MODULE 3 CRAFTING

THE CURRICULUM
MARIA CLARA NASAYAO
A. Curriculum Models and Types
What is the best curriculum model?
B. Principles and Dimensions of Curriculum Design
Peter Oliva’s 10 Axioms for Curriculum Designers
1. Curriculum change is inevitable, necessary and desirable. Teachers should respond
to the changes that occur in school and in its 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 called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes. A revision in a curriculum starts and end slowly.
4. Curriculum change depends on people who will implement the change. Because
teachers are implementers of the curriculum, it is best that they should design and own the
changes to ensure effective and - lasting change.
5. Curriculum development is a cooperative group activity. Group decisions in some
aspects of curriculum development, consultations with stakeholders, and even learners can
participate in order 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,
philosophy or point of view to support, how to provide for multimedia 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 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
“piecemeal”. A curriculum design must be based on careful planning, establishing intended
outcomes, support resources, and needed time and pedagogy.
9. Curriculum development is more effective when it follows a systematic approach. A
curriculum design is composed of desired outcomes, subject matter, references, procedures,
materials and evaluation procedure.
10. Curriculum development starts from where the curriculum is. Curriculum planners and
designers should begin with existing curriculum to have a good starting point to enhance and
enrich the curriculum.
The K to 12 Curriculum Guide in all subjects contain the following parts: (Learning Standards)
◦ Content
◦ Content Standards
◦ Performance Standards
◦ Learning Competencies
◦ Code - M5NS-Ia-15.3
◦ Learning Materials
◦ Content Standards – cover a specific scope of sequential topics within each learning strand, domain,
theme, or component. It answers the question, “What should the learners know?”
◦ Performance Standards – describe the abilities and skills that learners are expected to demonstrate in
relation to the content standard and integration of 21 st century skills.
Performance Standards answer the following questions:
◦ What can learners do with what they know?
◦ How well do learners do their work?
◦ How well do learners use their learning and understanding in different situations?
◦ How do learners apply their learning or understanding in real-life context?
◦ What tools and measures should learners use to demonstrate in every lesson and/or
learning activity?
Concept Development (using Blooms Taxonomy or Anderson)
◦ Approaches to Curriculum Design
◦ CURRICULUM DESIGN MODELS
1. Subject-centered design model
a. Subject design – organized in terms of subjects
b. Discipline design – organizes the curriculum in terms of disciplines, like Algebra, Physics,
Literature, Economics, History, ..
c. Correlation design – interdisciplinary (merging of two related disciplines or subjects)
d. Broad field design/interdisciplinary – integration of three or more related disciplines
2. Learner-centered design
a. Child-centered design – learner-centered
b. Experience-centered design – concentrates on activities that are meaningful and interesting to
learners
c. Humanistic design – composed of topics and learning experiences that focus on the holistic
development of an individual
3. Problem-centered design
a. Life-situation design – learners are exposed to different lessons in problem solving
involving real life problems
b. Core design – focus on learning a set of common subjects, disciplines, courses, skills,
(thematic approach integration)
Two Things to be considered in Curriculum Designing
◦ Horizontal Organization – focuses on establishing relationships and integration among
subject areas in elementary and secondary
◦ Vertical Organization – focuses on spiral progression of curriculum contents. Looking
at the spiral progression of curriculum content enables teachers to focus on developing
students’ mastery of the content by examining prerequisite knowledge and skills in
learning different subjects.
◦ A good curriculum design must be mentally and affectively engaging, allows meaningful
collaboration, develops in-depth understanding, connects with students’ lives and worlds,
focuses on product, deals with profound ideas, and must be real, purposeful, and useful to
students.
◦ 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.
D. Curriculum Mapping

◦ Curriculum mapping – is a process or procedure that follows curriculum designing. It is

done before curriculum implementation. Curriculum mapping can be done by teachers
alone, a group of teachers teaching the same subject, the department, the whole school or
district of the whole educational system. It is making a map to success.
Curriculum mapping - is the process indexing or diagraming a curriculum to identify
and address academic gaps, redundancies, and misalignments for purposes of
improving the overall coherence of a course of study and, by extension, its
effectiveness (a curriculum, in the sense that the term is typically used by educators, ..
◦ Curriculum Map – is a visual timelines that outlines 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 – provide quality control of what is taught in schools to maintain
excellence, efficiency and effectiveness. It is also intended to improve instruction and
maintain quality of education that all stakeholders need to be assured.
◦ Horizontal alignment – (pacing guide) will make teachers teaching the same subject in a
grade level follow the same timeline and accomplishing the same learning outcomes.
◦ Vertical alignment – will see to it that concept development which may be in hierarchy or
in spiral form does not overlap but build from a simple to more complicated concepts and
skills.
◦ Alignment (vertical or horizontal) – will also develop interdisciplinary connections among
teachers and students, between and among courses. 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.
Activity 5 - 30pts
◦ 1. Explain the fundamentals of curriculum designing. (5 pts)
◦ 2. Identify and explain some familiar curriculum designs and approaches to the designs. (10 pts)
◦ 3. Prepare a sample curriculum map in your major in any grade level in JHS in TLE. Use the MELC.
Choose a quarter from the Curriculum Guide. (15 pts)
CURRICULUM MAP

◦ SUBJECT: ­_____________________________
◦ GRADE LEVEL:
◦ TEACHER/S: ____________________________________BTLED III - ______
THANK YOU!