Educ 129 Report

Fundamentals of
Curriculum Designing
Prepared by:
Honney Angel Arsenal BSED RE 3
Athena Faye Zacal BSED RE 3
Video
Presentation
(Creation)
Objectives
At the end of the lesson, the students should be
able to:
• Identify the fundamentals of the
curriculum designing
• Appreciate the task of designing a
curriculum
Building of Peter Oliva’s 10
Axioms for Curriculum Designers
1. Curriculum change is inevitable, necessary, and desirable.
- Need to address the changing condition.
2. Curriculum is a product of its time.

- Respond to changes brought about by current social
forces, philosophical position, psychological principles, new
knowledge, and educational reforms.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
- A revision in a curriculum starts and ends slowly.
4. Curriculum change depends on people who will implement.

- The involvement of the teacher in its development and
know how to design the curriculum.
5. Curriculum development is cooperative group activity.
- 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 designer or developer must decide what
contents to teach, philosophy/ 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 on going process.
- Continuous monitoring, examination, evaluation, and
improvement of curricula.
8. Curriculum development is more effective if it is

comprehensive process, rather than a “piecemeal”.
- Careful plan, clearly establish intended outcomes, support
resources and needed time available and equip teaching
staff pedagogically.
9. Curriculum development is more effective when it follows
systematic process.
- 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.
Major Components/ Elements
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/ Components
of a Curriculum Design
I. Behavioral Objectives or Intended Learning Outcomes.
II. Content or Subject Matter
III. References
IV. Teaching and Learning Methods
V. Assessment or Evaluation
Content or Subject Matter
• Relevant to the outcomes of the

curriculum.
• Appropriate to the level of the lesson
or unit.
• Up to date and, if possible reflect
current
Behavioral Objectives or
Intended Learning Outcomes
S - Specific
M - Measurable
A - Attainable
R - Result oriented
T - Time bounded
References
• It tells where the content or subject matter

has
been taken.
• Book, module or any publication.
Teaching and Learning Methods
• Cooperative learning activities

• Independent learning activities
• Competitive activities
Assessment/ Evaluation
• Self Assessment
• Peer Assessment
• Teacher Assessment
- Formative assessment
- Summative assessment
-
Assessment/ Evaluation
• Self Assessment
• Peer Assessment
• Teacher Assessment
- Formative assessment
- Summative assessment
-
Video
Presentation
(Role of the teacher)
Thank
You
Quiz/ Evaluation ½ CW
Test 1: Identification
1. An assessment or evaluation of
oneself or one's actions and
attitudes, in particular, of one's
performance.
2. A type of assessment that students
evaluate their peers’ work and
have their work evaluated by
there classmates.
3. It tells where the content or
subject matter has been taken.
4. It refers to a wide variety of methods
that teachers use to conduct in-process
evaluations of student comprehension,
learning needs, and academic
progress during a lesson or course.
5. It refers to the assessment of
participants where the focus is
on the outcome of a program.
Test II: Enumeration
1 – 5 Give at least 5 Building on

Peter Oliva’s Axioms
for Curriculum Designers.
Test II: Enumeration
6- 10: Give 5 Components/

Elements of a Curriculum
Design.
Test III: True/ False
1. A curriculum design should not

be based on a careful plan, clearly
establish intended outcomes, support
resources and needed time available.
2. An effective curriculum is purposive clearly

focused on the learning outcomes.
3. Democratic process is encouraged,
and each one contributes to the
success of learning.
4. Students usually learn more by understanding

the strengths and weaknesses of their
work than by knowing the mark or
grade given to it.
5. It is a proper way or example of putting
references?
• Shipman, James and Jerry Wilson, et al
(2008). Houghton Mifflin Co.
Boston MA. An Introduction to
Physical Science.

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Fundamentals of

2. Curriculum is a product of its time.

4. Curriculum change depends on people who will implement.

6. Curriculum development is a decision- making process

8. Curriculum development is more effective if it is

10. Curriculum development starts from where the curriculum

• Relevant to the outcomes of the

• It tells where the content or subject matter

• Cooperative learning activities

1 – 5 Give at least 5 Building on

6- 10: Give 5 Components/

1. A curriculum design should not

2. An effective curriculum is purposive clearly

4. Students usually learn more by understanding

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