Instructional Module in PED 109module 4

Instructional Module in PED 109
The Teacher and The School Curriculum

First Semester AY 2020-2021
Dr. Danilo F. Rubrico

Associate Professor V
Module No. 4
The Teacher as a Curriculum Designer
Time Allotment:5 hours
I. Introduction
A curriculum as a planned sequence of learning experience 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 teachers’ roles as a curricularist.
As such, as a future teacher, 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 so much attention in the past.
Every single day, a teacher designs a lesson on utilizes 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 your prepare yourself to be a curriculum designer.
II. Learning Outcomes
After you are through with this module you are expected to have:
1. Identified the fundamentals of curriculum designing.
2. Identified some familiar curriculum designs and approaches to the design.
3. Analyzed the approaches in the light of how these are applied in the school
setting.
4. Defined curriculum mapping as part curriculum designing.
5. Identified the purpose of curriculum maps.
6. Familiarized oneself of some examples of curriculum maps.
7. Discussed the major components and sources of curriculum design
8. Explained the common qualities of curriculum design.
9. Appreciated the task of designing a curriculum
III. Learning Content/Topic
Fundamental of Curriculum Designing
Building on Peter Oliva’s 10 Axioms for Curriculum Designers
Before a teacher designs a curriculum, it would be of great importance to

connect to the fundamental concepts and ideas about the curriculum mentioned in
module 1 and 2. Every curriculum designer, implementer, or evaluator should take
DR DANILO F. RUBRICO 1
in mind the following general axioms as a guide in curriculum development (Oliva,
2003).
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 conditions requires new
curriculum designer.
2. Curriculum reflects as 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 concurrently with newer curriculum
changes. A revision in a curriculum starts and ends slowly. More, often,
curriculum is gradually phase in and phased out thus the change that occurs
can coexist and oftentimes overlaps 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 assure an effective and long lasting
change.
5. Curriculum development is a cooperative group activity. 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.
6. Curriculum development is a decision making process made from
choices of alternatives. A curriculum developer or designer must decide
what contents, what 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 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 should be based
on a careful plan, intended outcomes clearly established, support resources
and needed time available and teaching staff pedagogically equipped.
9. Curriculum development is more effective when it follows a
systematic process. A curriculum design is composed of described
outcomes, subject matter content complemented with references, procedure
which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is.
Curriculum planners and designers should begin in 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
curricula by identifying its components. For most curricula the major components of
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 shall 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 or names for curriculum design. Some would call it
syllabus, or a lesson plan. Some would call it a unit plan or a course design.
Whatever is the name of the common components for all of them are almost the
same. However some schools, institutions or departments may add other minor
parts to the design.
Let us take a lesson plan as a miniscule curriculum. For a lesson plan or

teaching guide includes (1) intended Learning outcomes (ILO) or the Desired
Learning Outcome (DLO) was formerly labelled as behavioral objectives, (2)
Subject Matter or Content, (3) Teaching and Learning Methods, and (4) Assessment
Evaluation. Each of these components or elements is described below.
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 outcomes 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 effective skills, 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, a lesson intends the students to identify the parts of a

simple flower or stated in desired learning outcomes should be “must have
identified the parts of a simple flower.”
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 starting 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
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
context affective outcomes are important too (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 topics 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

affective curriculum is purposive, clearly focused on the planned learning
outcomes.
 Subject matter should be appropriate to the level of the lesson or unit. An
affective curriculum is progressive, leading students towards building on
previous lessons. Contents which are too basic or too advance for the
development levels of learners make students either bored or baffled, and
affect their motivation in learning.
 Subject matter should be up to date and, it possible, should reflect current
knowledge and concepts.
III. References
The references follow the content. It tells were the content or subject matter has
been taken. The reference maybe a book, a module, or nay 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 educational 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
3. Romo, Salvador B. (20013). 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 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 problem. 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.
V. Assessment/Evaluation
Learning occurs must effectively when students receive feedback, i.e. when they
receive information on what they have (and have not) already learned. The process by
which this information is generated is assessment. It has three main forms:
 Self-assessment, through which a student learns 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 suggest 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.
Assessment may be formative (providing feedback to help the student learn more)
or summative (expressing a judgement on the student’s achievement by reference
to stated criteria). Many assessment task involve an element of both, e.g. an
assessment 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 on 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 in 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 if assessment)
All other addition components are trimming 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 the Department of Education,
Commission on Higher Education, Accrediting Agencies, Professional Organization
that would serve the purposes they intend to achieve.
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
1. Subject-Centered Design
This 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
Harris are the few curricularists who firmly believed in this design. As practiced
school hours are allocated to different school subjects such as Science,
Mathematics, Language, Social Studies, Physical Education, and others. This is also
practiced in the Philippines, because a school day is divided into class period, a
school year into quarters or semester. Most of the schools using this kind of
structure and curriculum design aim for excellence in the specific subject discipline
content.
Subject-centered curriculum design has also some variation which are focused
on the individual, specific discipline and a combination of subjects or
discipline which is broad field or interdisciplinary.
1.1. Subject design – What subject are you teaching? What subject are you
taking? These are two sample question that the teacher and the learner can easily
answer. It is to 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 also educated using the design. In the Philippine
Educational system, the number of subjects in the elementary 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.
However, the drawback of this design is that sometimes, learning is so

