Understanding Curriculum Development

UNIT I: AN OVERVIEW OF THE CURRICULUM
Overview
This unit tackles the concepts, nature and purposes of curriculum, curriculum
development in the Philippine Context, types of curriculum, foundations of curriculum, and
its characteristics.
Under the concepts, nature and purposes of curriculum, the origin of the term
curriculum will be traced to give the students a clear view of what a curriculum is or all
about its very nature. Furthermore, the importance of the curriculum will be discussed and
how it was crafted or formulated by the different experts in the field. Development of the
curriculum in the Philippine context is as important in tracing how it evolved and developed
over time from the pre-Spanish period until such time that the Philippines gained its
independence in July 4, 1946 – a liberation from the American Regime in the country.
The types of curriculum and how these types have been founded and its
characteristics are worthy to be discussed to provide the students a better understanding
about the entire unit.
Learning Objectives
At the end of the lesson, I am able to:
1. Define curriculum from different perspectives;

2. Describe the nature and scope of curriculum
3. Identify the different types of curriculum;
4. Describe the different types of curriculum implemented in schools;
5. Reflect on how each type of curriculum affects the other types
6. Compare and contrast the philosophical beliefs of perennialism, essentialism,
progressivism and reconstructionism;
7. Discuss the influence of the four educational philosophies on curriculum;
8. Identify the application of behaviorist, cognitivist, constructivist and humanist
principles in the classroom;
9. State the values and beliefs about the nature of learning;
10. Trace how history and society influenced curriculum; and
11. Determine the characteristics of a good quality curriculum.
Setting Up
I would like you to ponder on the following questions, before you continue reading
the topics/lessons included in this module. Read the questions twice and try to reflect.
1. Do you know that everything has a beginning and an end?
2. Do you know the origin of the term, curriculum?
3. What do you think could be the possible reasons how a curriculum has been
crafted?
4. Why do you think that you need to study about the curriculum?
5. Does the philosophy, goals, and objectives have something to do with the vision-
mission of an educational institution?
6. From what philosophies are curriculum founded?
7. Which do you think is more important, the learner or the subject-contents?
8. How would you describe the characteristics of a good curriculum?
1|Page
Lesson Proper
THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT

(PHILIPPINE CONTEXT)
Concepts, Nature and Purposes of Curriculum

According to Bilbao, Purita (2015), the word curriculum is derived from the Latin
currere meaning ‘to run’. This implies that one of the functions of a curriculum is to
provide a template or design which enables your learning to take place.
The concept of curriculum is dynamic and has many definitions. It can be defined
simply as a listing of subjects to be taught in school or in a broader sense, as the total
learning experiences of an individual not only in school but in society as well.
The following are some of the definitions of the curriculum that you need to reflect:
 Curriculum is the sequence of potential experiences set up in school for the
purpose of disciplining children and youth in group ways of thinking and
acting (https://studymoose.com/historical-perspectives-on-curriculum-
development-essay);
 Curriculum is a structured set of learning outcomes or task that educators
usually call goals and objectives (https://idoc.pub/documents/curriculum-
development-k6nqde1vpq4w);
 Curriculum is the “what” of teaching;
 Curriculum is the listings of subjects to be taught in school;
 Curriculum is a document which describes a structured series of learning
objectives and outcomes for a given subject matter area
(https://phdessay.com/curriculum-development/); and
 Curriculum includes a specification of what should be learned, how it should
be taught, and the plan for implementing/assessing the learning.
The numerous definitions of a curriculum are influenced by modes of thoughts,

pedagogies, political, and cultural experiences. There are two different points of view of the
curriculum. These are the traditional perspective (Essentialist School) and the
progressive point of view (Progressive School) of the curriculum.
The following are the characteristics of the curriculum as viewed by the Essentialist
and the Progressive type of schools. You have to examine, assess, and reflect how these
characteristics could affect the operation of an institution.
Table 1. Characteristics of the Curriculum

Essentialist School Progressive School
1. It considers the curriculum as something 1. It conceives of the curriculum as something
rigid, consisting of discipline subjects. flexible based on areas of interest.
(https://www.slideshare.net/arjaymesguerra/curriculu (https://www.slideshare.net/arjaymesguerra/curricul
m-development-14099299) um-development-14099299)
2. It considers all learners as much as the 2. It is learner-centered, having in mind that
same and it aims to fit the learner into the no two persons are alike.
existing social order and thereby maintain (https://www.slideshare.net/arjaymesguerra/curricul
the status quo. um-development-14099299)
(https://www.slideshare.net/arjaymesguerra/curriculu 3. Its factor of motivation is individual
m-development-14099299) achievement believing that persons are
3. Its major motivation is discipline and naturally good.
considers freedom as an outcome and not a (https://www.slideshare.net/arjaymesguerra/curricul
means of education. um-development-14099299)
(https://www.coursehero.com/file/p6f43ja7/4- 4. Uses facilitative approach.
CURRICULUM-A-document-which-describes-a- 5. Uses life-experience approach and methods
structured-series-of-learning/) emphasize individual spontaneity, problem
2|Page
4. Its approach is authoritative. solving, and development of creative
5. It is book-centered and methods responsibility.
recommended are memory work, mastery of 6. Its measurement of outcome and
facts and skills, and development of abstract achievements are now devices taking into
intelligence. consideration subject matter and
6. Its measurement of outcomes is standard personality tests.
tests based on subject matter mastery.
(https://studymoose.com/historical-perspectives-on-
curriculum-development-essay)
For your better and clearer understanding, the definitions of curriculum are presented
in tabular form, as provided by the traditionalists and progressivists, as follows:
Table 2. Curriculum Definitions
Traditional Points of View of Progressive Points of View of
Curriculum Curriculum
 Body of subjects or subject matter prepared  Listing of subjects, syllabi, course of study
by the teachers for the students to learn and list of courses or specific discipline
(https://www.coursehero.com/file/p6f43ja7 can only be called curriculum if these
/4-CURRICULUM-A-document-which- written materials are actualized by the
describes-a-structured-series-of-learning/). learner
 Synonymous to “course study”. (https://idoc.pub/documents/curriculum-
 “Permanent studies” where the rule of development-k6nqde1vpq4w).
 Total learning experiences of the
grammar, reading, rhetoric, logic and
individual
mathematics for basic education
(https://idoc.pub/documents/curriculum-
emphasized (Robert Hutchins
development-k6nqde1vpq4w).
 Curriculum should focus on the  All experiences children have under the
fundamental intellectual disciplines of guidance of teachers (Caswell &
grammar, literature and writing. It should Campbell).
also include mathematics, science, history  Experiences in the classroom which are
and foreign language (Arthur Bestor). planned and enacted by the teacher, and
 Discipline is the sole source of curriculum also learned by the students (Marsh and
(Joseph Schwab). Willis).
 Curriculum should consist entirely of  Curriculum is a sequence of potential
knowledge which comes from various experiences set up in schools for the
disciplines (Phenix, 1964 as cited by Bilbao, purpose of disciplining children and
P., Dayagbil, F. & Corpuz, B. (2015). youth in group ways of thinking and
acting (Smith, Stanley, & Shore).
 Experiences in the classroom which are
planned and enacted by teacher, and also
learned by the students (Marsh and
Willis).
In short, the traditionalists view it as simply a document which describes a

structured series of learning objectives and outcomes for a given subject matter area
and includes a specification of what should be learned, how it should be taught, and the
plan for implementing/assessing the learning
(https://www.coursehero.com/file/p6f43ja7/4-CURRICULUM-A-document-which-
describes-a-structured-series-of-learning/). On the other hand, the progressivists view
curriculum as the total effort of the school to bring about desired outcomes in school
and out-of-school situations (https://www.slideshare.net/ymdp08/the-nature-and-scope-
of-curriculum-development).
For you to understand better, you have to learn the following terms, says Pasigui,
Ronnie (2012):
3|Page
Curriculum planning is the process whereby arrangement of curriculum plans or
learning opportunities are created. A curriculum plan is the advance arrangement of
learning opportunities for a particular population of learners while the curriculum guide is
a written curriculum plan
The place or workshop where curriculum materials are gathered or used by teachers
or learners of a curriculum is a curriculum laboratory while the collection or suggested
learning activities and materials organized around a specific topic or area which a teacher
might use in planning, developing, and evaluating a learning unit is a resource unit.
Curriculum development is the process of selecting, organizing, executing, and

evaluating learning experiences on the basis of the needs, abilities, and interests of learners
and the nature of society or community. It must be purposeful, planned and progressive.
TYPES OF CURRICULUM
According to Allan Glathorn (2009) as cited by Bilbao, Purita (2012), there are seven
(7) types of curriculum operating in schools. But for purposes of identifying some of the
types which may not be operating in schools, 10 are presented below. What you can do then
is to review and scrutinize the different types and provide examples in the activity at the
end of the unit for you to have a successful learning and eventually, to be effective in your
teaching career.
Table 3. Types of Curriculum
Type Description
1. Recommended Proposed by scholars and professional organizations. The
Curriculum curriculum may come from a national agency or any professional
organization
(https://www.slideshare.net/lollimallow/curriculum-
development-lesson-1-concepts-nature-and-purposes-of-
curriculum-purita-b-bilbao) wo has stake in education.
2. Written Curriculum Includes documents, course of study or syllabi for
implementation. Most written curricula are made by curriculum
experts with participation of teachers. An example of this is the
Basic Education Curriculum (BEC) and the written lesson plan of
each classroom teacher made up of objectives and planned
activities of the teacher.
https://www.slideshare.net/lollimallow/curriculum-
curriculum-purita-b-bilbao
3. Taught Curriculum The different planned activities teachers implement or deliver in
the classrooms and schools, which are put into action compose
the taught curriculum. These are varied activities that are
implemented in order to arrive at the objectives or purposes of
the written curriculum. It varied according to the learning styles
of the students and the teaching styles of the teacher.
https://www.slideshare.net/lollimallow/curriculum-
curriculum-purita-b-bilbao
4. Supported Includes material resources such as textbooks, computers,
Curriculum audio-visual materials, laboratory equipment, playgrounds, zoos
and other facilities, which support and help in the
implementation of the curriculum
curriculum-purita-b-bilbao). Support curriculum enables each
learner to achieve real and lifelong learning.
5. Assessed Curriculum This refers to a tested or evaluated curriculum. Series of
evaluations are being done by the teachers at the duration and
4|Page
end of the teaching episodes to determine the extent of teaching
or to tell if the students are progressing. Assessment tools like
pencil-and-paper tests, authentic instruments like portfolio are
being utilized
(.https://www.slideshare.net/lollimallow/curriculum-
curriculum-purita-b-bilbao).
6. Learned Curriculum This refers to the learning outcomes achieved by the students.
Learning outcomes are indicated by the results of the tests and
changes in behavior which can be either cognitive, affective or
psychomotor
curriculum-purita-b-bilbao). In other words, wat you as students
actually learn and what is measured.
7. Hidden Curriculum This is the unintended curriculum which is not deliberately
planned but ay modify behavior or influence learning outcomes.
Peer influence, school environment, physical condition, teacher-
learner interaction, mood of the teacher and many other factors
make up the hidden curriculum
8. Concomitant Things that are taught at home; those experiences that are part
Curriculum of a family's experiences, or related experiences sanctioned by
the family. This type of curriculum may be received at church, in
the context of religious expression, lessons on values, ethics or
morals, molded behaviors, or social experiences based on a
family's preferences
9. Phantom Curriculum The messages prevalent in and through exposure to any type of
media. These components and messages play a major part in
your enculturation into the predominant meta-culture or in
acculturating you into narrower or generational subcultures
(www.researchgate.net, 2017).
10. Null Curriculum Various contents that must not be taught to you (Tanner and
(Excluded Tanner, 2007).
Curriculum) Sometimes your teacher ignores some content or skill,
deliberately or unknowingly. S/He may consider some idea
unimportant and ignore it. Similarly, your teacher may avoid
detailed description of some topic for the one or other reason.
Sometimes also, you fail to learn certain knowledge, skills or
attitude for various reasons.
Now that you have learned about the types of curriculum operating in schools, what
follows is the historical basis for the crafting of the Philippine Curriculum. The different
agencies – the Commission on Higher Education (CHED), Department of Education
(DepEd), and the Technical Education and Skills Development Authority (TESDA) work
hand in hand to provide the foremost objective of providing quality education to all the
learners.
The educational system of the Philippines has a long and complicated history.
Probably the first comprehensive research conducted dealing with the supposed
medium language of teaching was accomplished by Andrew Gonzalez (1992,
5|Page
1998), who also discussed the educational system of the Philippines and its
historical aspects, together with the interlocking conflicts and resulting problems of
higher education in the Philippines. Catherine Young (2002) discussed the
Pilipino language as the medium of instruction in the country’s educational
system, as well as proposed an alternative, ideological model of literacy which
develops the critical thinking skills of Filipino students, builds cognitive and affective
domains, and values their local language experience and culture. The absence of
detailed comparisons (see Table 1) of different stages of development of the
educational system, and a brief and concise explanation of the challenges in the
educational system, was a great opportunity for us to undertake this research
(https://files.eric.ed.gov/fulltext/EJ1057820.pdf).
Curriculum policies, such as the 1987 Constitution of the Republic of the

Philippines Article XIV, are usually set forth by the Department of Education, Culture
and Sports of the Philippines now the Department of Education (DepEd) with
different bulletins, circulars, memoranda, orders and plans. These bodies of
government are sorted by national priority and contribute to the success of
development goals (Marinas & Datapath 1995). However, few of the laws
passed by the national legislation regarding the school curriculum: Section
3(10), Article XIV of the Constitution mandate the study of the Philippines
Constitution; Section 6, Article XIV, implement Filipino as the main language of
instruction; Section 19(2), Article XIV, declares that: “All the educational
institutions throughout the country shall undertake regular sports activities in
cooperation with athletic clubs and other sectors”. Republic Act No. 4723 ordered
the teaching of music in schools. The newly curriculum-specific laws designate:
a) Lengthening of the school calendar from 185 to not less than 200 school days
per school year; and
b) Integration of concepts on human rights, the environment, dangerous drugs
and computer education.
(European Journal of Contemporary Education, 2012, Vol. (20), No. 2.)
Table 4. Department of Education’s (DepEd) Roots

Official Name of Official Nominal
Year Legal Order
Department Head
1863 Superior Commission Educational Decree of
Chairman
of Primary Instruction 1863
1901- Department of Public General Act. No. 74 of the Philippine
1916 Instruction Superintendent Commission, Jan. 21, 1901
1916-
Department of Public
1942 Organic Act Law of 1916
Instruction Secretary
(Jones Law)
1942- Department of Renamed by the Japanese
1944 Education, Health and Executive Commission,
Commissioner
Public Welfare June 11, 1942
Department of Renamed by Japanese
1944 Education, Health and Sponsored Philippine
Minister
Public Welfare Republic
Renamed by Japanese
Department of
1944 Sponsored Philippine
Public Instruction Secretary
Republic
1945- Department of Public Renamed by the
1946 Instruction and Commonwealth
Secretary
Information Government
1946- Renamed by the
1947 Department of Commonwealth
Secretary
Instruction Government
6|Page
1947- E.O. No. 94 October 1947
Department of
1975 (Reorganization Act of
Education Secretary
1947)
1975- Department of Proc. No. 1081, September
1978 Secretary
Education and Culture 24, 1972
1978- Ministry of Education
1984 Minister P.D. No. 1397, June 2, 1978
and Culture
1984- Ministry of
1986 Education, Culture Minister Education Act of 1982
and Sports
1987- Department of
E.O. No. 117. January 30,
1994 Education, Culture Secretary
1987
and Sports
1994- RA 7722 and RA 7796,
Department of
2001 1994
Education, Culture and
Secretary Trifocalization of Education
Sports
Management
2001 – RA 9155, August 2001
Department of
presen Secretary (Governance of Basic
t Education
Education Act)
The Higher Education

Colleges and universities were first established in the seventeenth and
eighteenth centuries by Catholic orders and later by Protestant missionaries, both
competing for students (Estelle, 1991). As with many countries, the religious origin of
early educational foundation meant most of them were non-profit.
The Commission on Higher Education (CHED) is a government organization

which covers both public and private higher education institutions as well as
degree-granting programs in all post-secondary educational institutions in the country.
While the Technical English and Skills Development Authority (TESDA) is assigned to two-
year vocational courses, records from CHED show that the total number of higher
education institutions in the country is 2,080 as of August 2012. From this number 1,573
private institutions are present and the 607 left are state-run colleges.
Colleges or universities make up the higher education in the Philippines and are
generally categorized as public or private. For the record, approximately 80% of all college
and university students in the Philippines attend privately managed, privately funded
institutions, both non- profit and profit making.
Colleges are classified as tertiary institutions that traditionally offer a handful of

specialized courses such as in the Sciences or in Liberal Arts, or in specific professional
courses, such as Computing, Maritime Studies or Nursing.
State universities and colleges (SUCs), CHED-supervised higher education

institutions (CHEIs), private higher education institutions (PHEIs) and community college
(CCs) to be categorized as genuine must operate at least eight different degree programs.
They must present at least six undergraduate courses including a four-year course in the
fields of Basic Science Mathematics, Liberal Arts, Social Sciences and a minimum of three
other active and recognized professional courses resulting in government licensures and
lastly, at least two graduate-level courses leading to doctoral degrees in addition to
another seven areas of requirements as ordered by CHED itself. Compared with private
universities, local government universities and colleges (LCUs) have less strict
requirements. They are only expected to operate at least five undergraduate programs
and two graduate-level programs.
Generally, college education takes four, rarely five years and in some cases, as in
medical and law schools, as long as eight years. Two or more years are added for
graduate schooling or schooling for advanced study, mainly offered to those who have
7|Page
already attained a bachelor’s degree. Classes in the country start in June and end in
March the following year. Some colleges follow the two-semester calendar namely:
June-October and November-March while other universities, such as De La Salle
University, follow a tri-semester pattern. The first term starts in May to August,
followed by the second term on September to December and for the third and final
term is January to April in the new year. Foreign schools are present with study
programs similar to those of the local schools. In 2003, the overall literacy rate was
estimated to be 95.9 % for the total population, 96 % for males and 95.8 % for females.
The majority (90 %) of all enrolments are in vocational courses with a specific work
goal most of these are in Business and Engineering, attracting over half of the student
body (Estelle 1991). While only 4 % of all the students are majoring in Humanities,
Mathematics, Natural and Social Sciences – the fundamentals of the arts and science
curriculum in most countries.
By 2015, the Philippine labor force will be 42.4 million strong, but only 3.4 million
or 8 % will have a college degree or higher. Those numbers include Filipinos who will
migrate (NSO) (https://files.eric.ed.gov/fulltext/EJ1057820.pdf).
1. Public Tertiary Education
All public universities are non-sectarian entities and are further categorized as
Local College and University (LCU) or State University and College (SUC). The national
government is fully accountable for SUCs determined by the Philippine Congress. The
University of the Philippines, being the “national university”, among the 456 colleges and
universities receives t h e highest amount of funds. Meanwhile, LCUs are governed by
local government units. The first and largest among LCUs is the Pamantasan ng Lungsod
ng Maynila (University of Manila).
The Accrediting Association of Chartered Colleges and Universities of the

