is the center, both levels still recognize the importance of the learner in the
curriculum.

Here are some examples of curriculum designs which are learners centered.

2.1 Child-centered design. This design is often attributed to the influence of John Dewey,
Rousea, 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. Learners actively create,
construct meanings and understanding as viewed by the constructivists. In the child-
centered design, learners interact with teachers and the environment, thus there is
collaborative effort on both sides to plan lessons, select content and do activities
together. Learning is a product of the shild’s interaction with the environment.

2.2 Experience-centered design. This design is similar to the child-centered design.

Although the focus remains to be the child. Experiences-centered design believes that
the interests and needs of learners cannot be pre-planned. Instead, experiences of the
school environment is left open and free. Learners are made to choose from various
activities that the teacher provides. The learners are empowered to shape their own
learning from the different opportunities given by the teacher. In school where

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
experience-centered curriculum is provided, different learning centers are found, time is
flexible and children are free to make options. Activities revolve around different
emphasis such as touching, feeling, imagining, constructing, relating and others.
Emergence of multiple intelligence theory blends well with experience-centered design
curriculum.

2.3 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; possesses empathy and sympathy towards the less
fortunate among the many others. The person can achieve this state of self-
actualization later in life but has to start the process while still in school. 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 addressed in the curriculum. It stresses the development of positive self-
concept and interpersonal skills.

3. Problem-Centered Design
Generally, problem-centered design draws on social problems needs, interest 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. Two examples are given for the problem-
centered design curriculum.

3.1 Life-situation design. What makes the design unique is that the content 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 analyse the basic areas 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 relation and enhance leisure, tasks and feelings. The
connection of subject matter to real situations increases the relevance of the curriculum.

3.2 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,
problemes and concerns of the learners. Popularized by Faunce 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 problem.
Step 3. State and define the problem
Step 4. Decide 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

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.

Approaches to Curriculum Design

How will a particular design be approached by the teacher? After writing a curriculum
based on the specific design, let us see how teacher will approach this. We will find out the
utilization of the example design.

Child or Learner-Centered Approach. This approach curriculum design is based on

the underlying philosophy that the child or the learner is the center of the educational
process. It means that curriculum is constructed based on the needs, interests, purposes
and abilities of the learners. The curriculum is also built upon the learner’s knowledge, skills,
previous learnings and potentials.
From its design, how should a child-centered curriculum be approached? Let us
consider these principles.
Principle of Child-Centered Curriculum Approach.
1. Acknowledge and respect the fundamental rights of he child.
2. Make all activities revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multicultural classroom.
4. Consider using differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all the learner.

The Child-centered approach is illustrated in the example below:

School X is anchored on the theory of multiple intelligences in all its curricular and co-
curricular activities. Every classroom provides activity centers where children can learn
on their own with his different learning resources materials. Learners can just choose
which learning center to engage in with different resources. This arrangement allows for
the capacity of every learner to be honed. It also allows learning how to learn, hence
will develop independence. The teacher acts as guide for every learner. The learner
sets the goal that can be done within the frame of time.

Subject-Centered Approach. This is anchored on a curriculum design which prescribes

separate distinct subjects for every educational level: basic education, higher education or
vocational-technical education. This approach considers the following principles:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which may de detached from
life.
3. The subject matter serves as a means of identifying problems of living.
4. Learning means accumulation of content, or knowledge.
5. Teacher’s role is to dispense the content.
Example of subject-centered approach is given below.

In another setting, School Y aims to produce the best graduates in the school
district. Every learner must excel in all academic subjects to be on top of every
academic competition. The higher the level of cognitive intelligence is the better
the learner. Hence the focus of learning is mastery of the subject matter in terms
on content. Every student is expected to be always on top in terms of mastery of
discipline. Memorization and drill are important learning skills. The school gives
emphasis to intellectual development, and sets aside emotional, psychomotor
and even value development. Success mean mastery of the content.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
Problem-Centered Approach. This approach is based on a design which assumes
that in the process of living, children experience problems. Thus, problem solving enables
the learners to become increasingly able to achieve complete or total development as
individuals.
This approach is characterized by the following views and beliefs:
1. The learners are capable of directing and guiding themselves in resolving problems, thus
developing every learner to be independent.
2. The learners are prepared to assumes their civic responsibilities through direct
participation in different activities.
3. The curriculum leads the learners in the recognition of concerns and problems in seeking
solutions. Learners are problem solvers themselves.

Example of problem-centered approach is given below.

School Z believes that a learner should be trained to solve real life

problems that come about because of the needs, interests and abilities of the
learners. Problems persistent in life and society that affect daily living are also
considered. Most of the school activities revolve around finding solutions to
problems like poverty, drug problems, climate change, natural calamities and
many more. Since the school is using a problem-based design, the same
approach is used. Case study and practical work are the teaching strategies that
are utilized. Problem-centered approach has become popular in many schools.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE

Intended Learning Activity #

8

Name: _______________________________________ Date: _______

Course & Year: _____________ Score: ______
Name of Instructor: _____________________________

Identify what kind of design and approach are utilized in the following
descriptions.