compartmentalized. It stresses so much the content and forgets about students’
natural tendencies, interest and experiences. The teachers become the dispenser of
knowledge and the learners are the simply the empty vessel to receive the
information or content from the teacher. This is a traditional approach to teaching
and learning.
1.2. Discipline design – this curriculum design model is related to the subject
design. However, while subject design centers only on the cluster of content,
discipline design focuses on academic disciplines. Discipline 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 the subject matter like historians, students in biology
should learn how the biologist learn, and so with the students in mathematics
should learn how mathematics learn. In the same manner, teachers should teach
how the scholars in the discipline will convey the particular knowledge.
Discipline design model of curriculum is often used in college, but not in the
elementary or secondary levels. So from the subject centered curriculum,
curriculum moves higher to a discipline when the students are more mature and are
already moving towards their career path or disciplines as science, mathematics,
psychology, humanities, history and others.
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 the identity of the subject. For example, English
literature and social studies correlate well in the elementary level. In the two
subjects, while history is being studied, different literary piece during the historical
period are 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 and art, music, history, geography will be
related to it. To use correlated design, teachers should come together and plan
their lessons cooperatively.
1.4. Broad field design/interdisciplinary – Broadfields or interdisciplinary is a

variation of the subject-centered design. This design was made to cure the
compartmentalization of the separate subject and integrate the contents that are
related to each other. 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 education 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 the curriculum design which are learner-centered.
2.1 Child-centered design- This design often attributed to the influence of John
Dewey, Rouseau, Pestallozi and Froebel. The curriculum design is anchored on the
needs and interest of the child. The learner is not considered a passive individuals
but one who engages with his/her environment. One learns by doing. Learners
actively create, construct meanings and understanding as viewed by the
constructivist. In the child-centered design, learners interact with the teachers and
the environment, thus there is a collaborative effort on both sides to plan lessons,
select content and do activities together. Learning is a product of the child’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 experience-centered design
believes that the interests and needs of learners cannot be pre-planned. Instead,
experiences of the learners become the starting point of the curriculum, thus the
school environment is left open or free. Learners are made 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 a school where experience-centered
curriculum is provided, different learning centers found 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. The emergence of
multiple intelligence theory blends well with experience-centered design curriculum.
2.3 Humanistic Design- The key influence in the curriculum design are 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 sympathy towards the less fortunate; among the many others.
The person can achieve this 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, basic attitudes
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 subjects 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-Situations 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 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
emphasis were activities that sustain life, aid in rearing children, maintain
the individual’s social and political relations and enhance leisure, tasks
and feeling. 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. It
centers on general education and problems are based on the common
human activities. The central focus of the core design includes common
needs, problems, concerns of the learners. Popularized by Faunce and
Bossing in 1959, they 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 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 conclusion.
Step 11. Explore other avenues for further problem solving.
These are some examples of curriculum designs. There are more which are
emerging and those that have evolved in the past. The example given maybe
limited, however for our purposes, they can very well represent curriculum designs.
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 a 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 learner is the center of the
educational process. It means that the curriculum is constructed based on the
needs, interest, purposes and abilities of the learners. The curriculum is also built
upon the learners knowledge, skills, previous learnings and potentials.
From its design, how should a child-centered curriculum approached? Let us

consider these principles.
Principles for Child-Centered Curriculum Approach
1. Acknowledgement and respect the fundamental rights of the child.

2. All activities shall 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.
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 be 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.
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 assume 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 problem solvers themselves.
Example of problem-centered approach is presented 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 with life and society that affect daily living are also considered.
Most of the school activities resolve 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.
Curriculum Mapping
Curriculum mapping is a process of procedure that follows curriculum

designing. It is done before curriculum implementation or the operationalization 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 on going 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 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. The
questions may include:
1. What do may student learn?

2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do may co-teachers who handle the same subject, cover the same content?
Achieve the same outcome? Use similar strategies?
5. How do I help my students understand the connections between my subjects
and other subjects within the year? Next year?
Curriculum mapping, maybe able to answer these questions above.

Furthermore, mapping will produce a curriculum map, which is a very functional
tool in curriculum development.
Curriculum Mapping Process
There are many ways of doing things, according to what outcome 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 would 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 the 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 a spreadsheet.