Philippines (AACCUP), and the Association of Local Colleges and Universities Commission
on Accreditation (ALCUCOA) are the accrediting agencies for government-supported
institutions. Combined, they formed the National Network of Quality Assurance Agencies
(NNQAA) bestowed as the confirming agency for government-funded institutions.
However, NNQAA does not certify all government-sponsored institutions.
Together with the Securities Exchange Commission, the Technical Vocational

Education Accrediting Agency of the Philippines (TVEAAP) was established and registered
on October 27, 1987. The Technical Vocational Education Accrediting Agency of the
Philippines (TVEAAP) was established and registered with the Securities Exchange
Commission on 27 October 1987.
Both AACCUP and PAASCU are involved members of the International Network of
Quality Assurance Agencies for Higher Education (INQAAHE) and the Asia Pacific Quality
Network (APQN) (https://files.eric.ed.gov/fulltext/EJ1057820.pdf).
2. Private Tertiary Education
Unlike with the case of public higher education, private colleges and universities
may either be religion-based, sectarian or non-sectarian entities. Private educational
institutions may be non-profit or profit-making. The majority of private schools are
not-for-profit Catholic – to name some of them: Adamson University built by the
Vincentians, Ateneo de Manila University established by the Jesuits, De La Salle
University founded by the Christian Brothers, San Beda College established by the
Benedictines, the University of Santo Tomas and Colegio de San Juan de Let ran both
founded by the Dominicans. Nevertheless, non-Catholic not-for- profit sectarian
institutions also exist such as the Adventist University of the Philippines constructed by
the Seventh-day Adventists, Philippine Christian University erected by the Methodist and
Trinity University of Asia instituted by the Episcopalian. Non-sectarian private schools,
conversely, are firm registered by the Securities and Exchange Commission. The Centro
Escolar University and Far Eastern University are both registered on the Philippines
Stock Exchange.
8|Page
In accordance with the policies of the Commission on Higher Education, voluntary
accreditation of all higher education institutions is expected. The Philippine Accrediting
Association of Schools, College and Universities (PAASCU) and the Association of Christian
Schools, Colleges and Universities Accrediting Association Inc. (ACSCU-AAI) make up a
few of the voluntary accrediting agencies in the private sector and all function under the
umbrella of the Federation of Accrediting Agencies of the Philippines (FAAP), a certified
authorizing agency by CHED.
Only private institutions can be accredited by these three agencies and then
certified by FAAP. Based on CHED’s Revised Policies and Guidelines on Voluntary
Accreditation in Aid of Quality and Excellence and Higher Education, four levels of
program accreditation exist, with Level IV being the highest. Ateneo de Manila
University and De La Salle University, Manila, were the first two institutions granted
Level IV accreditation following the required provisions of CHED Order, CMO 31 of 1995,
but this accreditation lapsed and only Ateneo was able to renew its Level IV accreditation
in 2011.
The Adventist University of the Philippines, Ateneo de Manila University, Ateneo de

Davao University, Ateneo de Naga University, Centro Escolar University, De La Salle
University-Dasmarinas, Silliman University, and Trinity University of Asia are currently
the only eight universities which have institutional accreditation. It is the highest
certification that can be granted to an educational institution having successfully met the
requirements such as the number of individual program accreditations and the results of
an overall assessment of the quality of its facilities, services and faculty.
At present Ateneo de Manila University and Silliman University top the university
ladder on acquiring both Level IV status and institutional accreditation.
CHED has also recommended guidelines for providing privileges of autonomy and
deregulation to certain schools in order to rationalize its supervision of institutions of
higher learning. Institution’s “commitment to excellence”, “long tradition of integrity and
untarnished reputation”, and “sustainability and viability of operations” are the general
criteria contained in the guidelines examined by CHED.
Designing their own curricula, offering new programs and setting up branches or
satellite campuses without having to secure permits and carry out operations without
much interference from CHED are some of the privileges that come along with
autonomous status. In addition to all local colleges, universities and other commissioned
public universities like the University of the Philippines, Pamantasan ng Lungsod ng
Maynila, Mindanao State University and the Polytechnic University of the Philippines,
there are roughly 46 private higher education institutions which have been granted
autonomous status – to enumerate some: Adamson University, the Adventist University of
the Philippines, Ateneo de Manila University, Centro Escolar University, De La Salle
University, Far Eastern University, Our Lady of Fatima University, the University of the
East, the University of Perpetual Help System-Laguna and the University of Santo Tomas.
CHED regularly updates its list and is very keen on autonomous institutions.
On the other hand, Higher Education Institutions (HEIs) with deregulated status
benefit from the same privileges as autonomous HEIs, but permits are required for new
programs and campuses (https://files.eric.ed.gov/fulltext/EJ1057820.pdf).
FOUNDATIONS OF CURRICULUM DEVELOPMENT IN THE PHILIPPINES
A. Historical Foundation
B. Philosophical
C. Psychological Foundation
D. Social Foundation
A. Historical Foundation of the Curriculum
9|Page
Curriculum Development in the Philippines touched on the religion, economic,
political, and social influences and events that took place in the country. Colonial rules in
the Philippines tailored the curriculum to serve colonial goals and objectives
(https://www.slideshare.net/arjaymesguerra/curriculum-development-14099299).
You have to examine the nature/system of the curriculum in the Philippines under
the different periods as follows:
1. Pre-Spanish Period
Pre-Spanish Curriculum
 Informal education through interaction with other people.
 No direct teaching, no formal method of instruction
 Unplanned and unsystematic learning.
 Education is for survival, conformity, and enculturation.
2. The Spanish Period

Spanish-devised Curriculum
 Consisted of the 3Rs: Reading, Writing, Religion
 Goals: Acceptance of Catholicism, Acceptance of Spanish Rule
 Schools: Parochial or Convent Schools, ungraded
 Curriculum Organization: Subject-based Organization
 Reading Materials: cartilla, caton, catecismo
 Method of Instruction: dictation and individual memorization
 Curricular aims: To teach young boys and girls to serve and love God;
discover what is good and proper for one’s self; enable an individual
to get along well with society
3. American Period
 Creation of public school system to train Filipinos after the American
way of life or to teach democracy as a way of life
 American-devised Curriculum
 Based on the ideals and traditions of America and her hierarchy of
values (https://www.slideshare.net/arjaymesguerra/curriculum-
development-14099299).
 Reading materials were about American history, development,
discoveries, and people.
 Medium of Instruction: English
 Primary curriculum consisted of three grades which provided body
training and mental training.
 Intermediate curriculum consisted of subjects such as arithmetic,
geography, science, and English.
 Collegiate Level included a teacher’s training curriculum appropriate
for elementary mentors to replace the Thomasites.
 Curriculum organization: separate-subject
4. The Curriculum during the Commonwealth

 Period of expansion and reform in the Philippine curriculum
(https://www.slideshare.net/arjaymesguerra/curriculum-development-
14099299).
 Courses in farming, trade, business, domestic science.
 The curriculum for the training of elementary teachers was expanded
and elevated by the Bureau of Education from the secondary normal
schools to the collegiate level.
 Commonwealth Act 586, also known as educational Act of 1940,
recognized the elementary school system.
 The collegiate normal schools (1939)=two years training beyond
high school
 Eliminated Grade VII and providing for the double single-session
5. The Japanese-devised Curriculum
10 | P a g e
 Included Nippongo in the curriculum
 Abolished English as medium of instruction and as a subject
 All textbooks were censored and revised
 Training was done formally though schools with emphasis on
vocational, technical, agriculture
 The Japanese-devised Curriculum
 Curricular content centered on values rooted for the love of labor
 Teaching physical education and singing Japanese songs
6. The Curriculum during the Liberation Period

 Restoration of Grade VII
 Abolishment of the double-single session
 Curriculum was developed and based on the characteristics and
needs of the Filipino children.
 Curriculum was still subject-centered.
 Promotion of equal educational opportunities for all
 Curricular content stressed:
 Social orientation (ex. conservation of the Filipino heritage)
 Training for occupation
 Promotion of democratic nation building
 A new thrust on community development
7. The Curriculum during the Philippine Republic

 Great experiments in the community school idea and the use of
vernacular in the first two grades of the primary schools as the
medium of instruction (curriculum-development-14099299).
 Schools are increasingly using instructional materials that are
Philippine-oriented (https://studymoose.com/historical-perspectives-
on-curriculum-development-essay).
 The aim of education is for national development
 Made education relevant to the needs of the changing world or the
new society (Educational Development Decree of 1972 by President
Marcos).
8. The Curriculum during the New Society

 Curricular changes in the elementary education
 Focused on the 3Rs
 Integration of values in all learning areas
 Emphasis on mastery learning
 Curricular changes in the Secondary Education

 Increased in time allotment
 YDT and CAT introduced as new courses
 Elective offerings as part of the curriculum
 Curricular emphases are:

 Moral values
 Proper methods of teaching
 Retraining of teachers
 Vocational and technical education
 Bilingualism
 National consciousness
 Cultural values
9. Present (1986-present)
 DECS Order No. 6 s. 1998, issued by Education Sec. Quisumbing
strengthens the teaching of values in the New Elementary School
Curriculum (NESC) launched in SY 1989-1990 under the Program for
11 | P a g e
Decentralized Educational Development (PRODED) and Secondary
Educational Development Program (SEDP)
 Education aimed to promote national development and values
education (https://www.slideshare.net/rhamylle13/educational-laws-
practices-trends-and-issues).
 Implementation of NESC-addressed to civic, intellectual, and
character development of the child
 Implementation of RBEC
 Implementation of the K-12 Curriculum
Of all foreign educational systems, the American educational system has the greatest
influence on our educational system. The following six curriculum theorists contributed
their views on curriculum:
a. Franklin Bobbit (1876-1956)- presented curriculum as a science that emphasizes
on students' need.
b. Werret Charters (1875-1952) - considered curriculum also as a science which is
based on students' need, and the teachers plan the activities.
c. William Kilpatrick (1871-1965) - viewed curriculum as purposeful activities which
are child-centered.
d. Harold Rugg (1886-1960) - emphasized social studies in the curriculum and the
teacher plans the lesson in advance.
e. Hollis Caswell (1901-1989) - sees curriculum as organized around social functions
of themes, organized knowledge and earner's interests.
f. Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of
school's philosophy. based on students' need and interests.
The historical development shows the different changes in the purposes, principles
and content of the curriculum
(https://www.dailybased.com/wp-content/uploads/2013/06/curriulum-notes.pdf).
B. Philosophical Foundation of the Curriculum
Educational philosophy lays the strong foundation of any curriculum. A curriculum

planner or specialist, implementer or the teacher, school heads, evaluator anchors his/her
(https://www.dailybased.com/wp-content/uploads/2013/06/curriulum-notes.pdf) decision-
making process on a sound philosophy.
Table 5. Aims, Roles, Focuses, and Trends of Educational Philosophy

Educational Philosophy Aim of Education
Perennialism To educate the rational person; and
To cultivate the intellect
Essentialism To promote the intellectual growth of the individual
and educate a competent person
(https://professionalteacher-reviewer.blogspot.com/2
019/06/let-reviewer-curriculum-development.html).
Progressivism To promote democratic and social living.
Reconstructionism To improve and reconstruct society; and
Education for a change.
Educational Philosophy Role of Education
Perennialism Teachers help students think with reason.
(https://professionalteacher-reviewer.blogspot.com/2
019/06/let-reviewer-curriculum-development.html).
Based on the Socratic methods of oral exposition or
recitation
(https://reviewgamezone.com/preview.php?
id=13914).
Explicit or deliberate teaching of traditional values.
Essentialism The teacher is the sole authority in his or her subject
12 | P a g e
area or field of specialization
development-lesson-1-concepts-nature-and-
purposes-of-curriculum-purita-b-bilbao).
Progressivism Knowledge leads to growth and development of
lifelong learners who actively learn by doing
Reconstructionism Teachers act as agents of change and reform in
various educational projects including research
Educational Philosophy Focus in the Curriculum
Perennialism Classical subjects, literary analysis.
Curriculum is constant.
Essentialism Essential skill of the 3Rs and essential subjects of
English, Science, History, Mathematics, and Foreign
Language.
Progressivism Subjects are interdisciplinary, integrative, and
interactive.
Curriculum is focused on student’s interest, human
problems, and affairs.
Reconstructionism Focus on present and future trends and issues of
national and international interests
Educational Philosophy Curriculum Trends
Perennialism Use of great books and return to liberal arts
Essentialism Excellence in education, back to basics, and cultural
literacy
Progressivism School reforms, relevant and contextualized
curriculum, humanistic education
(https://www.slideshare.net/jhunarar/major-
foundations-of-curriculum-23847487).
Reconstructionism Equality of educational opportunities in education,
access to global education
C. Psychological Foundations of the Curriculum
Psychology provides a basis for the teaching and learning process. This is because
you, as learners are not machines, and your mind is not a computer. As individuals, you are
affected by biology and the culture of which you are exposed to. It is important for you to
consider psychology in learning and developing the curriculum to ensure that you can
achieve a more advanced, more comprehensive, and complete human learning.
13 | P a g e
The following are the three major groups of learning theories that help shape in
crafting the curriculum:
1. Behaviorists Psychology/Behaviorism
 Based upon the idea that all behaviors are acquired through conditioning that
occurs through your interaction with the environment.
 Learning is organized in order that you can experience success in the process of
mastering the subject matter.
 Method of teaching is introduced in a step by step manner with proper
sequencing of task.
Proponents: Edward Thorndike, Ralph Tyler, Hilda Taba, Robert Gagne
2. Cognitive Psychology
 focus attention on how you, as individuals process information and how you
monitor and manage thinking.
 Learning constitutes a logical method for organizing and interpreting your
learning (https://www.slideshare.net/lollimallow/curriculum-development-
lesson-1-concepts-nature-and-purposes-of-curriculum-purita-b-bilbao).
 Learning is rooted in the tradition of subject matter where your teachers use a
lot of problem and thinking skills in teaching learning
(https://www.dailybased.com/wp-content/uploads/2013/06/curriulum-
notes.pdf).
 These are exemplified by practices like reflective thinking, creative thinking,
intuitive thinking, discovery learning, etc. (https://www.dailybased.com/wp-
content/uploads/2013/06/curriulum-notes.pdf).
Proponents: Jean Piaget, Howard Gardner, Daniel Goleman
3. Humanistic Psychology
 concerned with how you can develop your human potential.
 Based on Gestalt psychology where learning can be explained in terms of the
wholeness of the problem and where the environment is changing and
(https://www.dailybased.com/wp-content/uploads/2013/06/curriulum-notes.pdf) you,
as a learner continuously reorganize your perceptions.
 Curriculum is concerned with the process not the products, personal needs not
subject matter; psychological meaning and environmental situations
(https://www.dailybased.com/wp-content/uploads/2013/06/curriulum-notes.pdf) where you are
exposed to experience.
Proponents: Gestalt, Abraham Maslow1, Carl Rogers
E. Social Foundations of Education
Schools exist within the social context and societal culture affects and shapes schools
and their curricula. The relationship of curriculum and society is mutual and encompassing.
Hence, to be relevant, the curricula should reflect and preserve the culture of society and its
aspirations. At the same time, society should also imbibe the changes brought about by the
formal institutions called schools
(https://www.dailybased.com/wp-content/uploads/2013/06/curriulum-notes.pdf).
According to Ornstein, A. and Hunkins, F. (1998), education systems are closely tied to
the institutional network of society. Thus, to understand how the content of schooling is
shaped in any society, you must understand the relationship between education and other
institutions in society. In other words, to understand what is taught, how it is taught and
why it is taught, you need to look at the social forces that shape the curriculum. When
designing curriculum, the following questions must be addressed:
 To what extent should curriculum consider the world outside of school?
 How do changes in society affect curriculum?
(http://www.fnbaldeo.com/EDCI%20547%20-%20October%202015/Resource%20Materials/Social%20&%20Historical
%20Foundations%20of%20the%20Curriculum.pdf)
14 | P a g e
Knowing the social foundations of curriculum is crucial in making decisions about
what should be included in the curriculum and eventually what happens in the classroom.
Schools exist within the context of society and influence culture which in turn shapes
curriculum. The story ‘Curriculum of Forest School’ illustrates this point. A curriculum
should be able to prepare (https://yohannestelaumbanua.blogspot.com/) you for the
present and the future. In other words, a curriculum should address your wants and needs
by responding to social conditions locally, nationally and globally (McNeil, 1995). You might
ask, “Why do I need to study algebra? I do not intend to be a mathematician, computer
scientist or engineer”. The utility of certain subjects in a curriculum may not be obvious to
you, as learners but teachers know that solving problems in algebra involve thinking skills
which may not seem immediately relevant but will serve you indirectly in many professions
and jobs later in your lives (http://www.fnbaldeo.com/EDCI%20547%20-%20October%202015/Resource
%20Materials/Social%20&%20Historical%20Foundations%20of%20the%20Curriculum.pdf) .
According to Burks (1998) content is useful;

 if it relates to the general body of knowledge needed by average human beings for
conducting daily life (e.g. reading, writing);
 when it is related to the specific present or future situation of the student (e.g. to be
a journalist one needs good language skills);
 if it develops thinking skills that probably increases the student’s success in other
subject areas or in general life-decisions (e.g. geography develops spatial thinking;
art develops design skills); and
 if it fulfils unavoidable requirements imposed by society as entry qualifications to
certain vocational and professional programmes (e.g. mathematics as requirement
for technical jobs).
CHARACTERISTICS OF A GOOD CURRICULUM
The effectiveness of the development of a curriculum determines the quality of the

curriculum itself.
According to Stabback, Philip (UNESCO, 2015), the following should be the
characteristics of a good quality curriculum:
 Values you as a child and holds that every child matters equally;
 Is comprised of high quality ‘content’ which is up-to-date and relevant;
 Suitably demanding;
 Appropriately sequenced and progressive;
 Balanced;
 Integrated;
 Is well-organized and structured;
 Clearly documented or comprises a number of inter-related components
expressed in consistent and coherent documents; and
 Is underpinned by a set of theoretical and philosophical beliefs about how
children learn.
Furthermore, in their article published in the IOSR Journal of Nursing and Health
Science (IOSR-JNHS), Mrs. Subharani P, Mrs. Bhuvaneswari G., Mrs. Tamil Selvi S. &, Mrs.
Sujithra. S. identified the following characteristics of a good curriculum:
1. The Curriculum is continuously evolving.

