ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santiago Campus

MODULE

LESSON- 3
Unit Title: CRAFTING THE CURRICULUM

Intended Learning Objectives:

1. Identify the fundamentals of Curriculum Designing

2. Appreciate the task of designing a curriculum
3. Analyse and interpret the designs of a curriculum

Learning Content:

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. As a curriculum designer his task is to design a lesson or utilizes a curriculum as a
very challenging task. It is here where the style and creativity of the teacher come in.

Curriculum design involves planning activities, reading lessons, and assessments that
achieve educational goals. It can also segmented into three forms/approaches: subject-
centered design focuses on a specific discipline or subject matter, learner-centered design
focuses on student’s own interest and goals, and problem-centered design focuses on
specific issues and how to source solutions. Let us study the content of Table 3-1 regarding the
strength and weaknesses of the three important approaches to curriculum design.

Let us study the content

of Table 3-1 regarding the
strengths and weaknesses of
the three important approaches
to curriculum design.

Course Code: Educ 107a

Descriptive Title: Curriculum Development and Instructor: DR. ADELA G. ESTRAÑERO
Evaluation with Emphasis on TM
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santiago Campus

MODULE
Table 3.1- Shows the Approaches to Curriculum Design, Bauzon: 2009.
Approaches to Strengths Weaknesses
Curriculum Design
 Subject-centered  Presence of clearly  Subject- centered curriculum
curriculum definable goals in relation is compartmentalized,
to the acquisition of facts, each subject is developed as
content and skills an entity with little in no
 Security for teachers who , relation to other subjects or
having taught the body of to the development needs
subject-matte rand skills of children
prescribed, have the  The end goal od subject-
assurance of having centered curriculum is the
discharged their obligations acquisition of information
and skills with little
emphasis upon their use
value in helping children
 The professional
qualifications of the
teacher are less demanding
than in other curriculum
designs.
 Learner-centered  Learner, rather than  Teacher’s, in some cases ill
curriculum miniature adult, becomes prepared to adopt changing
the focus of educational concepts of child
efforts development
 Experience rather than  Is often conceded to be an
rote learning, become the inherent weakness. In this
medium of learning effort to free the child, many
 Learner’s motivation in critics charged that the basic
learning was recognized purposes to the
 Creative energies of establishment of schools
teacher’s and students’ were ignored.
were released
 Educational expectations
and standards were
“custom made” in terms of
each child’s abilities and
potentials.
 Rigid-level organization was
abandoned along with
traditional promotion
policies
 Reporting on students’
progress became
descriptive
 Teacher education on a
broad scale became
professional education
 Problem-centered  Emphasis on the  Failure to provides the
curriculum development needs of societal needs and parental
students’ and demands of guidance leading to the
teacher’s knowledge and exploitation aspect of the

Course Code: Educ 107a

Descriptive Title: Curriculum Development and Instructor: DR. ADELA G. ESTRAÑERO
Evaluation with Emphasis on TM
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santiago Campus

MODULE
understanding of the neglect of society in rearing
processes of human growth children.
and development and of  The high dropout rate in
learning many schools is often cited
 It places equal emphasis as supporting evidence of
upon the needs of society the failure of the schools to
and demands of teachers’ deal with the actual problem
knowledge and of children.
understanding of the forces
which shape society.
 Other fields of sciences if
the curriculum is to be
effective is fostering the
best interest of people.
 It assumes that the needs
of children and the needs
of society are not
antithetical but rather
complementary, and the
students’ reach their
highest potential, as they
are encouraged to develop
their capabilities within the
context of group life.

In your own understanding and ideas,

discuss your views about the three
approaches of curriculum design. Activity
No. 4- Make a comparative
analysis and do research on other
approaches and include in your
discussions. Place in a sheet of long
coupon bond.

Let us proceed discussing about the other salient features in designing a

curriculum. As a future teacher your role in the education system is very important.
In designing a curriculum, are there fundamentals and processes to be involved?

Course Code: Educ 107a

Descriptive Title: Curriculum Development and Instructor: DR. ADELA G. ESTRAÑERO
Evaluation with Emphasis on TM
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santiago Campus

MODULE

What are the processes in

designing a curriculum?

Table 3-3 Principles to be followed in designing a curriculum

Processes in designing a curriculum Activities to be undertaken

when dealing with these
processes
1. Schools should begin the design process  Plan and Research
by establishing their curriculum  Curriculum development
principles.  Professional Learning
 Curriculum Development
2. Design principles should reflect the  School Vision
school’s values, context, pedagogy and  Defining the Mission
needs  Philosophy to adhere
 Goals and Objectives of
the program
3. Equip children with a breath of  Identifying the Course
knowledge and skills in all areas of the description
curriculum  Describing the program
outcomes
 Defining the skills
competencies to be
performed

What are the

fundamentals of
Curriculum Design?

Fundamentals of Curriculum Design are:

1. Basic Curriculum issue

2. Selecting curriculum experiences
3. Guiding the experiences of learners

Course Code: Educ 107a

Descriptive Title: Curriculum Development and Instructor: DR. ADELA G. ESTRAÑERO
Evaluation with Emphasis on TM
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santiago Campus

MODULE

4. Providing for individual differences

5. Using the resources of the whole school and the community
6. Making evaluation an integral part of the curriculum,
7. Building a year’s work in the program, like BTVTed program

What are the ten (10) Axioms for

Curriculum Design? How do we
follow these axioms in curriculum
designing?