2. Identify the degree or program outcomes (ex. BEEd, or BSEd)
3. Identify the subjects or courses under the degree (Gen. Ed, 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. All cells should be filled up:
8. After accomplishing the map, this will serve as a guide for all teachers
teaching the course for students to complete the degree on four years.
The Curriculum Map
Curriculum maps 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. Curricular maps maybe simple or elaborate that can be used by
individual teacher, a department, the whole school or education 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 education that all stakeholders need to be assured.
Sometimes, parents and teacher would ask questions like: “Why is my

friend’s son studying decimals in Mr Bernardo’s class and my own sin is not
studying the same in Miss Julia’s class when they are 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 the whole educational community can look at the
curriculum map to see that intended outcomes and content are covered. A map can
measure stakeholders specific information for pacing and alignment or 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 the mastery of the skills in the previous grade, to avoid unnecessary
reteaching.
For horizontal alignment, called sometimes as “pacing guide” will make all
teachers, teaching the same subject in a grade level following 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 the concept development which maybe in hierarchy or in spiral
form does not overlap but building form 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 review team to create and recreate 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 curricula.
Example of a Curriculum Map
Here are two examples of a curriculum map. Sample A is for Basic Education
and Sample B is for College Level.
Example A.: Excerpt from DepEd Curriculum Guide for Science 3 shows a sample of
a map for Quarter 1 and 2. A column for Code was not included.
Elementary Science Grade 3
Note: For Quarter 2, there are still two major content which are 3. Living
Things 3.1 Plants and 4. Heredity: Inheritance and Variation.
Content Content Performance Learning Learning

Standards Standards Competency Materials
Grade 3- Matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Properties The Learners The learners The learner Learning
1.1 demonstrate should be able should be able Guide in
Characteristics understanding to… to… Science &
of solids, of… health
liquids, gases Ways of Group Describe the Mixtures
sorting common different
materials and objects found objects on BEAM-Grade 3
describing at home and their Unit 4
them as solid, in school characteristics Materials LG-
liquid and gas according to (e.g. Shape, Science 3
based on solids, liquids Weight, Materials
observable and gas. Volume, Ease Module 1
properties or Flow)
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 that Effects of Investigate Describe BEAM-G3 Unit
materials temperature the different changes in 3 Materials-
undergo on materials changes in materials Distance
materials as based on the Learning
affected by effect of Module BEAM
temperature temperature: G3 Unit 3
4.1 Solid to Materials
liquid Module 44-49
4.2 Liquid to
solid
4.3 Liquid to
gas
4.4 Solid to
gas
Grade 3-Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1. Living The learners The learners The learners
Things demonstrate should be able should be able
1.1 Humans understanding to … to…
1.2 A Sense of …
Organs Practice 1. describe the
healthful parts and
habits in functions of
taking care of the sense
the sense organs of the
organs human body;
2. Enumerate
healthful
habits to
protect the
sense organ;
2. Living Parts and Enumerate 3. describe the
Things functions of ways of animals in
2.1 Animals animals and grouping their BEAM-Grade
importance of animals based immediate 3-Unit 2
human on their surrounding; Animals DLP
structure and Science 3 DLP
importance 19 Beam-
4. identify the Grade 3-Unit 2
parts and Animals DLP
function of Science 3 31-
animals; 32 Learning
5. classify Guide in
animal Science &
according arts Health: The
and use; body Body Guards
6. state the
importance of
animals to
humans;
7. describe
ways of proper
handling of
animals
Sample A1- Science Curriculum Map Showing the Sequence of Domain for
the Year per Quarter
Q G3 G4 G5 G6 G7 G8 G9 G10
tr
1 Matter Matter Matter Matter Matter Force, Living
Motion, Things
Energy & Their
Environ
ment
2 Living Living Living Living Living Earth Matter Force,
Things Things Things Things Things and Motion,
& Their & Their & Their & Their & Their Space Energy
Environ Environ Environ Environ Environ
ment ment ment ment ment
3 Force, Force, Force, Force, Force, Matter Earth Living
Motion, Motion, Motion, Motion, Motion, and Things
Energy Energy Energy Energy Energy Space & Their
Environ
ment
4 Earth & Earth Earth Earth Earth Living Force, Matter
Science and and and and Things Motion,
Space Space Space Space & Their Energy
Environ
ment
Example B- Curriculum Map for Bachelor of Elementary Education