• It evolved from one period to another, to the present.
• For a curriculum to be effective, it must have continuous monitoring and
evaluation.
• Curriculum must adapt its educational activities and services to meet the
needs of a modern and dynamic community.
2. The Curriculum is based on the needs of the people.
• A good curriculum reflects the needs of the individual and the society as a
whole.
• The curriculum is in proper shape in order to meet the challenges of times
and make education more responsive to the clientele it serves.
3. The Curriculum is democratically conceived.
15 | P a g e
• A good curriculum is developed through the efforts of a group of individuals
from different sectors in the society who are knowledgeable about the
interests, needs and resources of the learner and the society as a whole.
• The curriculum is the product of many minds and energies.
4. The Curriculum is the result of a long-term effort.

•A good curriculum is a product of long and tedious process.
• It takes a long period of time in the planning, management, evaluation and
development of a good curriculum.
5. The Curriculum is a complex of details.

• A good curriculum provides the proper instructional equipment and meeting
places that are often most conducive to learning.
• It includes the student-teacher relationship, guidance and counseling
program, health services, school and community projects, library and
laboratories, and other school- related work experiences.
6. The Curriculum provides for the logical sequence of subject matter.

• Learning is developmental.
• Classes and activities should be planned.
• A good curriculum provides continuity of experiences.
7. The Curriculum complements and cooperates with other programs of the

community.
• The curriculum is responsive to the needs of the community.
• The school offers its assistance in the improvement and realization of
ongoing programs of the community.
• There is cooperative effort between the school and the community towards
greater productivity.
8. The Curriculum has educational quality.

• Quality education comes through the situation of the individuals intellectual
and creative capacities for social welfare and development.
• The curriculum helps the learner to become the best that he can possibly be.
• The curriculum support system is secured to augment existing sources for its
efficient and effective implementation.
9. The Curriculum has administrative flexibility.

• A good curriculum must be ready to incorporate changes whenever
necessary.
• The curriculum is open to revision and development to meet the demands of
globalization and the digital age.
16 | P a g e
References
Books
Bilbao, Purita, Filomena T. Dayagbil & Brenda B. Corpuz. 2015. Curriculum Development for
Teachers Lorimar Publishing. Quezon City Metro Manila.
Burks, Kendra (1998). Elementary Instruction Specalist. Pleasanton Indepnedent School

District.
Corpuz and Salandanan 2015. Principles of Teaching. Lorimar Publishing. Quezon City
Metro Manila.
Daryl Tabogoc, CEO/President at “Dytabian Media Production” on Mar 15, 2013 7,251 views.
Martin M (1989). “The curriculum a comparative perspective”. London unwind

Published date- 12 April 2014Bevis. E.M. Olivia (1989). “Curriculum building in
nursing in nursing”. New York: National league for nursing.
Neeraja KP., (2003). “Textbook of nursing education” New delhi : Japee brothers medical
publishers (p) Ltd.
Pawilen, Greg T. 2015. Curriculum Development: A Guide for Teachers. Rex Book Store.
Manila, Philippines.
Reyes, Emerita & Erlinda Dizon, Ed.D. 2015. Curriculum Development. Adriana Publishing
Co., Inc. Quezon City, Metro Manila.
Sankaranarayana (2009). “Learning and Teaching Nursing”. Calicut: Benny publication 3rd
edition.
Saylor, Galen J. William M Alexander & Arthur J. Lewis. 1981. Curriculum Planning for Better
Teaching and Learning, 4th Edition. New York: Holt, Rinehart & Winston.
Tanner, D., & Tanner, L. (2007). Curriculum Development: Theory into Practice (4th ed.).
Upper Saddle River, New Jersey Columbus, Ohio: Pearson Merrill Prentice Hall.
Tyler R.W. 1949. Basic Principles of Curriculum and Instruction. Chicago and London:
University of Chicago Press.
Journals
European Journal of Contemporary Education, 2012, Vol. (20), No. 2.
Mrs. Subharani P, Mrs. Bhuvaneswari G., Mrs. Tamil Selvi S. &, Mrs. Sujithra. S.IOSR
Journal of Nursing and Health Science (IOSR-JNHS) e-ISSN: 2320–1959.p- ISSN: 2320–1940
Volume 3, Issue 2 Ver. IV (Mar-Apr. 2014), PP 48-50. www.iosrjournals.org
Stabback, Philip (2015), Current and Critical Issues in Curriculum and Learning
In-Progress Reflection. UNESCO IBE, No.2 IBE/2016/WP/CD/02.
Webliography
 http://www.cglrc.cgiar.org/icraf/toolkit/What_is_curriculum_development_.htm
 https://norhazwanishuib.wordpress.com/2017/06/18/reflective-3-taba-model-of-
curriculum-development-efland-theory-cognitive/
 https://www.edglossary.org/stakeholder/
 http://egyankosh.ac.in/bitstream/123456789/42535/1/Unit-4.pdf):
17 | P a g e
 http://home.cc.umanitoba.ca/~lewthwai/introSCIQ.html
 http://www.cglrc.cgiar.org/icraf/toolkit/What_is_curriculum_development_.html.
 https://www.officialgazette.gov.ph/k-12/
 http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/
Resource_Packs/TTCD/sitemap/Module_8/Module_8.html
 https://studymoose.com/historical-perspectives-on-curriculum-development-essay
 https://idoc.pub/documents/curriculum-development-k6nqde1vpq4w
 https://phdessay.com/curriculum-development/
 https://www.slideshare.net/arjaymesguerra/curriculum-development-14099299
 https://www.coursehero.com/file/p6f43ja7/4-CURRICULUM-A-document-which-
describes-a-structured-series-of-learning/
 https://idoc.pub/documents/curriculum-development-k6nqde1vpq4w
 https://www.slideshare.net/lollimallow/curriculum-development-lesson-1-
concepts-nature-and-purposes-of-curriculum-purita-b-bilbao
 https://files.eric.ed.gov/fulltext/EJ1057820.pdf
 https://www.slideshare.net/rhamylle13/educational-laws-practices-trends-and-
issues
 https://www.dailybased.com/wp-content/uploads/2013/06/curriulum-notes.pdf
 https://professionalteacher-reviewer.blogspot.com/2019/06/let-reviewer-
curriculum-development.html
 https://professionalteacher-reviewer.blogspot.com/2019/06/let-reviewer-
curriculum-development.html
 https://reviewgamezone.com/preview.php?id=13914)
 https://www.dailybased.com/wp-content/uploads/2013/06/curriulum-notes.pdf
 http://www.fnbaldeo.com/EDCI%20547%20-%20October%202015/Resource
%20Materials/Social%20&%20Historical%20Foundations%20of%20the
%20Curriculum.pdf
18 | P a g e
Assessing Learning
Activity 1
Name: ______________________________________ Date: ______________________
Course and Section: ______________________ Score: ____________________
Write your personal definition of curriculum. Discuss your definition. You will earn five
(5) points for your personal definition and five (5) points for your discussion. Write
clearly and avoid any erasures.
Deadline of submission: to be announced in the group chat.
Definition:
Discussion:
19 | P a g e
Activity 2
Name: ______________________________________ Date: __________________
Course and Section: ______________________ Score: ________________
Direction: You discuss the points of view of curriculum development using the
illustration below: You will earn five (5) points for your discussion and five (5) points
for your reflection. Write clearly and avoid any erasures.
Discussion:
Reflection:
20 | P a g e
Activity 3
Name: ______________________________________ Date: __________________
Direction: You list down five (5) examples of the different types of curriculum.
You will earn two (2) points for every correct example by filling out the table below.
Write clearly and avoid any erasures.
Types of Examples
Curriculum
1. Recommended
Curriculum
2. Written
Curriculum
3. Taught
Curriculum
4.Supported
Curriculum
5. Assessed
Curriculum
6. Learned
Curriculum
7. Hidden
Curriculum
8. Null Curriculum
9. Phantom
Curriculum
10.Concomittant
Curriculum
21 | P a g e
Activity 4
Name: ______________________________________ Date: __________________
Direction: Show the historical development of the changes in the purposes, principles,
and content of the curriculum by means of a flow chart/diagram/drawing/illustration.
You will earn ten (10) points for this task. Write clearly and avoid any erasures.
22 | P a g e
Activity 5 - Quiz
Name: ______________________________________ Date: __________________
I. Identification. Write the correct answer on the blank provided before each number. No
erasures allowed!
______________________________1. A type of curriculum which is proposed by scholars and
professional organizations.
______________________________2. A curriculum which appears in school, district, division, or
country documents.
______________________________3. What teachers implement or deliver in the classrooms and
schools is what type of curriculum.
______________________________4. Refers to resources-textbooks, computers, and audiovisual
materials which support and help in the implementation of
the curriculum.
______________________________5. Which type of curriculum is tested and evaluated?
______________________________6. What the students actually learn and what is measured falls
under what type of curriculum?
______________________________7. The unintended curriculum is also known as ___.
______________________________8. Things that are learned at home. Those experiences that are
part of family’s experiences, or related experiences
sanctioned by the family.
______________________________9. The messages that are prevalent in and through exposure
to media are classified under what type of curriculum?
______________________________10. Various contents that must not be taught to students,
according to Tanner and Tanner, 2007.
______________________________11. This agency is concerned about the needs of the basic
education department.
______________________________12. It is involved in the development of the skills of the
students in preparation for self-sustainability through
technical and vocational education.
______________________________13. This agency supervises the tertiary or institutes of higher
learning in the country and prepares the students for
professional life.
______________________________14. This law is also known as the K to 12 curriculum which
added two (2) years in the basic education and aimed to
make every Filipino a global learner.
______________________________15. With the coming of Spain in the Philippines, one “R” was
added in the curriculum, which stands for ___.
23 | P a g e
Activity 5 - Quiz
Name: ______________________________________ Date: __________________
______29. The curriculum for the training of elementary teachers during the Commonwealth was
expanded and elevated by the Bureau of Education from the secondary normal schools
to the ___.
A. collegiate level C. technical and vocational
B. higher learning D. All
______30. Commonwealth Act 586, also known as educational Act of 1940, recognized the __.
A. elementary school system C. Grade VII offering
B. collegiate normal schools (1939) D. double single-session
______31. The Grade VII level, during the Commonwealth was eliminated to give way for the
provision of the __.
A. double single-session
B. collegiate normal schools operation in 1939
C. offering of farming, trade, business, domestic science.
D. expansion and reform of the Philippine curriculum
______32. The Japanese-devised curricular content centered on __.
A. Included Nippongo in the curriculum
B. Abolished English as medium of instruction and as a subject
C. values rooted for the love of labor
D. Teaching physical education and singing Japanese songs
______33. The Japanese-devised curriculum put strong training emphasis on:
A. English as medium of instruction and as a subject
B. vocational, technical, agriculture
C. values rooted for the love of labor
D. Teaching physical education and singing Japanese songs
______34. The double-single session was abolished during the __
A. American period C. Japanese period
B. Spanish period D. Liberation Period
______35. Curriculum during the Liberation period was developed and based on the
characteristics and needs of the __
A. Filipino children C. American children
B. Illustrados D. Affluent Filipinos
______36. Curriculum during the Liberation period can be described as still __.
A. Learner-centered C. objectives-centered
B. Subject-centered D. goals-oriented
______37. Curricular content during the Liberation period, stressed on:
A. Social orientation and Training for occupation
B. Promotion of democratic nation building
C. A new thrust on community development
D. All
______38. Curriculum during the Liberation period, strongly promoted:
A. Restoration of Grade VII
B. Abolishment of the double-single session
C. The characteristics and needs of the Filipino children.
D. equal educational opportunities for all
______39. What is the primary aim of the curriculum during the Philippine Republic?
A. Abolishment of the double-single session
B. The characteristics and needs of the Filipino children.
C. equal educational opportunities for all
D. national development
______40. DECS Order No. 6 s. 1998, issued by former Education Sec. Lourdes Quisumbing
strengthens the __ New Elementary School Curriculum (NESC) launched in SY 1989-
1990 under the Program for Decentralized Educational Development (PRODED) and
Secondary Educational Development Program (SEDP).
A. teaching of values C. promoting national development
B. Implementing NESC and RBEC D. Implementing K-12 Curriculum
24 | P a g e
UNIT II: CURRICULUM PLANNING, DESIGN, AND ORGANIZATION
Overview
As pre-service teachers, and future educators you are expected to be exposed and be
trained in the fundamentals of curriculum planning, design, and organization at the
classroom level. This unit will help you prepare to assume the role of curricularists in the
future. The discussion of every topic starts with the general concept of curriculum planning,
design, and organization leading to the contextualized application of the concept in the
classroom level. Demonstrating knowledge of the topics covered such as Elements of
curriculum design, Types, and Approaches of Curriculum design and Curriculum mapping
process will help you in the accomplishment of the intended learning outcomes for this unit.
Have fun learning, future curricularists!
Learning Objectives
At the end of the Unit, I am able to:
1. Demonstrate knowledge of curriculum planning, design, and
organization;
2. apply the different curricular design elements and approaches in
preparing developmentally-sequenced curriculum map with well-aligned
learning outcomes and competencies based on curriculum requirements.
Setting Up
Name: ______________________________________ Date: __________________

Direction: Provide a lesson plan of your choice. You may download one, or ask a copy
from a teacher who is a friend or a relative. Find a partner and exchange lesson plans
with each other. Read the lesson plan carefully and answer the following questions.
1. Can you consider a lesson plan as a curriculum? Why?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. What are the objectives of the lesson plan?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. What is the subject matter content?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
25 | P a g e
Name: ______________________________________ Date: __________________
Continuation.
4. What strategies or methods of teaching are utilized?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. What evaluation procedure is used?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. Do the four elements fit or match one another? Explain.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
7. In what elements of the lesson plan did you find some difficulties or
weaknesses? Describe the weaknesses or difficulties.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
8. Are there solutions to these conditions? What do you propose?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
26 | P a g e
Lesson Proper
ELEMENTS OF CURRICULUM DESIGN
There are four major components or elements of a curriculum and, the curriculum
design reflects the nature and the organization of these elements. As can be seen in
Figure 2.1, the elements are:
Figure 1: Elements of Curriculum Design
These are the following:
1. Behavioral Objectives or intended Learning Outcomes

The International Bureau of Education (IBE) defines Curriculum aims/goals as
broad descriptions of purposes or ends stated in general terms without criteria of
achievement or mastery. Curriculum aims or goals relate to educational aims and
philosophy. They are programmatic and normally do not delineate specific items or
content (www.ibe.unesco.0rg, retrieved: 07/07/2020).
Curriculum aims, goals, and objectives are the starting point in curriculum
development. It serves as the compass that gives direction for curriculum workers and
experts in the conceptualization of the curriculum
(http:www.ibe.unesco.org/en/glossary-curriculum). It answers the question of what is
to be done?
What is included in the curricular aims, goals, and objectives?
Aims are general statements that provide direction or intent to educational action.
Aims are usually written in amorphous terms using words like: learn, know,
understand, appreciate, and these are not directly measurable. Aims may serve as
organizing principles of educational direction for more than one grade. Indeed, these
organizing principles may encompass the continuum of educational direction for entire
programs, subject areas or the district (Leslie Owen Wilson 1990, 1997, 2003,
2017pdf file, lifted from https://thesecondprinciple.com/instructional-design/writing-
curriculum/).
The institutional vision, mission, and goals guide the school in their entire
operation. These should be the anchors from which the curricula should revolve. Vision
is defined as a clear concept of what the institution would like to become in the future
(https://www.slideshre.net/vbdeocampo/vision-mission-and-goals-of the curriculum)
27 | P a g e
while the mission spells out how it intends to carry out its Vision and targets to produce
the kind of persons the students will become after having been educated over a certain
period. Goals are broad statements or intents to be accomplished; they are the
descriptions of the general objectives of the school's curricula/courses that are
expected to represent the entire school program prepared by professional associations
or local educational agencies. On the other hand, objectives are the descriptions of what
eventually takes place in the classroom.
The following are the examples:

Vision: NEUST is a locally responsive and internationally recognized
University of Science and Technology (NEUST Vision)
Mission: To develop new knowledge and technologies and transform
human resources into productive citizenry to bring about development
impact to local and international communities (NEUST Mission).
Goals: Practice professional and ethical teaching standards to
respond to the demands of the local and international communities (College
of Education Goals, NEUST, Sumacab Campus).
Program Outcomes: Articulate the rootedness of education in
philosophical, socio-cultural, historical, psychological, and political contexts
(Teacher Education Program Outcome: Common to all programs).
Objectives: Prepare developmentally sequenced lesson plans with
well-aligned learning outcomes and competencies based on curriculum
requirements (Intended Learning Outcome (ILO) for Prof Ed 5).
From the given examples, take note that the formulation of the Behavioral
Objectives or Intended Learning Outcomes for a specific subject is derived from the
institution’s vision and mission as well as the college goals and program outcomes.
The formulated objectives or intended learning outcomes will now serve as the
starting point of the teacher in designing instruction.
In the classroom context, the designing curriculum is designing instruction.