1. Only students who master the subject content can succeed.

2. Students are encouraged to work together to find answers to their task.

3. No learner is left behind in reading, writing and arithmetic.

4. School means survival of the fittest.

5. Teacher extends class because the children have not mastered the lesson.

6. Lesson deals with finding solution to everyday problem.

7. Differentiated instruction should be utilized for different ability groups.

8. Accumulation of knowledge is the primary importance in teaching.

9. Learning how to learn is observable among students.

10. Students are problem-finders and solution-givers.

Self-Reflect

1. Choose one statement and reflect on it. What do you think and feel about it?
Statement No 1- “Schools that approach the curriculum as subject-centered, make
robots out of the statement.”
Statement No 2- “In school where child-centeredness is the approach, discipline is
weak.

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
POLYTECHNIC STATE
Tagudin Campus
COLLEGE

MODULE
Statement No 3- “Students are too young to solve life’s problem, why should they do
problem solving in school?”

Lesson 3: Curriculum Mapping

Intended Learning Outcomes

(ILO)
 Define curriculum mapping as part of curriculum designing
 Identify the purposes of curriculum maps
 Familiarize oneself of some examples of curriculum maps

Take Off
A curriculum design is reflected in a written curriculum either as a lesson plan,
syllabus, unit plan 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.
Have you ever wondered how to pace you lesson, so that it will cover a period
of time like hours, weeks, quarters, semester of the whole year?
This lesson will teach us, curricularists, an important process and tool in
curriculum development which is Curriculum Mapping and Curriculum Maps.

Content Focus
Curriculum Mapping
Curriculum mapping is a process or procedure that follows curriculum designing.
It is done before curriculum implementation or the organization of the written
curriculum. This process was introduced by Heidi Hayes Jacobs in 2004 in her book
Getting Results with Curriculum Mapping (ASCD, 2004). This approach is an
ongoing process or “work-in-progress”. It is not 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 department, the whole school or district or the whole
educational system.

Some curricularist 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?

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
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5. How do I help my students understand the connections between my
subjects and other subjects within the year? Next year?

Curriculum mapping may be able to answer these questions above.

Furthermore, mapping will produce a curriculum map, which is a very functional tool
in curriculum development.

Course Code: Educ. 107

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Curriculum Mapping Process
There are many ways doing things, according to what outcome no 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)

1. Make a matrix or spreadsheet.
2. Identify the degree or program outcomes (BEEd, BSED).
3. Identify the subjects or courses under the degree (GenEd, ProfEd, 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 all cells.
8. After accomplishing the map, set it as a guide for all teachers teaching the
course for student to complete the degree in four years.

The Curriculum Map

Curriculum maps are visual timeliness 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. Curricular maps may be simple or elaborate that can be used by

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
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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.
Sometimes, parents and teachers would ask questions like: “Why is my
friend’s son studying decimals in Mr. Bernardo’s call and my own son is not studying
the same in Miss Julia’s class when they of the same grade level?” or “Why do some
of my students recognize the parts of speech while others are totally lost?”
Parents, teachers and whole educational community can look at the
curriculum map to see that intended outcomes and content are covered. A map can
reassure stakeholders specific information for pacing and alignment of the subject
horizontally or vertically. It will also avoid redundancy, inconsistencies and
misalignment. Courses that are not correctly aligned will allow teachers to quickly
assess that mastery of the skills in the previous grade, to avoid unnecessary
reteaching.
Horizontal alignment, called sometimes as “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.
A curriculum map is always a work in progress that enables the teacher or the
curriculum. It provides a good information for modification of curriculum, changing of
standards and competencies in order to find ways to build connections in the
elements of the curricula.

Example of a Curriculum Map

Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a

sample of a map for Quarter 1 and 2.

ELEMENTARY SCIENCE GRADE 3

Content Content Standards Performance Learning Learning

Standards Competency Materials
Grade 3-matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Properties The learners The learners The learners Learning Guide in
1.1 demonstrate should be able should be able Science and
Characteristics of understanding of... to... to... Health: Mixtures
solids, liquids,
gases ways of sorting group describe the
materials and common different objects BEAM-Grade 3
describing them as objects found based on their Unit 4 Materials
solid, liquid or gas at home and in characteristics LG-Science 3
based on school (e.g. shape, Materials Module
observable according to weight, volume,) I

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properties solids, liquids
and gas

classify objects
and materials as
solid, liquid and
gas based on
some observable
characteristics
describe ways on
the proper use
and handling
solid, liquid and
gas found at
home and in
school
Changes those Effects of Investigate the Describe BEAM-Grade 3
materials temperature on different changes in Unit 3 Materials
undergo materials changes in materials based Distance
materials as on the effect of Learning Module
affected by temperature: BEAM-Grade 3
temperature 4.1 Solid to liquid Unit 3 Materials
4.2 Liquid to solid Distance
4.3 Liquid to gas Learning Module
4.4 solid to gas