(Professional Education Courses)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample
Subject
Child Dev P L L O L O O O
Facilitating P P L O L O L O
Human
Learning
Social P L L O L O L O
Dimension
Teaching P P P P P O P P
Profession
Principles of P P P P L O P O
Teaching
Assessment P P P P L O P O
of Learning
Educational P P P P L O P O
Technology
Curriculum P P P P O O P P
Development
Development P P P P O O P O
Reading
Field Study P P O P O P P P
Practice P P P P P P P P
Teaching
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 the professional subjects are centered in the matrix.
2. desired outcomes from the professional courses are:
PO1- Apply basic and higher 21st century skills.
PO2- Acquire deep understanding of the learning process.
PO3- Comprehensive knowledge of the content they will teach.
PO4- Apply teaching process skills (curriculum designing materials development,
educational assessment, teaching approaches).
PO5- Facilitate learning of different types of learners in diverse learning

environment.
PO6- Direct experiences in the field and classrooms (observation, teaching,

assistance, practice teaching)
PO7- Demonstrate professional and ethical standards of the profession.
PO8- Creative and innovate in thinking and practice of alternative teaching

approaches.
Source of Curriculum Design (Reyes et. al., 2015)

Curriculum designers must clear up their philosophical, social, and political
viewpoints for society and the individual learner- these viewpoints are commonly
called curriculum’s sources. American educator David Ferrero stated, educational
action (in this item, it is curricular design) begins with recognizing one’s beliefs
and values, which influence what one considers worth knowing and teaching. If
we neglect philosophical, social, and political questions, we design curriculum
with limited or confused rationales.
Four foundations of curriculum design was stated by Ronald Doll, these are:
science, society, eternal truths, and divine will. These curriculum sources
identified by Dewey and Bode and popularized by Tyler are, knowledge, society,
and the learner partially overlap with one another.
Science as a Source
Some curriculum leaders depend on the scientific method when designing
curriculum. They value the observable, quantifiable elements and prioritized
problem solving. Their designs highlight learning how to learn.
Most of their argument of thinking processes is founded on cognitive
psychology. Promoted problem-solving procedure suggest our valuing of science
and organization of knowledge. Most educators believe that curriculum should
prioritize the teaching of thinking strategies. With knowledge explosion in our
time, the only endless journey seems to be the procedures by which we process
knowledge.
Society as a Source
Curriculum designers believe that school is a vehicle for development of
society and stress its curriculum ideas should come from the exploration of the
social situation. They also consider the present and future characteristics of
society. Here in our country, fighting poverty is an ongoing goal.
School most recognize that they are part and parcel of the design to serve
the interest of the community and society as a whole. Curriculum designers
should not disregard social multiplicity, ethnic groups, and social class. Said
multiplicity increasingly manifest as the Philippines is accepting more foreign
students and immigrant groups coming from the Asian region. Curriculum design
then must be managed within social, economic, and political contexts. The big
challenges then is to respond to students’ unique needs and the particular
demands of multiplicity of social groups while letting students achieve,
understanding of the common culture and attain common agreed competencies.
Definitely the search for common curriculum assumes that there is something
general and universal for all to know and experience
The need for collaboration among diverse individuals and groups must be
realized by curriculum designers to have an affective outcome. People from
different backgrounds and cultures are demanding a voice regarding how
educations organized and experienced. In our time, society is currently a
powerful influence on curriculum design. As noted by Arthur Ellis, no curriculum
or curriculum design can be considered or created apart from the people who
make up our evolving society.
Moral Doctrine as a Source

Some curriculum designers look into the past for their guidance in their
present work on the appropriate content of curriculum. These designers stress
what they regard as lasting truths advanced by the great thinkers of the past.
Their emphasis is on the content and labels some subjects as more influential
than others.
The Bible or other religious documents are references of some people who
believes that curriculum should be based on it. This view, was common in our
schools during the Spanish period. While today, it has lesser influence in public
schools in the country, primarily because of the separation of church and state
written in our constitution. Moreover, many private and parochial schools still
support this up to now.
Dwayne Huebner stated that education can address spiritually without
bringing in religion. He further argued that, to have spirit is to be in touch with
life’s forces of energies. Being in touch in spirit allows one to see the essence of
reality and to generate new ways of viewing knowledge, new relationship among
people, and new ways of perceiving one’s existence.
While for James Moffet, spirituality fosters mindfulness, attentiveness,
awareness of the outside world, and self-awareness. Spiritual individuals
develop empathy and insight. Curriculum designer who draw on spirituality
reach a fuller understanding than those who rely only on science. Spiritual
individuals develop empathy and compassion. They consider and promote the
welfare of others. They welcome differing viewpoints. Spiritual curriculum
designers ask questions about the nature of the world, the purpose of life, and
what it means to be human and knowledgeable.
Knowledge as a Source
According to some, knowledge is the primary source of curriculum and
Herbert Spencer positioned knowledge within the framework of curriculum,
when he asked, “What knowledge is of most worth?”
Placing knowledge at the center of curriculum design recognize that
knowledge is perhaps a discipline, having the specific structure and methods by
which scholars stretch out its boundaries. Knowledge that does not have a
unique content is an undisciplined one; as an alternative, its content is shaped
according to an investigation’s focus. An example, mathematics subject as a
discipline have a distinctive conceptual structure and require a distinctive
process. While in contrast, social science subjects are undisciplined in that its
contents are represented by various disciplined and modified to a special focus.
Knowledge is exploding exponentially, therefor this is the challenge for those
who agree that knowledge as the primary source of curricular design. While the
said knowledge explosion is ongoing, the time for engaging students with
curriculum is not increasing. A requirement of 180 school days session is still the
requirement of most schools. Spencer’s question is now even more
overwhelming. Not only must we consider” what knowledge is of most worth?”
but we must conceive the following queries; “For whom is this knowledge of
value?” “Is there any knowledge that must be possessed by the majority?”
“what intellectual skills must be taught to enable common and uncommon
knowledge to be utilized for individual and social good?”
The Learner as a Source