In this case, teachers should begin with the end in mind. The behavioral objectives
or the intended learning outcomes derived from the curriculum aims, goals, and
objectives will provide teachers and students with a clear understanding of what
they are intended to accomplish after each learning episode.
The decision regarding the choice of meaningful learning experiences,

appropriate content, and assessment tasks will all be following the formulated
behavioral objectives or intended learning outcomes. Additionally, this constructive
alignment is following the OBE principle. See the illustration below.
Figure 2. Constructive Alignment in Designing Curriculum

2. Content /Subject Matter
A curriculum will not be complete without this element. Curriculum content
or subject matter refers to the body of knowledge that needs to be taught and skills
to be acquired by learners.
Curriculum content takes many forms. To some, this refers to knowledge, or
a compendium of facts, concepts, generalizations, principles, and theories.
Curriculum content simply means the totality of what is to be taught in the
school system (https://hyattractions.wordpress.com retrieved: 07/07/2020).
28 | P a g e
The determination of curriculum content to be covered is based on the first
element- Behavioral Objectives or Intended Learning Outcomes.
Example of Content or Subject Matter:
Unit I. Nature of the Curriculum
A. Definition
B. Major Conceptions (types, components, purpose)
Unit II. Foundations of Curriculum
A. Philosophical Foundations
B. Psychological Foundations
C. Historical-Sociological Foundations
D. Legal Foundations
From the subject PROF Ed 5 – The Teacher and the School Curriculum
In selecting content, Bilbao, et al (2015), remind us of the following:

1. Subject matter should be relevant to the outcomes of the curriculum. An
effective curriculum is purposive and focused on the planned learning
outcomes.
2. Subject matter should be appropriate to the level of the lesson or unit.
An effective curriculum is progressive, leading students towards
building on previous lessons.
3. Subject matter should be up-to-date and, if possible, should reflect
current knowledge and concepts.
Criteria in the Selection of Learning Content

In selecting developmentally – appropriate and valid content, teachers must be
guided by the following criteria (Bilbao, et al 2015):
1. Self-sufficiency- Does it help the learners to attain maximum self-sufficiency
in learning but in the most economical manner?
Example: Self-learning modules will lead students to learn on their own, and
at their own pace
How to construct a one-semester curriculum map in Prof Ed 5? VS
Curriculum Mapping Process
2. Significance- does it contribute to the development of the learning abilities,
skills, processes, and attitude of the learner?
Select content that will help students attain holistic learning.
3. Validity- Is the subject matter authentic or is it already obsolete?
Always check for the authenticity of the content. Search for the recent
findings of researches and new trends in education, science, and technology.
4. Interest- Is it meaningful to the learner?
The content is interesting if it is meaningful in the life of the learner. Let us
find out what is interesting for them by also considering their
developmental level as well as their background.
5. Utility- Will it add meaning to the learner’s life or will it develop his human
potential?
Teachers must make sure that the content to be included will be useful in
their life at present or in the future.
6. Learnability- Is it within the learning range of the experiences of the
learners?
Let us consider the grade level and developmental level of our students.
7. Feasibility- Can the subject matter be learned within the time allowed,
resources available, the expertise of the teacher, and the nature of the
learner?
Let us be realistic in including content to be taught to our class.
29 | P a g e
Principles in the Organization of Learning Content (Bilbao, et al 2015)
The Merriam Dictionary defines the organization as "the act or process of putting the
different parts of something in a certain order so that they can be found or used easily”.
In the case of curriculum designing, content is organized to ensure ease and
efficiency of learning on the part of the students. Effective organization of content will also
guarantee that the most learning competencies as stated in the curriculum will be acquired
by students.
Consider the following principles in the effective organization of content:

1. Balance-The equitable and fair distribution of content among the different levels of
instruction.
2. Considering the number of units and the time allotment needed in covering the
content per subject area, teachers are advised to balance the distribution per
grading period (in the case of basic education level) or term (in the case of tertiary
level).
3. Articulation-The provisions for establishing the vertical linkage from level to level.
4. Articulation prevents the glaring gaps between levels.
5. Content Learned in the lower level will lead students to learn content in the next
grade or year level.
6. Sequence-The sequential and graded arrangement of subject -matter.
7. In this case organization of content considers the difficulty and complexity of
content to be included. Less difficult content is provided for the lower level while
the more difficult and complex ones are included in the higher level.
8. Integration-The horizontal link of content in subject areas.
9. Integration blends the curriculum content of several subjects into a related subject
area. This principle prevents compartmentalization
10. Continuity- The constant repetition, review, and reinforcement of learning
(https://www.coursehero.com/file/p10t-4qpf/4-integration-The horizontal-
connections-needed-in-subject-areas-that-are/).
3. References
The reference follows the content. It tells where the content or subject matter
has been taken (https://www.scribd.com/document/327443094/Curriculum-
Education). The reference maybe a book, a module, or any publication
(https://www.scribd.com/document/354481487/Ppt-of-Curriculum-Development). It
must bear the author of the material and if possible, the publications (Bilbao, et al
2015).
Internet sources or materials are also used as references and must also be cited
properly. However, you are advised to exercise precaution in utilizing sources from the
internet. Obtain and use only those coming from legitimate sources and sites. A proper
citation must also be observed to avoid plagiarism issues.
Some examples are the following in APA format:

How to cite a book: one author (a book chapter)
Easton, B. (2008). Does poverty affect health? In K. Dew &
A. Matheson (Eds.), Understanding health inequalities in Aotearoa New
Zealand (pp. 97–106). Dunedin, New Zealand: Otago University Press
(Retrieved from https://aut.ac.nz.libguides.com/APA6th/referencelist).
How to cite a website:

Mendeley, J.A., Thomson, M., & Coyne, R.P. (2017, January 16). How and when
to reference. Retrieved from https://www.howandwhentoreference.com
(Retrieved from https://aut.ac.nz.libguides.com/APA6th/referencelist).
30 | P a g e
How to cite a webpage:
Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017, January 25) APA
citation. How and when to reference. Retrieved
from https://www.howandwhentoreference.com/APAcitation
1. Teaching and Learning Methods

Curriculum experiences are the heart and core of the curriculum.
The curriculum should provide physical, mental, and emotional experiences
or their integration to the learners. Curriculum experiences may include all
the approaches and strategies of teaching so that students may embody and
realize everything that is stated in the curriculum aims, goals, and objectives.
In curriculum design, learning experiences are termed as Teaching and
Learning Methods.
These are meaningful learning activities where students derive
experiences and learning which will help then internalize learning to arrive
at the learning outcomes.
The curriculum experiences answer what instructional strategies,
resources, and learner-centered activities will be employed in the classroom.
According to Bilbao, et al (2015), the teaching and learning methods
should allow cooperation, competition as well as individualism, or
independent learning among our students. Examples are:
Cooperative learning activities allow students to work together.
Students are guided to learn on their own to find solutions to their problems
(https://www.slideshare.net/lalynEspanola/chapter-2-174763741).
Independent learning activities allow learners to develop personal
responsibility. The degree of independence to learn how to learn is
enhanced.
Competitive activities, where students will test their competencies
against another in a healthy manner allowing learners to perform to their
maximum (https://www.scribd.com/document/354481487/Ppt-of-
Curriculum-Development).
The use of various delivery modes to provide learning experiences is
also recommended.
2. Assessment/ Evaluation
Curriculum Evaluation refers to an ongoing process of collecting,
analyzing, synthesizing, and interpreting information to aid in
understanding what students know and can do. It refers to the full range of
information gathered in the school to evaluate (make judgments about)
student learning and program effectiveness in each content area.
Regular evaluation of the total curriculum is necessary to ensure that
the written and delivered curriculum is having the desired effect for
students (https://www.grinell-k12.org, retrieved: 07/07/2020).
Moreover, Stufflebeam, (1991) as cited by Reyes, et al (2015) define
curriculum evaluation as the formal determination of the quality,
effectiveness, or value of the program, process, or product of the curriculum.
Evaluation is the systematic collection of evidence to determine whether
certain changes are taking place in the learner as well as to determine the
amount or degree of change in the learner. It can either be quantitative or
qualitative.
What to Evaluate?
Ornstein & Hunkins (1998) as cited by Reyes et al (2015) stated that
evaluation may be undertaken to gather data and relevant information that
would assist educators in deciding whether to accept, change, or eliminate
the curriculum in general or educational material in particular.
31 | P a g e
They likewise stressed that objects or subjects for curriculum
evaluation maybe the entire curriculum or could be some specific
components such as goals, objectives, content, methodology, and/or
outcomes.
The most widely used is the Stufflebeam's CIPP Model. This model of
Curriculum Evaluation was a product of the Phi Delta Kappa committee
chaired by Daniel Stufflebeam. The model made emphasis that the result of
the evaluation should provide data for decision making. An evaluator can
only take any of the four stages as the focus of the evaluation (Bilbao, et al
2015). The process in the CIPP model is continuous and very important to
curriculum managers. CIPP Model includes:
1. Context Evaluation (environment of the curriculum) –stage 1 assesses

needs and problems in the context for decision-makers to determine the
goals and objectives of the program/curriculum.
2. Input Evaluation (ingredients of the curriculum) – stage 2 assesses
alternative means based on the inputs for the achievement of objectives
to help decision-makers to choose options for optimal means.
3. Process Evaluation (ways and means of implementing) – stage 3
monitors the processes both to ensure that the means are being
implemented and make necessary modifications.
4. Product Evaluation (the accomplishment of goals) – stage 4 as the final
stage compares actual ends and leads to a series of recycling decisions.
Table 6. The six steps are suggested for curriculum evaluation for all of the stages in the CIPP
model of Curriculum Evaluation.
Stages of the CIPP Model Steps Taken in All of the Stages
1. Context Evaluation Step 1: Identify the kind of decision to be made.
2. Input Evaluation Step 2: Identify the kinds of data to make that decision.
Step 3: Collect the data needed.
3. Process Evaluation
Step 4: Establish the criteria to determine the quality
4. Product Evaluation of the data.
Step 5: Organize needed information for decision-
makers
A Simple way of Curriculum Evaluation Process (Bilbao, et al 2015)
There are different models of curriculum evaluation that schools may utilize if they
would like their curricula to be subjected to evaluation. Bilbao, et al (2015) suggested
another way of evaluating a curriculum.
For a very simple and practical way of curriculum evaluation, responding to the
following questions will provide evaluation data for curriculum decisions. Just ask the
following questions and any no answer to an item will indicate a need for a serious
curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demand?
3. Can this curriculum be applied to any particular level? (Kindergarten, elementary,
secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d)
tested and (e) learned?
5. Does the curriculum include a formative assessment?
6. Does the curriculum include a summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of the evaluation available to stakeholders?
32 | P a g e
Regardless of the methods and materials evaluation will utilize, a suggested plan of
action for the process of curriculum evaluation is introduced. These are the steps:
1. Focus on one particular component of the curriculum.
2. Collect or gather information. Information is made up of data needed
regarding the object of evaluation.
3. Organize the information.
4. Analyze information.
5. Report the information.
6. Recycle the information for continuous feedback, modifications, and
adjustments to be made.
In the classroom context, the teacher is responsible for designing the assessment
tasks together with the formulation of objectives, determination of meaningful learning
experiences, and appropriate content. As previously mentioned in this unit, assessment
tasks are geared toward the attainment of the intended learning outcomes.
The result of the assessment must be fed back to learners so that they are informed
regarding the range of learning that they have gained or not. This information will become
the premise if an adjustment has to be made. It could also be a basis for future instructional
planning and design.
Why do we need to assess?
According to De Guzman, E., et al (2015), there are three (3) interrelated purposes
of assessment. Knowledge of these purposes and how they fit in the learning process can
result in more effective classroom management.
1. Assessment for Learning
Assessment for learning pertains to diagnostic and formative assessment
tasks that are used to determine learning needs and monitor the academic
progress of students.
2. Assessment as Learning
Assessment as learning employs tasks or activities that provide students
with an opportunity to monitor and further their learning – to think about
their learning habits and how they can adjust their learning strategies to
achieve their goals.
3. Assessment of Learning
Assessment of learning is summative and done at the end of the unit, task,
process or period. Its purpose is to provide evidence of a student's level of
achievement concerning curricular outcomes.
APPROACHES AND TYPES TO CURRICULUM DESIGN

There are three types of curriculum design models. These are subject-centered
design, learner-centered design, and problem-centered design (Bilbao, et al 2015).
Subject-centered Design focuses on the content of the curriculum. It
corresponds mostly to the textbook written for the specific subject, thus, this type of
design aims for excellence in the subject matter content.
Under the subject-centered design model, there are three subtypes. These
include the subject design, the discipline design, the correlation design, and the
Broadfield design.
The subject design focuses on the cluster of content. However, the drawback
of this design is that sometimes learning is so compartmentalized. It stresses so
much on the content that it forgets about students' natural tendencies, interests, and
experiences.
The discipline design focuses on academic disciplines. Discipline, in this
context, refers to specific knowledge learned through a method which the scholars
use to study a specific content of their fields.
The correlation design comes from a core, correlated curriculum design that
links separate subject designs to reduce fragmentation. Subjects are related to one
another, but each subject maintains its identity.
33 | P a g e
The broad-field design is also known as interdisciplinary design. It is
designed in such a way that the compartmentalization of subjects is avoided.
Instead, contents that are related are integrated. A holistic curriculum, a broad-field
design draws around themes and integration.
Learner-centered Design advocates that the learner should be the center
of the educative process. It has three subtypes, namely, child-centered design,
experience-centered design, and humanistic design.
The child-centered design is anchored on the needs and interests of the
child. Here, the learner is not considered as a passive individual but as one who
engages with his/her environment. Thus, a child learns by doing.
Although the experience-centered design is similar to the child-centered
design, it proposes that the interests and needs of the learner cannot be pre-
planned. Therefore, it is the experiences of the learners which should become the
starting point of the curriculum, and thus, the school environment.
The humanistic design, on the other hand, draws on the development of
self as the ultimate objective of learning. It stresses the whole person and the
integration of thinking, feeling, and doing.
The problem-centered design draws on a more progressive view of the
curriculum and has two types, the life-situation design, and the core design.
Life-situation design ensures that the contents are organized in ways that
allow students to view problem areas. It uses the past and the present experiences
of learners as a means to analyze the basic areas of living.
The connection of subject matter to real life-situations increases the
relevance of the curriculum. On the other hand, the core design centers on general
education, and the problems are based on common human activities. The central
focus of the core design includes common needs, problems, concerns of the learners.
Approaches to Curriculum Design