Grade 3-matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Living Things The learners The learners The learners
1.1 Humans demonstrate should be able should be able
1.2 Sense understanding of... to... to...
Organs
parts and functions practice 1. describe the
of the sense organs healthful parts and
of the human body habits in functions of the
taking care of sense organs of
the sense the human body;
organs

2. enumerate
healthful habits to
protect the sense
organs;
2. Living Things parts and functions Enumerate 3. describe the
2.1 Animals of animals and ways of animals in their
importance to grouping immediate
humans animals based surrounding; BEAM-Grade 3
on their Unit 3 Materials
structure and Distance
importance Learning Module
4. identify the BEAM-Grade 3
parts and Unit 3 Materials
function of Distance
animal; Learning Module
5. classify animal
according arts
and use; body
6. state the
importance of
animals to

Course Code: Educ. 107

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humans;
7. describe ways
of proper
handling of
animals

Sample A-1 Science Curriculum map showing the Science of Domain for the
Year per Quarter

Q1 G3 G4 G5 G6 G7 G8 G9 G10
1 Living
Force, things Earth
Motion, and Their and
Matter Matter Matter Matter Matter
Energy Environment Space

2 Living
Living Living Living Living Earth Force,
things
things things things things and Motion,
and Their Matter
and Their and Their and Their and Their Environment Space Energy
Environment Environment Environment Environment

3 Force, Force, Force, Force, Force, Earth Living

Motion, Motion, Motion, Motion, Motion, and things
Matter and Their
Energy Energy Energy Energy Energy Space Environment
4 Living
Earth Earth Earth Earth Earth things Force,
and and and and and and Their Motion,
Matter
Space Space Space Space Space Environment Energy

Sample B- Curriculum Map for Bachelor of Elementary Education (Professional

Education Courses)

Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8

Sample Subjects
Child and Adolescent
Development P L L O L O O O

Facilitating Learning P P L O L O L O
Social Dimension
P L L O L O L O
Teaching Profession
P P P P P O P P
Principles of Teaching
P P P P L O P O
Assessment of
P P P P L O P O
Learning
Educational
P P P P L O P O
Technology
The Teacher and The
P P P P O O P P
School Curriculum
Developmental
P P P P O O P O
Reading
Field Study
P P O P O P P P
Teaching Internship
P P P P P P P P

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
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Legend:
L-Learned outcomes (knowledge, skills, values)/ outcomes achieved in the
subject
P- Practiced the learned outcomes (knowledge, skills, values)
O-Opportunity to learn and practice (opportunities to learn and practice
knowledge, skills and values but not taught formally)

Note:
1. Not all professional subjects are entered in the matrix
2. Desired outcomes for the professional course are:

PO1 – Applies basic and higher 21st century skills.

PO2 – Acquired deep understanding of the learning process.
PO3 – Comprehended knowledge of the content they will teach
PO4 – Applied teaching process skills (curriculum designing materials
development, educational assessment, teaching approaches).
PO5 – Facilitated learning of difference types of learners in diverse learning
environments
PO6 – Directed experiences in the field and classrooms (observation,
teaching, assistance, practice teaching)
PO7 – Demonstrated professional and ethical standards of the profession.
PO8 – Demonstrated creative and innovative thinking and practice of
alternative teaching approaches.

Course Code: Educ. 107

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Intended Learning Activity #

9

Name: _______________________________________ Date: _______

Course & Year: _____________ Score: ______
Name of Instructor: _____________________________

Let’s apply what you learned.

1. Using the Sample A1 for Science Curriculum Map, what knowledge
and understanding have you learned? Analyze the matrix and answer the
questions that follow:
.
A. What are the main clusters of science content that students should learn
from G3 to G10?
B. How does science content progress from Grade 3 to Grade 10?
C. When you look at and analyze the map, what summary ideas can you
give?
D. Science Curriculum is spiral. How do you explain that in terms of what
you see in the map?

2. Using Sample B, what is your interpretation of the colored cell with Learned
that crossed between subject Social Dimensions and PO5, Facilitate learning
of different types of learners in diverse learning environment?

Self-Check
Make a wise decision. Show me that you understood the lesson. Know
the difference between Yes or No answer to each of the question. Justify
your answer.
1. Does curriculum mapping help a teacher understand what to accomplish within
the period of time?
2. Is a curriculum map a permanent document?
3. Can a curriculum map help explain to parents what their children are learning in
school?
4. Is curriculum mapping a task of only one teacher?
5. Can a curriculum map as a tool be used in instructional supervision?

Self-Reflect
Reflect on the process of curriculum mapping and the sample curriculum map
in this lesson. As a future teacher, how will the process of mapping and the map as a
tool help you in your profession?

Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum
 ILOCOS SUR
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Course Code: Educ. 107

Descriptive Title: The Teacher and the School
Professor: Dr. Shirley P. Palma
Curriculum