Other consider the curriculum should stem from our knowledge of students:
we must know how they learn, from attitudes, create interests, and develop
values. From progressive curricular leaders, humanistic educators and many
curricular workers involved in postmodern dialogue, the learner should be the
primary source of curriculum change.
Said curricular leader tend to draw heavily on psychological foundations,
especially how minds create meaning. Lots of cognitive research has supported
curriculum designers with ways to improve educational activities that aid
perceiving, thinking and learning. Microbiological research on the brain had
much significance for educators in the final years of the 1900s. we learned that
that anatomy of child’s brain id heavily influenced by the educational
environment, and that the quantity and quality of experience physically affect
the brain’s development.
The learner-focused design highlights students’ knowledge. Individuals
builds, rather than simply obtain, knowledge, and they go so in specific ways
with special specific assumptions. To answer a questions, they may be use the
same words, but their deep comprehension of the material is entirely different.
The learner is a source pf curriculum design, overlaps with methods that focus
on knowledge or science, in that the science-based method highlights how
individual process information. Obviously, all sources of curriculum design
overlap to a certain degree. Learner-based curriculum design seeks to inspire
students and promotes their individual uniqueness.
CONCEPTUAL FRAMEWORK: HORIZONTAL AND VERTICAL
ORGANIZATION
In curriculum design, the organization of curriculum’s components have two
basic organizational dimension: 1) Horizontal organization which blends
curriculum elements for example, by combining words history, geography, and
political science content to create a “Contemporary World Issues” course or by
combining English and Business content. 2) Vertical organization which is
sequencing of curriculum elements. Ranking “the Philippine History” I grade 7
social studies and “Asian History” in grade 8 social studies is an example of
vertical organization. Often, curricula are structured so that the same topics are
tackled in different grades, but in increasing items and at increasingly higher
levels of difficulty. For example, in the first grade the mathematical concept of
set is introduced and then revised in the succeeding year in the curriculum.
Curriculum Design Qualities
No curriculum design is really unique. Instead, all designs have some
qualities in common with other designs. It is the combination of features that
makes each design unique. Example of feature are the following:
Scope
Curriculum scope refers to the breadth and depth of curriculum content---at
any level or at any given time. From Ralph Tyler’s book of In Basic Principles of
Curriculum Instruction, it refers to scope as consisting of all the contents,
topics, learning experiences, and organizing threads comprising the educational
plan. While, John Goodlad and Zhinsin Su reiterated this which refers to the
curriculum’s horizontal dimension. All the types of educational experiences
constructed to involve students in learning are part of the scope.
A curriculum whose scope covers only months or weeks usually is instructed
in units. Units are divided into lesson plan, which usually structure the
information and activities into a period of hours or minutes. This can continue
over a year or more.
Educators who are deciding on curriculum content on its degree of detail, are
considering the curriculum’s scope. In our present time, knowledge explosion
has made dealing with curriculum scope almost overwhelming. A few teachers
responds to content overload by disregarding certain content areas or omitting
new content topics. Some make an effort to interrelate certain to construct
curriculum themes.
To avoid the curriculum scope, we must consider the learnings in cognitive,
affective, and psychomotor domains. We need to decide what will be included
and in what detail within each domain must be given an emphasis.
Sequence
Curriculum sequence is concerned with the order of the topics overtime. For
example, is biology subject, students might study the cell and then the tissue,
organ, and system. With that concern over a period of time, curriculum
sequence is called a vertical dimension.
A standing argument whether the sequence of content experiences should be
established on the reason of the subject matter or the way individuals process
knowledge. Those claiming for sequence founded on psychological principle draw
on research on human growth, development and learning. Piaget’s research
provided a framework for sequencing content and experiences (or activities) and
for connecting expectations to students cognitive levels. Most schools consider
students’ stages of thinking in planning curriculum objectives, content, and
experiences by grade level. Therefore, the curriculum is sequenced based on
Piaget’s theory of cognitive development.
As mentioned in the previous topic, curriculum designers are also shaped by
current research on brain development. It explained the experiences within the
educational environment greatly influence the individual’s brain. It is then that
we need to develop curricular experiences that maximize students brain
development. As explained in many psychological development textbooks
infant’s brain has more synaptic connections or links between neurons than an
adult’s brain. Form age 2 to 12, these connections strengthen but decrease in
number. Only the hardiest dendrites (the parts of the nerve cell that accept
messages) became part of the adult brain. Therefore, it is important that
education give careful thought to the contents and experiences that are stated
on the educational program.
Curriculum workers are faced with sequencing the content which are taken
from some fairly well accepted learning principles. Othanel Smith, William
Stanby and Harlan Shores in 1973 introduced four principles, they are:
1. Simple to complex learning indicates that content to optimally organize in
a sequence proceeding from simple subordinate components to complex
components highlighting interrelationships among components. Optimal
learning results when individuals are presented with easy (often concrete)
content and then with more difficult (often abstract) content.
2. Prerequisite learning is similar to part-to-whole learning. It works of the
assumption that bits of information must be grasped before other bits can be
comprehend.
3. Whole-to-part learning receives support from cognitive psychologists.
They have urged that the curriculum be arranged so that the content or
experience is first presented in an overview that provides students with a
general idea of the information or situation.
4. Chronological learning refers to content whose sequence reflects the times
of real world occurrences. History, political science, and world events
frequently are organized chronologically.
While in 1976, Gerald Posner and Kenneth Strike provided the field of
curriculum with four types of sequencing. Their views were: 1) The concept-
related methods draws heavily on the structure of knowledge. It focuses on
concepts’ interrelationships rather than on knowledge of the concrete. 2) the
inquiry-related model, where topics are sequenced to reflect the steps of
scholarly investigation. Instructional designers have incorporated the inquiry-
related sequence into what they call case-based reasoning, which was
developed to maximize computers’ capabilities. The computer would apply
previous learning to new situation. Similarly, people advance their knowledge
by processing and organizing new experiences for later use. Based on the
inquiry-related model, if people fail to use acquired information, they must
recognized a failure in reasoning or a deficiency in knowledge. In principle,
this is how scholars advance inquires. 3) The learner-related sequence,
where individuals’ learn through experiencing content and activities. 4)
Utilization-related learning which focuses on how people who use knowledge
or engage in a particular activity in the world that actually proceed through
the activity.
Continuity
Continuity refers to “smoothness” or absence of disruption in the