From the above-mentioned types of curriculum design, how would a teacher approach each
curriculum design? Each curriculum is to be approached by the teacher base on its type.
1. Child-centered or Learner-centered Approach
 Based on the underlying philosophy that the child is the center of the
educative process (https://www.coursehero.com/file/p7f147c/Approaches-to-
Curriculum-Design-1-Child-Learner-Centered-Approach-This-approach/)
 The curriculum is constructed based on the needs, interests, purposes, and
abilities of the (https://newyorkessays.com/essay-approaches-to-curriculum-design/)
learner as well as the knowledge, skills, learning, and potentials of the
learner
2. Subject-centered Approach
 Anchored on the curriculum design which prescribes different and separate
subjects into one broad field (https://www.coursehero.com/file/p7f147c/Approaches-
to-Curriculum-Design-1-Child-Learner-Centered-Approach-This-approach/)
 The primary focus is the subject matter and emphasis is on bits and pieces of
information which are detached from life
 Learning takes place inside the classroom only and subject matter serves as
a means of identifying problems in living
3. Problem-centered Approach
 Based on the curricular 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.
 Learners are independent learners that are capable of directing and guiding
themselves in resolving problems, they are problem solvers
34 | P a g e
CURRICULUM MAPPING PROCESS (Bilbao, et al 2015)
Curriculum mapping is a process for collecting and recording curriculum-related data
that identifies core skills and content taught, processes employed, and assessments used for
each subject area and grade or program level. The completed curriculum map then becomes a
tool that helps teachers keep track of what has been taught and plan what will be taught.
A curriculum map is a planning tool, a procedure for examining and organizing a
curriculum that allows educators to determine how content, skills, and assessments will unfold
over the year. It is a visual timeline that outlines the desired learning outcomes to be achieved,
the lesson content, skills, and values to be taught, the strategies to be utilized, and how the
progress of the students will be measured. A curriculum map can be designed individually by a
teacher, or it can be a collaborative effort by teachers belonging to the same department or
program. It can also be done at the level of the whole school or the educational system. The
curriculum map, like the curriculum itself, is not rigid. It is a continuous work in progress that
serves as a basis for the development or enhancement of a curriculum.
At the tertiary level, a curriculum map is a tool to validate if a match exists between core
program outcomes (competencies) and the content of a curricular program (on a per course or
subject basis).
In a curriculum map, the following letter symbols are used: L, P, and O.
"L" refers to learning outcomes such as knowledge, skills, and values or outcomes
achieved in the subject. This demonstrates whether the subject course facilitates learning of the
competency. Thus, the input is provided, and competency is evaluated.
“P” denotes to practiced outcomes. This shows whether the subject course allows the
students to practice the competency prescribed. Thus, no input is provided, but competency is
evaluated.
"O" signifies the opportunity to learn and practice. This presents whether a subject
course is an opportunity for development. This represents opportunities to learn and practice
knowledge, skills, and values but they are not taught formally. Thus, there is no input or
evaluation, but competency is practiced.
Curriculum Mapping Process
 Make a matrix/spreadsheet (use you Microsoft excel).
 Place a timeline that you need to cover. (E.g. One quarter, one semester, one year)
 Enter the intended learning outcomes, skills needed to be taught.
 Enter the content areas/ subject areas to be covered.
 Enter and align the name of the resources available.
 Enter the teaching-learning methods to achieve outcomes.
 Enter and Align the assessment procedure and tools to the intended learning
out6comes, content areas, and resources.
 Circulate the map among all involved personnel for their inputs.
 Revise and refine map based on suggestions and distribute to all concerned.
Curriculum Mapping for Higher Education (The Process)
 Make a matrix or spreadsheet.
 Identify the degree or program outcomes (e.g. BSEd, BEEd).
 Identify subjects/courses under the degree (e.g. Child and Adolescent Development,
Curriculum Planning, and Development).
 List the subjects along with the vertical cells of the matrix in a chronological/logical
manner.
 List the degree program outcomes along with horizontal cells (use code such as PO1,
PO2, etc., if too long to fit in a cell). Example of codes:
 PO1= Applied basic/higher 21st-century skills.
 PO2= Comprehended knowledge of the content they will teach.
 PO3= Demonstrated different teaching approaches.
 Cross the subject and the outcomes. Determine if such subject accomplishes the
outcomes as either:
 Learned (L),
 Performed (P) or
 given Opportunity (O)
 Fill up the cells
 After accomplishing the map, use it as a guide for all teachers teaching the course for
students to complete the degree in four years
35 | P a g e
Examples of a curriculum map:
The matrix below shows a general curriculum map for the Bachelor of Secondary
Education Major in Science, using sample subjects only (CHED CMO 75, 2017).
Table 7. General Curriculum Map for the BSED major in Science
Program Outcomes
Courses PO PO
PO1
2 3
Genetics L P O
Cell and Molecular Biology L P O
Microbiology and Parasitology L P O
Environmental Science L P L
Anatomy and Physiology L P O
Inorganic Chemistry L P O
Organic Chemistry L P O
The Teaching of Science P P P
Technology for Teaching and Learning 2** P P P
Research in Teaching L P L
Legend: L-Learned Outcomes; P-Practiced the Learned Outcomes; O-Opportunity to learn and
practice
The program outcomes for the Bachelor of Secondary Education-Major in Science are
the following:
PO1: Demonstrate deep understanding of scientific concepts and principles;
PO2: Apply scientific inquiry in teaching and learning; and
PO3: Utilize effective science teaching and assessment methods.
In the basic education level, a curriculum map is a documentation and discussion of
what is being taught. It is a collaborative process that helps teachers understand the interaction
of teaching and learning processes throughout the K-12 levels.
The curriculum map below is an excerpt from the DepEd curriculum guide for Grade 10
Science, using sample subjects only (CHED CMO 75, 2017).
References
Books
Bilbao, Purita P., Dayagbil Filomena T., Corpuz, Brenda B. (2015). Curriculum Development for
Teachers. Cubao, Quezon City: Lorimar Publishing Co., Inc.
De Guzman, Estefania S., Adamos, Joel L. (2015). Assessment of Learning. Cubao, Quezon City:
Adiana Publishing Co., Inc.
Reyes, Emerita D., Dizon, Erlinda (2015). Curriculum Development. Assessment of Learning.
Cubao, Quezon City: Adiana Publishing Co., Inc.
Webliography
1. www.ibe.unesco.0rg, retrieved: 07/07/2020)

2. https://www.grinell-k12.org, retrieved: 07/07/2020
3. https://www.slideshare.net/lalynEspanola/chapter-2-174763741).
4. https://www.scribd.com/document/354481487/Ppt-of-Curriculum-Development).
5. https://www.scribd.com/document/327443094/Curriculum-Education
6. https://www.coursehero.com/file/p10t-4qpf/4-integration-The horizontal-connections-
needed-in-subject-areas-that-are/
7. http://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/curriculum-aims-goals
8. https://www.slideshare.net/vbdeocampo/vision-mission-and goals-of-the-curriculum
9. https://www.coursehero.com/file/p10tqpf/4-integration-The-horizontal-connections-
needed-in-subject-areas-that-are
10. https://aut.ac.nz.libguides.com/APA6th/books
11. https://www.scribd.com/presentation/322559431/subject-centered-design-ppt
36 | P a g e
12. Leslie Owen Wilson 1990, 1997, 2003, 2017pdf file, lifted from
https://thesecondprinciple.com/instructional-design/writing-curriculum/
Assessing Learning
37 | P a g e
Activity 6
Name: ______________________________________ Date: ______________________
Direction: Read on the development and implementation of the K-12 curriculum in the
Philippines. Look for an example of a K to 12 curriculum guide. Base on your analysis,
which type of design has influenced the K-12 curriculum? Explain your answer. Provide
at least five (5) concrete and specific examples to support your answer.
38 | P a g e
Activity 7
Name: ______________________________________ Date: ______________________
Direction: With your sample of a downloaded K to 12 Curriculum Guide, prepare a
developmentally-sequenced curriculum map with well-aligned learning outcomes and
competencies based on curriculum requirements for a specific subject and grade level .
The coverage of the map to be accomplished is 2 quarters. Template for the map will be
sent to you through the class group chat. Output will likewise be submitted on the class
group chat/LMS link.
39 | P a g e
Activity 8
Name: ______________________________________ Date: ______________________
Direction: Answer this five (5) item multiple choice quiz. Encircle the letter of your choice
legibly.
1. Which of the following curriculum design elements does not belong to the group?
A. Child-centered design
B. Life situation design
C. Humanistic design
2. The Guidance Counselor of the school suggested that activities and information
dissemination drive about mental health be included in the college academic
calendar of activities to address the issues that the youth are experiencing due to
pandemic. Which curriculum design approach reflect the scenario?
A. Subject-centered approach
B. Problem-centered approach
C. Learner-centered approach
D. All of the above
3. Which of the following sets do not follow constructive alignment?

A. Discuss the different elements of curriculum design; Brainstorming in a group
of 4 students; Synthesis paper on the elements of curriculum design.
B. Enumerate the different elements of curriculum design; recitation on the
different types of curriculum design; ten points essay quiz.
C. Construct a 1- quarter curriculum map base on K to 12 curriculum guide;
lecturette on curriculum mapping process; group collaboration in preparing a
1-quarter curriculum map.
D. All of the above
4. Which is the primary characteristics of a subject-centered design model?

A. Interrelated
B. Interdependent
C. Correlated
D. Interdisciplinary
5. As a designer of a written curriculum for classroom use, the teacher has to

perform all these tasks, EXCEPT ___.
A. Write appropriate lesson plans
B. Decide on suitable and available instructional materials
C. Design reliable and valid assessment tools
D. Monitor the co-faculty members in implementing curriculum in the classroom
40 | P a g e
UNIT III: CURRICULUM DEVELOPMENT
Overview
Several books written in education will prove that curriculum in the Philippines
underwent radical changes. These changes are very much needed in order to conform to the
changing paradigm of education. The Educational Decree of 1863 which was promulgated
during this era gave the Filipinos a complete educational system from elementary to the
tertiary level. With the declaration of Martial Law in 1972, an educational revolution
started which made education relevant to the goals of national development. Since then,
and until now the curriculum underwent revision and innovation and is still continuing to
evolve in order to adapt and become relevant to the ever-changing needs of the society -
locally and globally.
The curriculum is the very heart of the school system. There can be no school if there is
no curriculum. It is the very reason for the existence of any learning institution. The school
caters to the students. Hence, the curriculum as the foundation of the teaching-learning
process has to be geared towards the rapid societal changes and to the new responsibilities
for the new breed of Filipinos. It is in this sense that curriculum needs to be carefully
reviewed, evaluated and revised as the necessity arises to adjust on the changing and
evolving needs of the country and its people. This unit discusses the what, and the how of
curriculum development and its process. Different curriculum models will also be discussed
as well as the important roles of stakeholders in the curriculum development.
Learning Objectives
At the end of the Unit III, I should be able to:
1. State the meaning of Curriculum Development;
2. Explain how the curriculum development process takes place;
3. Discuss the roles of the stakeholders in curriculum development;
4. Illustrate by means of a diagram the curriculum development process; and
5. Analyze the different Models of Curriculum Development.
Setting Up
Direction: Using the letters from the word “CURRICULUM DEVELOPMENT”, create an
acrostic based on your learning and understanding from Unit I and II.
C–
U–
R–
R–
I–
C–
U–
L–
U–
M–
D–
E–
V–
E–
L–
O–
P–
M–
E–
N–
T–
41 | P a g e
Lesson Proper
DEFINITION OF CURRICULUM DEVELOPMENT
What is Curriculum Development?

The best way to define Curriculum Development is to take each term and explain
briefly the concept behind it.
Curriculum
As defined in the previous unit, the term curriculum comes from the Latin root,
“curere”, which means “to run”. In educational usage, the “course of the race,” with time
came to stand for the “course of the study.” Nowadays, curriculum could have different
meanings for different people depending on how it is used.
Curriculum is not only limited to the list of subjects that the students must take
under a course study. Curriculum in a broader sense, is the overall framework of the
educational system ranging from instruction, to management and administration. It is a
wide conglomeration of the students’ growth and experiences under the academic
institution. In addition, it defines both learning and experiential activities and the means of
delivering it to the learners. Curriculum is dynamic because it is continuously evolving to
adapt to the changing needs of the society and the people. It is also viewed traditionally and
progressively, but both perspectives take students as its primary consideration.
Development
Development is a specific word that connotes change. Change means any alteration
or modification in the existing order of things.
However, change may not necessarily result in development, it must have the
following characteristics (Palma, 1992) so that change would eventually lead to
development:
Change must be PURPOSEFUL
Purposeful change is change that is intentional or directional. There must be
clearly specified targets or objectives. This kind of change is something that one
wills or causes to happen, not something that happens willy-nilly. It therefore
subsumes control over or responsibility for the effect brought about by the change
(https://www.slideshare.net/JingjingFrancisco/a-report-on-curriculum-development).
Change must be PLANNED

Change must be planned. Planning in this case means two things. First, there
is a series of careful, systematic and sequential steps leading to a target. Secondly,
these are executed over a period of time
(https://www.slideshare.net/JingjingFrancisco/a-report-on-curriculum-development).
Planned change then takes time, it does not happen overnight. It requires an
orderly progression of scheduled activities and tasks. It allows no shortcuts. It
demands a discipline execution.
Change must be PROGRESSIVE
Positive change brings about improvement. It takes a person or a group to
higher levels of perfection with the vision aiming for what is ideally relevant in the
future (https://thuongknn.wordpress.com/).
Curriculum Development then should be concerned with the drawing up of
plans for teaching and learning activities in classroom situations that will bring
about positive changes in the lives of the learners and to the society in general. It is
based on the school’s mission and goals and identifies ways of translating these into
a coherent and coordinated program of meaningful experiences and conditions
eliciting responses that will lead to the transformation of the learners into authentic,
warm and sensitive human beings (https://www.studymode.com/essays/Curriculum-
Development-Process-887334.html).
42 | P a g e
Curriculum Development
When viewed in a classroom setting or in a teacher’s perspective, Curriculum
development describes all the ways in which a training or teaching organisation plans and
guides learning. This learning can take place in groups or with individual learners. It can take
place inside or outside a classroom. It can take place in an institutional setting like a school,
college or training centre, or in a village or a field. It is central to the teaching and learning
process (Rogers and Taylor 1998).
From this description, one can infer that curriculum development can take place in
many settings, and may involve many people. This means that it is a cooperative venture
among teachers, supervisor, curriculum expert, learners, parents and other stakeholders
(Andres and Francisco, 1989).
Conversely, in a broader perspective, Curriculum Development today presents both
a strategic process challenge as well as a policy challenge. For example, should the policy
aim to teach what is of value, as embodied in subject disciplines, and for deep
understanding in preparation for competing in the global economy? Or should policy aim
for a personalized curriculum that recognizes students as active partners in their learning
and develops their potential as a person? One response to the questions could be “both”
(Ackerman, 2003 as cited by Reyes and Dizon, 2015).
MODELS OF CURRICULUM DEVELOPMENT

A model is the first step in curriculum development. A curriculum development
model determines the type of curriculum used. It encompasses educational philosophy,
approach to teaching and methodology. It is essential that teachers are familiar with the
models used in their school so that they can used this knowledge in effectively delivering
the curriculum in accordance with the set standards as basis for conceptualizing the
curriculum (https://www.slideshare.net/camilleCasela/leadership-curriculum-design).
There are many models for curriculum development. As a process, curriculum
development is focused on reviewing, planning, developing, implementing and maintaining
curriculum, while safeguarding that the stakeholders engaged in this process have a high
level of commitment to and ownership of the curriculum. For formulating policy, the
challenge lies in the discussion on the form, content, aims and goals of curriculum. Often
referred to as curriculum components. These curriculum components have a great impact
on roles of the stakeholders, parents, educators and students as they connect to vision and
practice, decision making, curriculum planning, development, implementation and
evaluation (Joseph, 2011 as cited by Reyes and Dizon, 2015)
(https://www.coursehero.com/file/40432977/Curriculum-Development-and-Planningdocx/).
The Tyler Model

The Tyler Model was created by Ralph Tyler in 1949. He presented the model in his
book Principles of Curriculum and Instruction published in the same year. It is the first ever
model of curriculum development, it was also considered revolutionary because no one
presented such kind of model in terms of curriculum development.
Some authors call this model as Ends Mean Model. This is because according to
Tyler, based on the presented four basic questions, a curriculum developer should start by
deciding what purposes the curriculum is to have and then plan in accordance with the
purpose (See Figure 3 for a summary of steps of the Tyler’s Model). Additionally, Tyler
suggested that several ends, which he called goals, educational objectives, and purposes, be
identified by examining five elements: the learners, life in the community, subject matter,
philosophy, and psychology (Reyes and Dizon, 2015). This idea is presented in Figure 3:
Figure 3. Tyler’s Ends-Means Model
43 | P a g e
Tyler reiterates that to develop a curriculum, one must be guided by the four (4)
basic questions:
 What educational purposes should the school seek to attain?
 What educational experiences are likely to attain these objectives?
 How can these educational experiences be organized?
 How can we determine whether these purposes are being attained?
This figure summarizes the steps of the Tyler Model:

Society
Philosoph
y
Subject

Sources Tentative
Precise
Screens
matter objectives objective
s

Learner
Psycholog
y
Selected

Evaluation
experience
Figure
s 4. Tyler’s Model of Curriculum Development
Moreover, Tyler also identified elements as sources of the curriculum. These are
students, society, and subject matter.
The Student as a Source

According to one of the Principles of Learning, “one of the richest resources for
learning is the learner himself.” Corpuz and Salandanan (2015) stated, “each individual has
an accumulation of experiences, ideas, feelings and attitudes which comprise a rich vein of
material for problem solving and learning”. As teachers, let us help nurture this embodied
spirit by nourishing them academically, physically and emotionally. Learners are at the
center of the teaching and learning process. All the preparations of teachers revolve around
the ultimate benefit of the learners. Moreover, Maslow’s Hierarchy of Needs theory exposed
that the basic needs of the students must be met because those are the key for working on
the satisfaction of the individual’s higher order needs as a person.
Since learners are the focus of the educative process, Tyler considered that a broad
and comprehensive analysis of the learners’ needs academically, emotionally and
psychologically be examined. Background regarding their developmental stages, learning
style, multiple intelligences as well as information regarding their diverse characteristics
should also be taken into consideration. All these information are valuable in meeting
students’ needs that are in turn consider in setting the goals, aims and objectives.
Society as a Source
Authentic learning is valued and must be centered on the natural interest of
children. Learning does not only take place in the four walls of the classroom nor taken
from the books being read by students. Lessons of life are of more essence and is practically
available within the natural setting-the environment, within the society- where an
individual interacts, reacts, and experiences the realities of life. The society is their big
school, their actual training ground, the source of their authentic learning from the lessons
of life that they may apply in their future and present life.
Subject Matter as a Source