Table 3.1- shows PETER OLIVA’s 10 Axioms for Curriculum Design

OLIVA’s 10 Axioms for Curriculum Descriptions

Design:
1. Curriculum change is inevitable,
necessary, and desirable
2. Curriculum is a product of time.
3. Curriculum changes made
earlier can exist concurrently
with newer curriculum changes.
4. Curriculum change depends on
people who will implements
change.
Course Code: Educ 107a
Descriptive Title: Curriculum Development and
Evaluation with Emphasis on TM
Curriculum is dynamic. Teachers
should respond to the changes that occur
in schools and its context. development
and knowledge revolution come so fast
that the need to address the changing
condition requires new curriculum designs.
A relevant curriculum should respond to
changes brought about by current social
forces, philosophical positions,
Psychological principles, new knowledge,
and educational reforms.
A revision in a curriculum starts and ends
solely. Sometimes, due to new policies
and guidelines curriculum phased in and
phased out, thus the changes that occur
can coexist and oftentimes overlap for
long periods of time.
Usually 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
Instructor: DR. ADELA G. ESTRAÑERO
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santiago Campus

MODULE
5. Curriculum development is a
cooperative group activity
6. Curriculum development is a
decision-making process made
from choices of alternatives.
7. Curriculum development is an on-
going process.
8. Curriculum development is more
effective, if it is a comprehensive
process, rather than a “piecemeal”
9. Curriculum development is more
effective when it follows a
systematic process.
10. Curriculum development starts
from where the curriculum is.
the changes.
Curriculum revision in school is always a
collaborative endeavour among the
stakeholders in educational setting, like
the alumni, students’, experts in the field
of study under revision, faculty members,
administrators, representatives from
industry sectors, partners and the
community form part of this activity. Any
change in the curriculum should involve a
broad range of stakeholders to gain their
understanding, support, and input.
Curriculum developer 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.
Continuous monitoring, examinations,
evaluation, and improvement of curricula
are to be considered in the design of the
curriculum.
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.
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.
Curriculum planners and designers should
begin with existing curriculum, An existing
curriculum design is a good starting point for
any teacher who plans to enhance and enrich
a curriculum.

From the above

From the above table, make a thorough analysis,
make additional readings. Perform Activity 5-
In a tabular Template, Make a
reaction paper, as a future teacher how do
you participate and implement a developed
curriculum. Identify evidences to support your
answer.

Course Code: Educ 107a

Descriptive Title: Curriculum Development and Instructor: DR. ADELA G. ESTRAÑERO
Evaluation with Emphasis on TM
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus
MODULE
Table 3.2- shows PETER OLIVA’s 10 Axioms for Curriculum Design
OLIVA’s 10 Axioms for Curriculum Design:
1. Curriculum change is inevitable,
necessary, and desirable
2. Curriculum is a product of time.
3. Curriculum changes made earlier can exist A revision in a curriculum starts
concurrently with newer curriculum
changes.
4. Curriculum change depends on people
who will implements change.
5. Curriculum development is a cooperative
group activity
6. Curriculum development is a decision-
making process made from choices of
alternatives.
Course Code: Educ 107a
Descriptive Title: Curriculum Development and
Evaluation with Emphasis on TM
Descriptions
Curriculum is dynamic.
Teacher’s should respond to
the changes that occur in
schools and its context.
development and knowledge
revolution come so fast that the
need to address the changing
condition requires new
curriculum designs.
A relevant curriculum should
respond to changes brought
about by current social forces,
philosophical positions,
and ends slowly. More often,
curriculum is gradually phased
in and phased out, thus the
changes that occur can coexist
and oftentimes overlap for long
periods of time.
Teacher’s who will implement
the curriculum should be
involved in the development,
hence should know how to
design a curriculum, it is best
that they should design and
own the changes.
Group decisions in some aspects
of curriculum development are
suggested. Consultation 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.
A curriculum developer must
decide what contents to
teach, philosophy or point of
view to support, how to
Instructor: DR. ADELA G. ESTRAÑERO
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Santiago Campus
MODULE
7. Curriculum development is an urging
process
8. Curriculum development is more effective
it it is a comprehensive process, rather
than a “piecemeal”
9. Curriculum development is more effective
when it follows a systematic process.
10. Curriculum development starts from
where the curriculum is.
In your own understanding, how
change your perspective as a
Course Code: Educ 107a
Descriptive Title: Curriculum Development and
Evaluation with Emphasis on TM
provide for multicultural
groups, what methods or
strategies, and what type of
evaluation to use.
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.
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.
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.
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.
the ten AXIOMS IN
CURRICULUM DESIGNING,
future teacher?
Instructor: DR. ADELA G. ESTRAÑERO
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Santiago Campus

MODULE

Self-check 4

1. Answer Activity No. 4 in a long coupon bond.

2. Answer Activity No. 5 in a long coupon bond.

3. As a future teacher, how can you adopt the perspectives in the development of
curriculum. Cite evidences to support your answer.

4. Among the ten Axioms in curriculum designing, identify three axioms, then make
a plan on how do you change/revise your existing curriculum, based on the
following aspects?

A. Faculty qualifications
B. Library holdings
C. Physical facilities
D. Laboratories

GOOD LUCK EVERYONE!

Course Code: Educ 107a

Descriptive Title: Curriculum Development and Instructor: DR. ADELA G. ESTRAÑERO
Evaluation with Emphasis on TM