curriculum over time. A curriculum might have good sequence but might also
have disruptions. Curriculum would lack continuity. For example, as shown in
the Table 4.1. Curriculum 1 has good sequence and good continuity.
Curriculum 2 has good sequence but lacks continuity. Curriculum 3 has poor
sequence. Even though no topics are missing, the lack of order builds
disruptions: therefore Curriculum 3 lacks continuity. Then, sequence without
continuity is possible, but continuity without sequence is not.
Table 4.1
Curriculum 1 Curriculum 2 Curriculum 3

A A A
B B B
C D
D D C
E E E
F F
G G H
H H G
Continuity is mostly manifested in Jerome Bruner’s notion of the
“spiral curriculum” Bruner cited that the curriculum should be organized
according to the interrelationships among the basic ideas and structures of
each major discipline. For students to understand these ideas and
structures,” they should be developed and redeveloped in a spiral fashion,” in
increasing depth and breadth as students advance through the school
program.
Integration
Linking all types of knowledge and experiences contained within the

curriculum plan is known as integration. Basically, it links all of the
curriculum’s pieces so that students understand knowledge as united rather
than fragmented. The horizontal relationships among topics and themes from
all knowledge domains is the emphasis of integration.
Most curriculum leaders and educators manage to excessively

emphasize integration, encouraging an interdisciplinary curriculum,
particularly a curriculum that would not be considered as a standard
curriculum content. Thus, curriculum integration is not simply a design
dimension, but also a way of thinking about schools’ commitment, curriculum
sources, and the nature and uses of knowledge.
Supporters of curriculum integration do not support a multidisciplinary

curriculum. They believed, that knowledge is still artificially
compartmentalized. The supporters claim that the curriculum should be
organized within world themes developed from a real-life affair; a boundary
between the subject content of different discipline should be removed.
Naturally, some integration is needed. Hilda Taba, in the year 1960s,

cited out that the curriculum was disjointed, fragmented, segmented, and
detached from reality. She mentioned that a curriculum that presents
information only in bits and pieces prevents students from seeing knowledge
as unified.
The movement like postmodernism, constructionism, and post-