Tyler was seriously influenced by John Dewey, who emphasized learning by doing.
He was also inspired by Jerome Bruner, who wrote about the structure of knowledge. They
44 | P a g e
said (and Tyler agreed) that, to master a subject, one must understand its underlying
structure (Reyes and Dizon, 2015).
In this sense, curriculum developers must ensure that they shall only include relevant
topics in the different disciplines. Relevant in the sense that it is purposeful, meaningful and
useful to the students’ lives. Content that may lead students to the attainment of competencies
stated in the performance standards reflected in the curriculum. Otherwise, it will lead to lack of
motivation which in turn leads to decreased learning on the part of the learners.
Philosophy as a Source
Tyler said, sound curriculum development begins with sound thinking, and sound
thinking begins by formulating a philosophy. He believed it is necessary to define a school’s
philosophy. In case Tyler was to guide others in curriculum development, he would assert that
teachers spell out both their own individual philosophies and that of their school. In this
respect, Tyler’s model reflects the realization that to understand others, you must first
understand yourself. To serve others, teachers must understand both the serving agency and
himself/herself. Having a sound personal and teaching philosophy anchored on the statement of
school’s philosophy, only then that the teacher will have a strong premise to plan effectively and
implement the curriculum in the classroom context effectively.
Psychology as a Source
Tyler believed that effective curriculum development requires understanding the
learners’ levels of development and the nature of the learning process. This understanding
helps to define the list of objectives. Curriculum workers should use philosophy and psychology
as “screens,” filtering out objectives that are beyond students’ capacity to attain and those that
run counter to the faculty’s philosophy (Oliva, 2009).
Aligning content with the expectations reflects the constructivist philosophy. Tyler’s
philosophy involved beginning with what we want the students to know and be able to do, and
then designing the content and activities accordingly
(https://www.coursehero.com/file/p6au82mn/responsibilities-such-as-milking-cows-gathering-
eggs-and-running-machinery/).
Taba’s Inverted Model

Hilda Taba was an Architect, a curriculum theorist, a curriculum developer, and a
teacher education educator. She was a student of John Dewey. She wrote a book entitled
Curriculum Development Theory and Practice that was published in 1962.
Taba’s Model follows an inductive approach. In this regard curriculum workers starts
with the specifics and build up to a general design as opposed to the more traditional deductive
approach of starting with the general design working down to the specifics.
The model is also well-known for its teacher approach. The task of the teachers in terms
of lesson preparation is actually reflected on the model. Likewise, she believed that teachers are
aware of the students’ needs, hence they should be the one to develop the curriculum. This is
also why it is called grassroots approach because the needs of the students are at the fore front
to the curriculum.
The figure below shows the illustration of the model.
Figure 5. The Steps of the Hilda Taba Model
45 | P a g e
(Source: https://www.slideshare.net/sohail9595/taba-model-of-curriculum-development)
Steps of the Taba Model
Diagnosis of Needs. Curriculum Development and teacher’s planning for instruction both
start the process by identifying the needs of learners for whom the curriculum and
instruction are intended. This step is essential in order to really identify and sustain what is
lacking in terms of the students’ educational needs and the expectation of the larger society
from them.
Formulation of the Objectives. After the teacher and the curriculum developer have
identified the needs of the learners through the standardize process of diagnosing the needs
of the learners, and have determined those areas that require important attention,
formulation and specifying the learning objectives is the next step.
Selection of Content. Content to be included should be properly determined and selected,
based on its relevance, validity and significance. Moreover, content selected should also be
aligned to the formulated objectives based on the result of the standardized process of
diagnosing students’ needs.
Organization of Content. Equally important is the effective sequencing of content after it
has been selected. Content selected must also be properly organized following some type of
sequence and in accordance with set objectives as well as on the maturity of the students.
There are several considerations in properly sequencing the content in the curriculum. It
will be covered on separate unit of this book.
Selection of Learning Experiences. Content must be presented to students and students
must be engaged with content at this point, the teacher selects instructional methods that
will involve the students with the content. Be reminded that the selection of learning
experiences must also be directed towards the attainment of formulated objectives.
Organization of Learning Experiences. Just as content must be sequenced and organized
so must the learning activities. Strategy in sequencing the learning activities is vital to
ensure that the skills and competencies are acquired by the students. The proper sequence
of the learning activities is determined by the content. More importantly, it is determined by
the competencies that must be acquired by the students that are reflected in the formulated
objectives at the beginning.
Evaluation and means of evaluation. The teacher and the curriculum developer must
determine just what objectives have been accomplished. Evaluation procedures need to be
designed to evaluate the learning outcomes. Proper alignment among these steps must be
strictly observe.
Application of the Taba Model

 Currently use as basis in most curriculum designs
 It gives primary consideration in identifying the needs of students
 Use as guide in developing objectives
 Consider in selecting instructional materials
 Use as basis in organizing learning experiences
 Evaluation
The following are the observed strength of the model in developing the curriculum:
 It gives the teacher a greater role by not just making them implementers of
the curriculum but also developers.
 It follows the inductive method.
 It also follows teacher’s approach
 Notes that teachers are aware of the students’ needs therefore they are the
one that should develop the curriculum.
 Sees the curriculum as a “plan for learning”
 Gives importance to objectives in order to establish a sense of purpose in
deciding what to include, exclude and emphasize in a curriculum.
Moreover, Taba as a curriculum expert believed that: “To evolve a theory of
curriculum development and a method of thinking about it, one needs to ask what demands
46 | P a g e
and requirements of culture and society both are, both for the present and the future.
Curriculum is a way of preparing young people to participate in our culture.”
Application of Taba’s Model in the Classroom
The following are the strengths and weaknesses of Taba model when being applied to
classroom preparation and teaching.
The following are the Strengths of using the Taba Model in the classroom context:
Gifted students begin thinking of a concept, then dive deeper into that concept
 Focuses on open-ended questions rather than right/wrong questions
 The open-endedness requires more abstract thinking, a benefit to our gifted students
 The questions and answers lend themselves to rich classroom discussion
 Easy to assess student learning
However, there are also limitations in the use of the Taba Model in the classroom setting:
It can be difficult for non-gifted students to grasp.
 It is difficult for heterogeneous classrooms.
 It works well for fiction and non-fiction, may be difficult to easily use in all subjects.
The Peter Oliva Model

Peter Oliva was a former professor and chairperson of Southern Illinois University,
Florida International University, and Georgia Southern University. He’s an author of numerous
articles in educational journals, written several textbooks and is a co-author of Supervision for
Teaching Schools, now in its 8 th edition. He has served as a high school teacher, guidance
counselor and as a professor of education at the University of Florida, University of Mississippi,
India State University at the University of Hawaii.
In 1976, Peter Oliva introduced his first model of curriculum development. His first
model follows a linear and deductive approach. That is why it is considered by curriculum
analysts as simple and easy to follow, (see the figure below) until he made a revision in 1992.
Figure 6. Oliva’s first (1976) Model of Curriculum Development
After the revision, Oliva Model in 1992, it became more comprehensive and detailed as
opposed to his first model which is simple and linear in nature. The model combines a scheme
for curriculum development and a design for instruction why it was later on considered as
systematic and comprehensive.
The exact strength of the Oliva model according to Reyes and Dizon (2015), is its
inclusion to foundations. The original model requires a statement of philosophy, which is
extremely important, and unfortunately, is not common among curriculum documents. Oliva’s
revised model includes societal and student needs, which are also invaluable parts of curriculum
model.
12 Components of the Oliva Model

Figure 7 shows the detailed steps of the Oliva model that takes the curriculum developer
from the sources of the curriculum to evaluation. The figure likewise shows its twelve essential
components. These twelve components are:
1. Philosophical formulation, target mission, vision of institution.
2. Analysis of the needs of the community where the school is located.
3. - 4. General purposes and special purpose curricula.
5. Organizing the design and implement curriculum.
6. – 7. Describe the curriculum in the form of the formulation of general objectives and
specific learning.
8. Define the learning strategy.
9. Preliminary studies on possible strategies or assessment techniques to be used.
47 | P a g e
10. Implement the learning strategy.
11. – 12. Evaluation of learning and curriculum evaluating
Oliva recognized that the needs of the students in particular communities are not always
the same as the general needs of students throughout the society. In this case, the role of the
faculty comes in to always consider the nature, needs and diversified characteristics of
students when preparing a curriculum or even a plan for teaching.
In the Oliva model, a faculty can fashion a plan:

 For the curriculum of an area and design ways in which it will be carried out
through instruction.
 To develop a school – wide interdisciplinary programs that cut across areas of
specialization such as career education, guidance, and class activities.
 For faculty to focus on the curricular components of the model to make
programmatic decision.
 To allow a faculty to concentrate on the instructional components.
The figure below is the illustration of the Oliva’s model.
Figure 7. The Peter Oliva Model

(Source https://www.slideshare.net/jheallyorlanda/the-oliva-model-of-curriculum)
17 Basic Steps of the Oliva Model

As shown in the illustration above, the steps are:
1. Specify the needs of the students in general.
2. Specify the needs of the society
3. Write a statement of philosophy and aims of education.
4. Specify the needs of students in school.
5. Specify the needs of the particular community
6. Specify the needs of the subject matter.
7. Specify the curriculum goals of your school.
8. Specify the curriculum objectives of your school.
9. Organize and implement the curriculum.
10. Specify instructional goals.
11. Specify instructional objectives.
12. Specify instructional strategies.
13. Begin selection of evaluation technique.
14. Implement instructional strategies
15. Make final selection of evaluation techniques.
16. Evaluate instruction and modify instructional components.
17. Evaluate the curriculum and modify curriculum components
48 | P a g e
Saylor and Alexander Model
John Galen Saylor (1902 – 1998) was an American educator, he enjoyed a full bright
professorship in Finland in 1962. Whereas, William Marvin Alexander (1912-1996) was an
American Educator and well-known as a father of the American Middle School. They are both
well-known authors of book in Curriculum Planning and development. They co-authored a book
entitled Curriculum Planning for Better Teaching.
Saylor and Alexander (1974) viewed curriculum development as consisting of four
steps. Curriculum according to them is “a plan for providing sets of learning opportunities to
achieve broad educational goals and related specific objectives for an identifiable population
served by a single school center” (Bilbao, et.al 2015). Below is the illustration of the model.
Figure 8. The Saylor and Alexander Model

(Tomas, MJ 2019)
Steps of the Saylor and Alexander Model

The Steps in the Saylor and Alexander model is so simple that it only follows the
sequence/phase of the curriculum development process that considers the external variables as
bases in formulating the goals, objectives and domains.
Goals, Objectives and Domain

Just like other models of curriculum development, Alexander and Saylor give foremost
importance on the identification of goals, objectives and domain as the starting point of
curriculum development. They also noted that the bases of which are the external factors which
are the important sources of learning to be acquired by the students.
According to them, each major goal represents a curriculum domain. They advocate four
major goals or domains: personal development, human relations, continued learning skills and
specialization. The goals, objectives and domains are selected after careful consideration of
several external variables such as findings from educational research, accreditation standards,
views of community groups and others.
Curriculum Designing
After careful consideration on goals, objectives and domain, the next important step is
curriculum designing. In designing a curriculum vital decision as to how the essential elements
will be properly arranged is given a thorough analysis.
Will the curriculum be designed along the lines of academic disciplines, or according to
student needs and interests or along themes? These are some of the questions that need to be
answered at this stage of the development process (Bilbao,et al, 2015).
Curriculum Implementation
A well-designed curriculum is now ready for implementation. As a step in the
curriculum development, curriculum implementation requires the pedagogical skills of the
teachers to give justice on the process taken in order to meticulously design a curriculum. As a
process, the teacher will prepare instructional plan, where instructional objectives are specified
and appropriate teaching methods are utilized combined with an effective assessment strategy.
Curriculum Evaluation
Evaluation is the last step of the curriculum development model. Evaluation is always
necessary. It will determine the success or failure of the plan, the design and the implementation
taken. Decision for the next move to take will also base from the result of the evaluation
49 | P a g e
conducted. Bilbao, et al stated, a comprehensive evaluation using a variety of evaluation
technique is recommended. It should involve the total educational program of the school and the
curriculum plan, the effectiveness of instruction and the achievement of students.
CURRICULUM DEVELOPMENT PROCESS
Curriculum development is a dynamic process it changes according to the needs of the
society and the stakeholders of the education system. The curriculum development follows a
systematic process which involves different stages arranged in linear fashion such as curriculum
planning, curriculum designing, curriculum implementing, and curriculum evaluating. Revising
and improving curriculum as essential phases also take place after the result of the evaluation
has been obtained and reviewed.
Figure 9. Curriculum Development Process

(Source: http://www.fao.org/3/ah650e/ah650e03.htm)
1. Curriculum Planning
It is said that many people are involve in developing curriculum. Planning as an initial
phase of the curriculum development process should involve the key players such as the
curriculum experts, professional educators, teachers, students, parents and other stakeholders
of the school. These key players have their vital roles to play.
The planning takes place in the classroom, school, local and national level. All the
important considerations are laid down in the plan. Most importantly, curriculum planning
involves the analysis of philosophy, social forces, needs, goals and objectives, treatment of
knowledge, human development, learning process and instruction, and decision. Bilbao et. al.
(2015) stated that All of these will eventually be translated to classroom desired learning
outcomes for the learners.
2. Curriculum Design
Curriculum design is the parent of instructional design. It is the arrangement of the
components of the curriculum. Curriculum arrangement always comes in this order: objectives,
content, instruction, and evaluation (Ronald Doll as cited by Reyes and Dizon, 2015). In contrast,
instructional design “diagrams” out pedagogically and technologically strong teaching methods,
teaching materials, and educational activities that draw students in learning the curriculum’s
content. There are many effective curriculum designs available that teachers and developers
could choose from.
Proper alignment must be observed among the four components of the curriculum to
ensure success in the implementation phase (See Figure 10).
In addition, Curriculum design represents the knowledge theory, social theory, political
theory, and learning theory. In effect, a curriculum outcome arises from the combination of
curriculum and instructional design.
50 | P a g e
Figure 10. Alignment of the Four Components of the Curriculum Design
(Tomas, MJ 2019)
3. Curriculum Implementing
After the curriculum has been planned and designed, proper implementation eventually
takes place. Implementation is an interaction between those who have created the program and
those who are charged to deliver it.
Curriculum implementation is the act of putting into action the written plan and the
conceptualized design of the curriculum with the use of the pedagogical expertise and creativity
of the teacher. This pedagogical expertise concerns planning the lesson, the choice of methods
and strategies, identification of learning experiences, assessment strategies and the choice and
integration of technology in teaching. Cooperation and collaboration among teachers, co
teachers as well as the learners are of value to make the implementation successful and
fulfilling. The support of the principal and the school administration is also necessary.
Ornstein and Hunkins stated that:
 Implementation requires educators to shift from the current program which
they are familiar with to the new or modified program.
 Implementation involves changes in the knowledge, actions and attitudes of
people
 Implementation can be seen as a process of professional development and
growth involving ongoing interactions, feedback and assistance.
 Implementation is a process of clarification whereby individuals and groups
come to understand and practice a change in attitudes and behaviors: often
involving using new resources.
 Implementation involves change which requires effort and will produce a
certain amount of anxiety, and to minimize these, it is useful to organize
implementation into manageable events and to set achievable goals
(https://www.coursehero.com/file/p3d4oukb/Refers-to-specification-of-definite-
time-for-subjectcourse-amount-of-time-given/).
4. Curriculum Evaluation
After the implementation had been made, evaluation of the curriculum must take into
effect in order to judge the efficiency and merit of the written plan as well as the
implementation procedure and strategies taken. The result of the evaluation will be the basis for
a decision making regarding the improvement of the curriculum in all aspect.
Curriculum evaluation refers to the formal process of determining the quality,
effectiveness, or value of a curriculum (Stufflebeam, 1991 as cited by Reyes and Dizon, 2015). It
involves value judgment about the curriculum, both in terms of its process and its product.
Evaluating the curriculum also involves the process of delineating, obtaining and providing
information for judging decisions and alternatives including value judgment to a set of
experiences selected for educational purposes (https://imjoan.wordpress.com/).
References
Books
Bilbao, Purita P., Dayagbil Filomena T., Corpuz, Brenda B. (2015). Curriculum Development
for Teachers. Cubao, Quezon City: Lorimar Publishing Co., Inc.
De Guzman, Estefania S., Adamos, Joel L. (2015). Assessment of Learning. Cubao, Quezon
City: Adiana Publishing Co., Inc.
Palma, Jesus C. (1992). Curriculum Development System. 125 Pioneer St., Mandaluyong
City: National Book Store
Reyes, Emerita D., Dizon, Erlinda (2015). Curriculum Development. Assessment of
Learning. Cubao, Quezon City: Adiana Publishing Co., Inc.
51 | P a g e
University of Chicago Press
Webliography
 http://www.cglrc.cgiar.org/icraf/toolkit/What_is_curriculum_development_.htm
 https://www.edglossary.org/stakeholder/
 https://www.researchgate.net/figure/shows-the-twelve-components-of-Oliva-
Model-In-this-Model-Oliva-pointed-out-that-it-is_fig1_314887007
 https://www.slideshare.net/JingjingFrancisco/a-report-on-curriculum-
development
 https://thuongknn.wordpress.com/
 https://www.studymode.com/essays/Curriculum-Development-Process-
887334.html
 https://www.slideshare.net/camilleCasela/leadership-curriculum-design
 https://www.coursehero.com/file/40432977/Curriculum-Development-and-
Planningdocx/
 https://www.coursehero.com/file/p6au82mn/responsibilities-such-as-milking-
cows-gathering-eggs-and-running-machinery/
 https://www.slideshare.net/sohail9595/taba-model-of-curriculum-development
 https://www.slideshare.net/jheallyorlanda/the-oliva-model-of-curriculum
 http://www.curriculumandlearning.com/
 http://www.fao.org/3/ah650e/ah650e03.htm
 https://journals.sagepub.com/
 https://www.coursehero.com/file/p3d4oukb/Refers-to-specification-of-definite-
time-for-subjectcourse-amount-of-time-given/
 https://imjoan.wordpress.com/
52 | P a g e
Assessing Learning
53 | P a g e
Activity 9
Name: ______________________________________ Date: _____________________
Course and Section: ______________________ Score: ___________________
Direction: State the meaning of Curriculum Development using an illustration/drawing
for every technical term mentioned.
54 | P a g e
Activity 10
Name: ______________________________________ Date: _____________________
Direction: Compare the Models of Curriculum discussed in this unit using the matrix
provided. Discuss the similarities and distinguishing features of each.
Model of
Similarities to other Distinguishing features of the
Curriculum
models model from others
Development
Tyler’s Model
Taba’s Model
Oliva’s Model
Saylor and
Alexander’s Model
55 | P a g e
Activity 11
Name: ______________________________________ Date: _____________________
Direction: Construct a flow chart to show how the curriculum development