structuralism will nurture continued discussion of curriculum integration.
They advance the idea that knowledge cannot be split up from its reality;
people cannot detach themselves from the explorations, and the curriculum
cannot exist as separate fragments.
Articulation
Articulation refers to the smooth flow of the curriculum in both vertical

and horizontal dimensions, it is the ways in which curriculum components
occurring later in a program’s sequence relate to those occurring earlier. For
example a teacher might design a statistics course so that it relate statistics
concepts to key concepts presented in financial literacy course. Vertical
articulation usually suggest the sequencing of the content from one grade
level to another. Horizontal articulation (other called correlation) usually is
the association among simultaneous elements, as when curriculum designers
create relationships between eight-grade mathematics and eight-grade social
studies.
To engage in horizontal articulation, curriculum workers seek to

combine contents in one portion of the educational program with contents
similar in rationality or subject matter. For example, curricular worker might
relate statistics and scientific thinking. Most of the present emphasis design
is difficult to achieve, only few schools have created procedures by which
interconnections among subjects are clearly stated.
Moreover, articulation within school is sometimes difficult to achieve
and even from one school to another. It is because sometimes, students who
are new to a school are retaught material they learned in their previous
school at a lower grade level, or they fail a particular concept or topic
because it was lectured in a lower grade at their new school.
Balance
In designing a curriculum, educators attempt to provide necessary

weight to each part of the design. Therefore, in a balance curriculum,
students must obtain and use knowledge in ways that progress their
personal, social and intellectual goals
Doll states that achieving balance is difficult because we are striving to

localize and individualize the curriculum while trying to maintain a common
content. Having a balanced curriculum involves constant modification a well
as balance in one’s philosophy and psychology of learning.
Things to Consider in Designing Curriculum
There are two major forces considered in designing curriculum. These

are the horizontal and vertical organization.
a. Horizontal organization- is often referred to as the scope and horizontal

integration that is concerned with the arrangement of curriculum
components at any point in time (Print, 1993). For example, it asks about
the relationship between Geography, History, Economics, and Civics in
elementary Social Studies curriculum. It focuses on establishing
relationship and integration among subject areas in elementary or
secondary curriculum.
b. Vertical organization- focuses on the spiral progression of curriculum
contents. For example, what skills, concepts and values should be taught
in Science from Grade 1 to Grade VI. It focuses on the distribution of
curriculum contents from Kindergarten to Grade 12 (K-12). 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.
Tomlimson et al. (2002) identified these important features for a good

curriculum design. According, a good curriculum design must be mentally
and effectively 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.
IV. Learning Assessment
A. Answer Yes or No to the questions that follow questions
Questions Answer YES
As a curricularist and curriculum designer… or NO
1. Do you think curriculum change is inevitable?
2. Does curriculum change not consider the existing one?
3. Should curriculum be design only by one person?
4. Should any change in curriculum include an evaluation
process?
5. Does curriculum change means total overhaul?
6. Should learning outcome be considered first before the
content?
7. Should teaching methods consider only the expertise of the
teacher?
8. Are time tested 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?
B. 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 answer 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 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-finder and solution-giver.
C. In your word, enumerate the distinctive features of the following curriculum
design qualities.
Qualities Distinctive Features
1. Scope
2. Sequence
3. Continuity
4. Integration
5. Articulation
6. Balance
D. From the table below examples, give examples of the types of curriculum
designs and their curricular emphasis strengths and weaknesses.
Types of Curriculum Curricular Strengths weaknesses
Design Emphasis
Subject-Centered
Design
Learner-Centered
Design
Problem-Centered
Design
V. Enrichment Activities
A. Secure a copy of a sample Lesson Plan. 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 from the Sample Your comment or
suggestion
Title of the Lesson Plan
Intended Learning Outcomes/
Objectives
Content/Subject Matter
Methods/ Strategies
Evaluation/ Assessment
B. Instruction: Provide answer to the incomplete sentence. After reading and
discussing, the lessons on fundamentals of curriculum designing or crafting
a curriculum.
1. I realize that
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________
2. I feel that
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________
3. I need to
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________
C. The K to 12 Curriculum: What Design? Get hold of materials about the K to 12

and Answer the following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum?
(A) Subject-Centered? (B) Learner-centered? (C) Problem Centered?
(You may have more than one answer)
2. Cite illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.
Type of Curriculum Design in K to 12 Illustrative Example