process takes place in the Philippine Educational Setting.
56 | P a g e
UNIT IV: CURRICULUM IMPLEMENTATION
Overview
When a new curriculum is introduced, there are many things that teachers and school
administrators must expect. Will it be warmly accepted by the faculty or will the gain
resistance from it? This unit will discuss about the processes that the schools undergo
when implementing new curriculum and the reasons why teachers show resistance to this
kind of change. More so, this unit will also tackle how the school administrators and other
educational authorities should treat and response to teacher’s resistance as a result of
curriculum change.
Learning Objectives
At the end of Unit IV, I am able to:
1. Analyze the models of curriculum implementation in the context of

curriculum administration;
2. Identify the reasons why teachers become resistant to curriculum
implementation;
3. Determine the factors influencing implementation of curriculum in schools;
and
4. Reflect on the importance of the roles of stakeholders and curriculum workers
in curriculum implementation.
Setting Up
Name: ______________________________________ Date: ______________________
Direction: It was year 2016 when K-12 Curriculum was fully implemented in the country.
This unprecedented change led to huge negative response not only from the parents of the
students but also from the teachers themselves. What do you think were the reasons why
many resisted to this kind of change? List down your answers below:
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
Direction: Identify the specific stakeholder using the descriptions given below.
Moreover, identify their role in the implementation of the curriculum in the new
normal.
Role Jumbled Letters Correct Answer
1. They are the direct beneficiary of the
curriculum implementation. Upon them lie the NLAERER
success or failure of the curriculum.
2. The persons who directly implements the
curriculum, in whose hands, direction and RCTAEHE
guidance are provided for successful
implementation.
3. Spend their personal money to achieve the
goals of the curriculum. The interest is on the
return of the investment through the learning RNETPAS
outcomes of the students.
(https://www.slideshare.net/mae2388/role-of-
stakeholders-in-curriculum-implementation)
57 | P a g e
4. They see to it that the written curriculum is
correctly implemented in schools thus they RMAIDOTSNR
provide support to the whole organization ISTA
through their leadership.
(https://www.coursehero.com/file/p4ns0sb/1-The-direct-
beneficiary-of-the-curriculum-implementation-Upon-
them-lie-the/)
5. Indirectly or directly involve in school INO CMUMYT
activities as resource. RBMSMEE
Lesson Proper
MODELS OF CURRICULUM IMPLEMENTATION
1. Overcoming- Resistance- to-Change Model (ORC)

It is the nature of a person to be resistant to change because we are creatures of
habit, changes make us feel uncomfortable, it makes us feel less competent. This is true
also when we talk about the implementation of new curriculum. ORC is a model that
discusses the phases or the stages that teachers undertake when new curriculum is
introduced to them, what are the challenges they are facing, why they become resistant
to innovations. More importantly, this theory also helps school administrators to
identify reasons why teachers become resistant to change letting them also realize the
need to properly address these kinds of concern. The following are its stages:
Stage 1: Unrelated Concerns

At this point, when curriculum is made the teacher complies with it but does not
realize and even recognize its effect to him/her. He/she thinks that the change has no
connection with him/her. For example, when K-12 Curriculum was first introduced,
there were teachers probably who just considered as part of their job but bears no
impact to them personally.
Stage 2: Personal Concerns
During this time, the teacher recognizes how the innovation in the curriculum
could affect him/her. He/She becomes more curious about it asking questions such as
“what it is all about?”, and “how will it benefit me?”.
Stage 3: Task-Related Concerns

During the second stage, the concern of the teachers focuses more on her
capacity and ability to cope with the demands brought by the innovation in the
curriculum as well as the availability of the resources. For example, as the teachers of
today experience the “new normal” in the education (i.e. blended, distance, flexible,
offline), the major concern here is how to manage the innovation. For example, “How
can I properly assess my students’ performance”, “What platform will I use?”, How can I
organize my modules?”
Stage 4: Impact-Related Concerns

If during stage 2, teacher become concern with the effect of the innovation
towards his/her but this time they become more concerned with the students learning.
Given the current situation that we are in brought by COVID 19, students should study
at home, be given instructions online, and should basically study one their own using
the modules created by their teachers. These instances create questions among
teachers such as “Can they be able to cope with the lessons?” “Do they have reliable
58 | P a g e
internet connections for our online classes?” “Will the modules be enough for them to
learn everything about the course?”.
What does this ORC Model Tell You as A Future Teacher and School Administrator?
a. Teachers should be adaptive and flexible. Change is inevitable specially in the field of
education. Educational system will always adapt to the societal changes. Thus,
teachers must learn to cope with the demands brought by changes in the curriculum.
b. Survey must be conducted among teachers for needs assessment. In this way, school
administrators may know what assistance they need to give to their faculty members
to successfully initiate the new program.
c. School administrators must be open to the idea that teachers are human beings too.
Yes, they are adaptive, but they still need time to prepare and adjust to the changes
because these require new skills and knowledge, that’s why trainings are very
important.
Leadership Obstacle Course (LOC) Model

This Model tells the significance of knowing the extent of resistance of the teachers against
the new program or innovation. There must be a gathering of data that must be done to
determine this extent or scope. According to This can be done by making sure that the following
five conditions exist:
a. the organizational members must have a clear understanding of the proposed
innovation;
b. individuals within the organization must be given relevant skills so that they possess the
capabilities requisite for carrying out the innovation;
c. the necessary materials and equipment for the innovation must be furnished; if need be,
the organizational structure must be modified so that it is compatible with the
innovation being suggested;
d. the participants in the innovation must be motivated to spend the required time and
effort to make the innovation a success.
(https://www.researchgate.net/publication/333338710_Models_and_concepts_of_curricu
lum_implementation_some_definitions_and_influence_of_implementation)
model considers educational change as a sequence of three stages:

i) initiation;
ii) attempted implementation; and
iii) incorporation
The LOC model considers educational change as a sequence of three stages:
INCORPORATION
IMPLEMENTATION
INITIATION
Figure 11. Stages of the LOC Model
Remember, that before reaching the last stage of educational change obstacles may still
arise during the implementation period. Resistance may still develop, that’s why there is still
need for feedback and monitoring until all the issues and concerns are solved.
Linkage Model (LM)

This model acknowledges that aside from the school itself, there are innovators in
research and development centers, universities, etc who can provide clearer pictures of problem
that exist because of the implementation of the new programs. These are referred to by this
model as the resource system while school on the other hand is said to be the user system.
59 | P a g e
There has to be a link between these two systems, it is the job of the resource system to know
the user system’s problem and analyze it. Furthermore the resource system in order to be
effective needs to create appropriate strategies in analyzing the cause and effect of the problem
through a cycle of diagnosis and evaluation to assess the educational packages the user system
has created.
FACTORS INFLUENCING THE IMPLEMENTATION OF A CURRICULUM IN SCHOOLS
The following are the identified factors that greatly influence the implementation of the
curriculum.
Table 7. Factors that Influence the Curriculum
Factors Description
Adequacy of Adequacy of equipment, facilities and general resources for implementing a
Resources new curriculum
Time available for preparing and delivering the requirements of the new
Time curriculum e.g. teachers need enough time to develop their own
understanding of the subject they are required to teach.
Overall school beliefs towards the new curriculum. Status of the curriculum
School Ethos as viewed by staff, administrators and community. E.g. school administration
recognizes the importance of the subject in the overall school curriculum.
Professional Support for teachers from both within the school and outside. e. g.
Support opportunities to receive on-going curriculum professional support
Professional Teachers own ability and competence to teach the curriculum i.e confidence
Adequacy in teaching
Professional Knowledge and understanding teachers possess regarding the new
Knowledge curriculum. E.g. different ways of teaching to foster student learning.
Attitudes and interest of teachers toward the new curriculum. e.g. keen to
Professional teach the subject
Attitude and
(https://www.answers.com/Q/What_are_the_roles_of_teachers_in_curriculu
Interest
m_implementation)
THE ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

Stakeholders are individuals or institutions that plays important functions in the school
curriculum. Their interests vary in degree and complexity. They get involved in many different
ways in the implementation because the curriculum affects them directly and indirectly.
The Curriculum Workers

The success or failure of curriculum defends on people working for its implementation.
Oliva identified these persons as curriculum workers. At any level of curriculum
implementation, curriculum workers, through their expertise, creativity, and dedication make
sure that curriculum is implemented as planned.
 The Teachers
Their roles as implementers of the curriculum is very crucial. It is through their
expertise, creativity, and commitment that any curriculum success is attributed. Their
educational background, educational philosophy, teaching styles, and personality affect
the implementation of the curriculum.
They are the most visible curriculum workers. Teachers develop lesson plans,
unit plans and syllabi for each subject that they teach. They also prepare instructional
materials select methods and strategies, and assess students’ progress.
 The Principals
The principals are the chief academic and administrative officer of the school.
They provide curricular and instructional leadership and supervision to the teachers
60 | P a g e
and other school personnel in the local context. Furthermore, they lead teachers in
planning different school activities and make sure that all educational goals set by the
DepEd are met.
Other responsibilities of the principal is checking the lesson plans developed by

each teacher, prepare the school calendar, supervise instruction and prepare school
report. Principals also work with parents and community leaders and win their support
to any school activities and projects.
 The Curriculum Consultants
Curriculum consultants are individuals with rich background experiences on
doing curriculum planning, curriculum development, and curriculum evaluation.
 The District Supervisors

They are the persons responsible for supervising the implementation of the
curriculum in the district level. They help public school principals in ensuring that the
programs of the DepEd are implemented in their respective schools. District supervisors
are also responsible for implementing policies and programs of the DepEd in private
schools.
 The Education Supervisors

Education supervisors are assigned to specific subject areas in basic education.
They help the district office in of the DepEd in supervising the implementation of
projects and programs specific for each subject area.
 The Division Superintendents

They are the chief academic officer of each division. They supervise the
implementation of the DepEd curriculum, programs, and projects in the division level
for both public and private schools. Usually, each province or a city is considered a
division for the DepEd.
 The Regional Directors

Regional Directors manage the programs and projects of the DepEd in the
regional level.
 Education Program Specialists

They work at the national level or at the central offices of the CHED and the
DepEd. They assist the two government agencies in the development of curriculum
policies that will help teachers and other curriculum leaders in the implementation of
the curriculum.
 Technical Panels and Technical Committees

These are professionals who are professors and experts from different
disciplines and fields who assist the CHED in developing curriculum, formulating
curriculum policies, and evaluating the compliance of higher education institutions to
the CHED program standards.
Glathorn, Boschee, and Whitehead (2006) emphasized that curriculum workers are
curriculum leaders too. As they implement the curriculum at any level of education and in any
school.
Levels of Curriculum Implementation
61 | P a g e
Figure 12. Levels of Curriculum Implementation
To ensure the smooth implementation of the curriculum, each department or ministry of
education in any country has established a system that will take charge of the whole work of
planning, (https://curriculumdevelopment492212170.wordpress.com/2017/12/05/first-blog-
post/) development, implementation, and evaluation of the curriculum. Take note that
integrated in this system are the curriculum workers mentioned earlier.
Republic Act 9155, also known as the Governance of Basic Education Act of 2001,
Chapter 1 Section 7 defines the function of each level as follows:
A. National Level
Through the leadership of the secretary of education, undersecretaries, and
different Bureau Officers are responsible for the ff.:
• Formulating national educational policies;
• Formulating a national basic education plan;
• Promulgating national educational standards;
• Monitoring and assessing national learning outcomes;
• Enhancing the employment status, professional competence, welfare, and working
conditions of all personnel of the Department; and
• Enhancing the total development of learners through local and national programs
and/or projects.
B. Regional Level
Consistent with the national educational policies, plans, and standards, the regional
office under the Regional Director shall be responsible for the ff.:
 Defining a regional educational policy framework which reflects the values, needs, and
expectations of the communities they serve;
 Developing a regional basic educational plan;
 Developing regional educational standards with a view toward benchmarking for
international competitiveness
 Monitoring, evaluating, and assessing regional learning outcomes;
 Undertaking research projects and developing and managing region-wide projects
which maybe funded through official development assistance and/ or other funding
agencies.
 Ensuring strict compliance with prescribed national criteria for the recruitment,
selection, and training of all staff in the region and division.
 Formulating, in coordination with the regional development council, the budget to
support the regional educational plan which shall take into account the educational
plans of the divisions and districts;
 Determining the organization component of the divisions and districts and approving
the proposed staffing pattern of all employees in the divisions and districts;
 Hiring, placing, and evaluating all employees in the regional office, except for the
position of assistant director.
 Evaluating all school division superintendents and assistant division superintendents in
the region;
62 | P a g e
 Planning and managing the effective and efficient use of all personnel, physical and fiscal
resources of the regional office, including professional staff development.
 Managing the database and management information system of the region; and
 Approving the establishment of public and private elementary and high schools and
learning centers.
C. Division Level
Division is consists of a province or a city. Consistent with the educational policies,
plans, and standards, the division level through the leadership of the division superintendent
shall be responsible for the following:
• Developing and implementing division education development plans;
• Planning and managing the effective and efficient use of all personnel, physical,
and fiscal resources of the division, including professional staff development.
• Hiring, placing, and evaluating all division supervisors and school district
supervisors as well as all employees in the division, including professional staff
development
• Monitoring the utilization of funds provided by the national government and the
local government units to the schools and learning centers;
• Ensuring compliance of quality standards for basic education programs and for
this purpose, strengthening the role of division supervisors as subject area
specialists;
• Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education; and
• Supervising the operations of all public and private elementary, secondary, and
integrated schools, and learning centers.
D. School District Level
A school district through the leadership of the District Supervisor is responsible for the
following:
• Providing professional and instructional advice and support to the school heads
and learning centers in the district or cluster thereof; and
• Curricula supervision
E. School Level
Consistent with the national educational policies, plans, and standards, the school level
through the leadership of school heads is responsible for:
• Setting the mission, vision, goals and objectives of the school;
• Creating an environment within the school that is conducive to teaching and learning;
• Implementing the school curriculum and being accountable for higher learning
outcomes;
• Developing the school education program and school improvement plan;
• Offering educational programs, projects, and services which provide equitable
opportunities for all learners in the community.
• Introducing new and innovative modes of instruction to achieve higher learning
outcomes;
• Administering and managing all personnel, physical, and fiscal resources of the school;
• Recommending the staffing complement of the school based on its needs;
• Encouraging staff development;
• Establishing school and community networks and encouraging the active participation
of teacher organizations, non-academic personnel of public schools, and parents-
teachers-community associations
• works and encouraging the active participation of teacher organizations, non-academic
personnel of public schools, and parents-teachers-community associations; and
63 | P a g e
• Accepting donations, gifts, bequests, and grants for the purpose of upgrading teachers’
learning facilitators’ competencies, improving and expanding school facilities, and
providing instructional materials and equipment.
Currently, the different offices of the DEpEd are doing their best in ensuring a smooth and
efficient implementation of the K to 12 Basic education program of the Philippines, under the
Republic Act 10533 or the Enhanced Basic Act of 2013.
For HEIs in the country, the Commission on Higher Education was established under
Republic Act No. 7722, otherwise known as the Higher Education Act of 1994.
 The CHED Office for Program Standards (OPS) is responsible for curricular matters.
 The CHED issues a memorandum order (CMO) per program to serve as a guide to HEIs
on the courses that should be offered per program, admission and retention policies,
administrative requirements, and others.
 All curricular changes ad application for new curricular offerings from HEIs are
reviewed and recommended for approval by the OPS to the commission en banc.
Experts in different academic fields and disciplines are invited to become
members of different technical panels and technical committees to help the commission
in the development of these CMOs per program
 The regional offices of CHED is responsible for the monitoring and implementation of
the policies and guidelines developed by the Central Offices. The monitoring is done
with the help of regional experts on different fields known as Regional Quality
Assurance Team (RQUaT)
State colleges and universities must seek the approval of their academic
councils and their corresponding board of regents for any curriculum changes and
curriculum proposals before these curriculum proposals are sent to CHED for approval.
The UP does not have follow the CHED prescribed curriculum because the university is
exempted in this process. For UP, any curriculum proposal must be approved by its
university council and the UP board of regents.
Figure 14. Process of Curriculum Changes for HEIs
Things to Consider in Implementing the Curriculum

Curriculum implementation must be systematically planned. At any level, curriculum
implementation requires careful consideration of several factors and variables:
1. Government Requirements
 Include memoranda policies, guidelines, and requirements from DepEd, CHED, and
TESDA.
 The competencies required by the Board are also included.
2. School Philosophy, Vision, Mission, and Core Values