Subject-Centered Design/Approach
Learner-Centered Design/Approach
Problem-Centered Design/Approach
D. 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 students”
Statement No. 2. “In schools where child-centeredness id the approach, discipline is

weak.”
Statement No 3. “Students are too young to solve life’s problem, why should they
do problem solving in school?”
E. Using the Sample AI for Science Curriculum Map, what knowledge and
understanding have you learned? Analyze the matrix and answer the questions that
follow:
1. What are the main clusters of science content that students should learn from
Grade 3 to Grade 10?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
2. How does science content progress from Grade 3 to Grade 10
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
3. When you look and analyze the map, what summary ideas can you give?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
4. Science Curriculum is spiral. How do you explain the terms of what you see in
the map?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
F. Using the Sample B, analyze and answer the following questions in 3 sentences.
(2 points for each correct answer)
1. What is the meaning of Practiced with a green background for subject Teaching
Profession and PO1. Apply basic and higher 21st century skills.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
2. What is your interpretation of the colored cell with Learned that cross between
subject Social Dimensions and PO5, Facilitate learning of different types of learners
in diverse learning environment?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
3. What does the colored Opportunity in the cell of the subject Curriculum
Development that crosses with the PO6 Direct Experience in the field and classroom
(observation, teaching assistance, practice teaching)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
G. Make a wise decision. Show me that you understood the lesson. Know the
difference between Yes and No answer to each of the question. If your answer is
Yes, explain in 3 sentences. If your answer is No explain in 3 sentences. (2 points
for each correct answer)
1. Does curriculum mapping helps 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. In curriculum mapping a task of only one
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
5. Can curriculum map as a tool to be used in instructional supervision?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________
H. Reflects 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? Write an essay with a maximum of 100 words.
Your essay shall be evaluated using these criteria:
Content----------------------------------------------10 points
Organization of ideas----------------------------5 points
Language facility-----------------------------------5 points
Total Score -----------------------------------------20 points

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Instructional Module in PED 109

The Teacher and The School Curriculum

Dr. Danilo F. Rubrico

The Teacher as a Curriculum Designer

Time Allotment:5 hours

A curriculum as a planned sequence of learning experience should be at the

Building on Peter Oliva’s 10 Axioms for Curriculum Designers

Before a teacher designs a curriculum, it would be of great importance to

1. Curriculum change is inevitable, necessary, and desirable.

1. What learning outcomes need to be achieved? (Intended Learning Outcomes)

Elements or Components of a Curriculum Design

Let us take a lesson plan as a miniscule curriculum. For a lesson plan or

I. Behavioral Objectives or Intended Learning Outcomes

The behavioral objectives, intended learning outcomes or desired learning

For example, a lesson intends the students to identify the parts of a

Sometimes the phrase intended learning outcomes is used to refer to the

 Subject matter should be relevant to the outcomes of the curriculum. An

 Self-assessment, through which a student learns to monitor and evaluate

Summative assessment usually involves the allocation of marks or grades. This

Students usually learn more by understanding the strengths and weaknesses of

Application of the Fundamental Components in other Curriculum Designs.

Major components of a Course Design or Syllabus

1. Intended outcomes (or Objectives)

Types of Curriculum Design Models

However, the drawback of this design is that sometimes, learning is so

1.4. Broad field design/interdisciplinary – Broadfields or interdisciplinary is a

2. Learner- Centered Design

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

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

Generally, problem-centered design draws on social problems, needs,

Approaches to Curriculum Design

How will a particular design be approached by the teacher? After writing a

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

From its design, how should a child-centered curriculum approached? Let us

Principles for Child-Centered Curriculum Approach

1. Acknowledgement and respect the fundamental rights of the child.

Subject-Centered Approach- this is anchored on a curriculum design which

1. The primary focus is the subject matter.

Problem-Centered Approach- This approach is based on a design which assumes

This approach is characterized by the following views and beliefs:

1. The learners are capable of directing and guiding themselves in resolving

Curriculum mapping is a process of procedure that follows curriculum

Some curricularist would describe curriculum mapping as making a map to

1. What do may student learn?

Curriculum mapping, maybe able to answer these questions above.

Curriculum Mapping Process

1. Make a matrix or a spread sheet.

You will find Example A as a component of an OBE-Inspired syllabus for the

Example B (For a degree program in college)

1. Make a matrix or a spreadsheet.

The Curriculum Map

Curriculum maps provide quality control of what are taught in schools to

Sometimes, parents and teacher would ask questions like: “Why is my

A curriculum map is always a work in progress, that enables the teacher or

Example of a Curriculum Map

Elementary Science Grade 3

Content Content Performance Learning Learning

Grade 3-Living Things and Their Environment

Example B- Curriculum Map for Bachelor of Elementary Education

P- Practiced the learned outcomes (knowledge, skills, values)

O- Opportunity to learn and practice (opportunities to learn and practice

1.Not all the professional subjects are centered in the matrix.

2. desired outcomes from the professional courses are:

PO1- Apply basic and higher 21st century skills.