 Must be considered at the school level especially when selecting the specific contents
and learning experiences for all students enrolled in each program
3. Learning Environment
 Includes the various facilities required for the implementation of each program.
64 | P a g e
 In some schools, colleges or universities, housing facilities for faculty and students are
also provided.
 These facilities include laboratories, classroom, library, sports facilities, instructional
technologies, and other facilities prescribed by the government for each program.
4. Needs and Demands of the Society

 These can be addressed by the curriculum in the macro level by adding subjects or
contents, or in the local school level by integrating specific competencies in the various
syllabi for each course.
5. Needs of the students

 Needs of students including their interests are also considered when the school
develops academic policies and in the preparation of school syllabi.
6. Faculty expertise
 Faculty is the most important asset of each college or university.
 They also play an important role in the implementation of the curriculum.
References
Book
Ornestein, A & Hunkins, F, (1998). Curriculum Foundations, Principles and Issues (3rd
Edition). London. Allyn and Bacon.
Pawilen, G. (2015) Curriculum Development: A Guide for Teachers and Students. Rex
Bookstore
Webliography
1. http://home.cc.umanitoba.ca/~lewthwai/introSCIQ.html
2. https://www.researchgate.net/publication/
333338710_Models_and_concepts_of_curriculum_implementation_some_definitions
_and_influence_of_implementation
65 | P a g e
Activity 12
Name: ______________________________________ Date:
______________________
Direction: Write your answers to the following questions. Your answers will be scored
according to these criteria: relatedness to the topic, depth, and focus.
1. “There is general agreement among psychological and sociological theorists that
change is fundamental to the growth and survival of human and social systems”.
How can you apply this idea to our present lesson?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. It is said that resistance to curriculum change or implementation is not really

bad at all and that it also serves a good purpose. Do you agree with this?
(Yes/NO?) Defend your answer.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Do you believe that the teachers have the rights to resist change? (Yes/NO?)
State your reasons.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. Why is research relevant in curriculum implementation? Give an example to

justify your answer.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
66 | P a g e
Activity 13
Name: ______________________________________ Date:
______________________
Direction: After understanding the roles of every stakeholder in the curriculum

development, give some suggestions on their possible contributions in the curriculum for
the new normal.
What they can contribute in curriculum for the New

Stakeholders
Normal?
LEARNER
TEACHER
PARENTS
ADMINSTRATORS
COMMUNITY
MEMBERS
67 | P a g e
UNIT V: CURRICULUM EVALUATION
Overview
Curriculum evaluation is a necessary and important aspect of any national

education system. It provides the basis for curriculum policy decisions, for feedback
on continuous curriculum adjustments and processes of curriculum
implementation.
The fundamental concerns of curriculum evaluation relate to:
 Effectiveness and efficiency of translating government education policy into
educational practice;
 Status of curriculum contents and practices in the contexts of global, national
and local concerns;
 The achievement of the goals and aims of educational programmes.
Student assessment is an important aspect of curriculum evaluation which

helps to facilitate the understanding of the impact and outcome of education
programmes. A fundamental measure of the success of any curriculum is the quality
of student learning. Knowing the extent to which students have achieved the
outcomes specified in the curriculum is fundamental to both improving teaching and
evaluating the curriculum.
http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/
Learning Objectives
At the end of Unit V, I am able to:
5. State the meaning of Curriculum Evaluation;

6. Determine the what, why and how of curriculum evaluation;
7. Determine the curriculum evaluation models; and
Setting Up
Direction: Write your personal definition of the difference of curriculum implementation and
curriculum evaluation. Discuss your definition. You will earn five (5) points for your
personal definition and five (5) points for your discussion.
Definition:
68 | P a g e
Discussion:
Lesson Proper
CURRRICULUM EVALUATION
The term “evaluation” generally applies to the process of making a value judgment. In
education, the term “evaluation” is used in reference to operations associated with curricula,
programs, interventions, methods of teaching and organizational factors. Curriculum
evaluation aims to examine the impact of implemented curriculum on student (learning)
achievement so that the official curriculum can be revised if necessary and to review
teaching and learning processes in the classroom. Curriculum evaluation establishes:
 Specific strengths and weaknesses of a curriculum and its implementation;
 Critical information for strategic changes and policy decisions;
 Inputs needed for improved learning and teaching;
 Indicators for monitoring.
Curriculum evaluation may be an internal activity and process conducted by the various
units within the education system for their own respective purposes. These units may include
national Ministries of Education, regional education authorities, institutional supervision and
reporting systems, departments of education, schools and communities.
Curriculum evaluation may also be external or commissioned review processes. These
may be undertaken regularly by special committees or task forces on the curriculum, or they
may be research-based studies on the state and effectiveness of various aspects of the
curriculum and its implementation. These processes might examine, for example, the
effectiveness of curriculum content, existing pedagogies and instructional approaches, teacher
training and textbooks and instructional materials.
Student Assessment
The ultimate goal of curriculum evaluation is to ensure that the curriculum is effective in
promoting improved quality of student learning. Student assessment therefore connotes
assessment of student learning. Assessment of student learning has always been a powerful
influence on how and what teachers teach and is thus an important source of feedback on the
appropriateness implementation of curriculum content.
69 | P a g e
Fulfilling the diverse objectives of diagnosis, certification and accountability requires
different kinds of assessment instruments and strategies selected to achieve specific purposes.
Assessment of student learning could be summative or formative, and there are various types of
tests to address different needs such as standardized tests, performance-based tests, ability
tests, aptitude tests and intelligence tests
(http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Resource_Packs/
TTCD/sitemap/Module_8/Module_8.html)
Furthermore, there are various concepts related to curriculum evaluation. Pawilen (2015)
enumerated in his book various curriculum scholars’ definition of curriculum evaluation based
on how they view curriculum, the purposes of curriculum, curriculum influences, and how
curriculum is implemented. Basically, according to these experts curriculum evaluation is:
 The process of delineating, obtaining, and providing information useful for decisions and
judgments about curricula (Davis 1980);
 The process of examining the goals, rationale, and structure of any curriculum (Marsh
2004). (In this book, curriculum evaluation is defined as the process of making objective
judgment to a curriculum- its philosophy, goals and objectives, content, learning
experience, and evaluation);
 The process of assessing the merit and worth of a program of studies, a course, or a field
of study (Print 1993);
 The means of determining the program whether the program is meeting its goals
(Tuckman 1985);
 The broad and continuous effort to inquire into the effects of utilizing content and
processes to meet clearly defined goals (Doll 1992); and
 The process of delineating, obtaining, and providing useful information for judging
decision alternatives (Stufflebeam 1971).
Consequently, curriculum evaluation is also concerned with finding out whether the
curriculum is relevant and responsive to the needs of the society and the learners. It is a
scientific and dynamic process of understanding the merit of any curriculum.
Purposes of Curriculum Evaluation

Print (1993) identified several important purposes and functions of evaluation in school
setting:
 Essential in providing feedback to learners – provides useful information in helping the
students improve their performance and helps teachers teachers identify the strength
and weaknesses of the learners
 Helpful in determining how well learners have achieved the objectives of the
curriculum-describes whether the students learned or mastered the desired outcomes
and objectives of the curriculum
 To improve curriculum-the result of evaluation serves as basis for improving curriculum
and for suggesting innovations to improve learning.
In addition, curriculum evaluation is also useful to administrators and teachers in many

different ways. For example:
 Evaluation helps in making decision about improving teaching and learning processes.
 It helps in shaping academic policies.
 It guides in initiating curricular changes and innovations.
 It ensures quality of any curricular program.
 It helps schools align their curriculum to different curriculum sources and influences.
 It determines the level of success of the school’s vision and mission.
70 | P a g e
Conducting curriculum evaluation is a determinant of an academic institution or
school’s commitment to quality and continuous improvement. It shows how serious a school can
be in realizing its philosophy, vision, and mission.
(https://www.coursehero.com/file/p3mqbv6/To-improve-curriculum-the-result-of-the-
evaluation-serves-as-basis-for/) Conversely, Emerita Reyes et al (2015) pointed out that
curriculum needs to be evaluated in order to determine if it meets the current demands of
educational reforms that have been made. results of evaluation would provide education
authorities to make necessary adjustments or improvements in case of possible gaps that may
exist between the curriculum being implemented and the identified educational requirements.
WHAT TO EVALUATE?
According to Ornstein & Hunkins (1998), evaluation may be undertaken to gather data and
relevant information that would assist educators in deciding whether to accept, change, or
eliminate the curriculum in general or an educational material in particular. Objects or subjects
for evaluation may be the whole curriculum itself or its specific aspects such as goals, objectives,
content, methodology and even the results or outcomes. The different phases or stages in
curriculum development may also be the focus of evaluation.
1) Goals and Objectives
All the processes and the mechanisms needed in designing a curricular or
educational program are based on the goals and objectives, hence, they have to be
evaluated, primarily to determine whether these goals and objectives are worthwhile
bases used in developing the program and if they are achievable that result in the
desired outcomes. Additionally, it is important to note that the contents, materials and
methodologies of a curriculum must fit the goals and objectives to which such program
are conceptualized and even developed.
2) Content and Methodology

Contents of the developed curriculum or any educational program need to be
examined and evaluated in order to determine whether they relate with the needs of the
learners whom the curriculum was developed, and also to establish the congruency
between the methodology and the curriculum objectives as well as determine the
appropriateness of the content (Gattawa 1990).
3) Outcomes/Results
The evaluation of outcomes or results goes hand in hand with the evaluation of
objectives, content and methodology. These outcomes or results serve as the ultimate
measure of how successful or effective the curriculum has been in achieving its goals
and objectives. Outcomes evaluation is conducted to draw out information and data that
can be used in improving the curriculum as a whole.
FORMS OF EVALUATION
Evaluation may take two forms and both can be done to provide data and information
imperative in arriving at a particular decision.
1. Formative Evaluation is the process of looking for evidence of success or failure of a

curriculum program, a syllabus or a subject taught during implementation intended to
improve a program (Glickman, Gordon, 2004). As the term implies, it involves the data
gathered during the formation or implementation of the curriculum which may serve as
important bases in revising the curricular program being implemented. It is done at the
same time that the program is ongoing throughout its duration in order to make sure
that all aspects of the curriculum being implemented are likely to produce desired and
expected results.
71 | P a g e
2. Summative Evaluation is the form of evaluation used at the end of the implementation
of a program. As the term implies, it involves gathering of needed data usually collected
at the end of the implementation of the curriculum program. It is used to assess whether
or not the program or project or even an activity really performed according to how
they were originally designed or developed. In most cases, this form of evaluation serves
as basis in deciding about whether or not the curriculum or program will continue, be
subjected to improvement or revisions, or perhaps be terminated already.
CURRICULUM EVALUATION MODELS

Conducting an evaluation of a curricular program requires specific and systematic
procedures in accordance with certain approaches and techniques that have to be determined
based on what needs to be evaluated. The following models can be useful in the evaluation
process.
1. Tyler’s Objectives-Centered Model
In curriculum development process. Tyler’s Ends- Means Model begins with defining the
teacher’s philosophy, followed with identifying the desired outcomes spelled out in the forms of
educational goals, purposes and objectives, and then proceeding with designing and evaluating
the curriculum accordingly by means of examining the three essential elements: the learners,
the life in the community and the subject matter.
Tyler’s Objectives-Centered Model (1950) can be described in terms of the rational and
systematic movement of evaluating procedures looking at the several related steps (Glathorn,
1987 p. 273) as indicated below:
 Begin with the behavioral objectives that have been previously determined.
 Identify the situations that will give the student opportunity to express the behavior
embodied in the objective and that evoke or encourage such behavior.
 Select, modify, or construct suitable evaluation instruments, and check the instruments
for objectivity, reliability, and validity.
 Use the instruments to obtain summarized or appraised results.
 Compare the results obtained from several instruments before and after given periods
in order to estimate the amount of change taking place.
 Analyze the results in order to determine strengths and weaknesses of the curriculum
and to identify possible explanations about the reason for this particular pattern of
strength and weaknesses.
 Use the results to make the necessary modifications in the curriculum.
Basically, described as rational and systematic, Tyler’s Objectives-Centered Model in

evaluating curriculum has been found to be advantageous as it is relatively easy to understand
and apply.
2. Stufflebeam’s Context, Input, Process and Product Model (CIPP)

It was developed by Phi Delta Kappa chaired by Daniel Stufflebeam (1971). This model
accordingly, seemed to appeal educational leaders, emphasizes the importance of producing
evaluative data that can be used for decision making, since the view of the phi Delta
Committee that worked on the model was that decision making is the sole justification and
rational for conducting an evaluation. Braden (1992) posits that this model can be used for
both formative and summative kinds of evaluation activity.
To respond more effectively to the needs of decision makers, this Stufflebeam model
provides a means for generating data relative to the four phases of program evaluation:
 Context Evaluation is intended to continuously assess needs and problems in
context in order to help decisions makers
determine goals and objectives. To serve planning decision (Worthen and
Sanders,1987),this element of CIPP Model “is intended to describe the status or
context or setting so as to identify the unmet needs, potential opportunities,
problems, or program objectives that will be evaluated” (Pace & Friedlander, 1987
as stated by Reyes and Dizon, 2015).
 Input Evaluation is used in assessing alternative means for achieving those goals
and objectives in order to help decision makers choose optimal means. To serve
structuring decisions (Worthen & sanders, 1987), this element is intended for
72 | P a g e
evaluators to provide information that could help decision makers in selecting
procedures and resources for the purpose of designing or choosing appropriate
methods and materials (Pace & Friedlander, 1987 as stated by Reyes and Dizon,
2015).
 Process Evaluation. To monitor the processes, both to ensure that the menas are
actually implemented, and to make the necessary modifications, is the main task of
this element of CIPP Model. It serves in implementing decisions (Worthen &
Sanders, 1987), as it makes sure that the program is going as intended, identifies
defects or strengths in the procedures (Pace & Friedlander, 1987 as stated by Reyes
and Dizon, 2015).
 Product Evaluation. This is used to compare actual ends with intended or desired
ends, eventually leading to a series of modifying and/or recycling decisions. It
serves in recycling decisions (Worthens & Sanders, 1987), where there is a
combination of progress and outcome evaluation stages (Pace & Friedlander, 1987
as stated by Reyes and Dizon, 2015) that serves in determining and judging program
attainments.
Glatthorn (1987) points out that all throughout the four stages of the model, the
following specific steps are undertaken:
1. Identify the kinds of decisions.
2. Identify the kinds of data neded to make decisions.
3. Collect those data needed.
4. Establish criteria for determining quality.
5. Analyze data collected on the bases of established criteria.
6. Provided needed information to decision makers explicitly.
To sum up, the CIPP Model looks at evaluation both in terms of processes and products
or outcomes not only at the conclusion of the program but also at various phases or stages of
program implementation. Outcomes are expected to be offshoots of determined objectives, and
differences are noted between expected and actual results. In effect, CIPP Model enables the
decision makers to continue, terminate, or modify the program (Pace & Friedlander, 1987).
3. Stake’s Responsive Model. This model is developed by Robert Stake (1973), this evaluation
model gives more emphasis on a full description of the evaluation program as well as the
evaluation process itself. Stake believes that the concerns of the stakeholders for whom the
evaluation is done, should be primordial in determining all sorts of issues surrounding
evaluation process itself. Described as a responsive evaluation approach, this model is an
approach that trades off some measurement precision in order to make the findings more useful
to persons involved with the program.
Three Essential Elements

 Antecedents- refer to the conditions existing prior to intervention;
 Transactions- which pertain to events or experiences that constitute the program; and
 Outcomes- which are the effect of the program.
Two special aspects may also describe this particular model:

 The distinction between intents and observation; and
 The difference between standards and judgments about what affects occurred. In effect,
the model may be regarded as comparative (A is better than B?) or not (Does A do what
is meant to do?) (Ogle, 2002 as cited in Sumayo, 2012 and also cited by Dizon and Reyes
in 2015).
According to Worthen and Santhers (1987), as mentioned by Ogle (2002), and cited by
Dizon and Reyes (2015), the evaluator would use this model, following these steps:
1. Provide background, justification, and description of the program rationale
(including its need);
2. List intended antecedents (inputs, resources, existing conditions), transactions
(activities, processes), and outcomes.;
73 | P a g e
3. Record observed antecedents, transactions, and outcomes (including observations of
unintended features of each);
4. Explicitly state the standards (criteria, expectations, performance of comparable
programs) for judging program antecedents, transactions and outcomes; and
5. Record judgments made about the antecedent conditions, transactions, and
outcomes.
Stake himself as cited in Glathorn (1987; pp. 275-276) recommends the following steps in
employing his model which he considers as an interactive and recursive evaluation process:
1. The evaluator meets with clients, staff, and audiences to gain a sense of their
perspectives on and intentions regarding the evaluation;
2. The evaluators draws on such discussions and the analysis of any documents to
determine the scope of the evaluation project.
3. The evaluator observes the program closely to get a sense of its operation and to
note any unintended deviations from announced intents.
4. The evaluator discovers the stated and real purposes of the project and the
concerns that various audiences have about it and the evaluation.
5. The evaluator identifies the issues and problems with which the evaluation
should be concerned. For each issue and problem, the evaluator develops an
evaluation design, specifying the kinds of data needed.
6. The evaluator selects the means needed to acquire the data desired. Most often,
the means will be human observers or judges.
7. The evaluator implements the data-collection procedures.
8. The evaluator organizes the information into themes and prepares “portrayals”
that communicate in natural ways the thematic reports. The portrayals may
involve videotapes, artifacts, case studies, or other “faithful representations”.
9. By again, being sensitive to the concerns of the stakeholders, the evaluator
decides which audiences require which reports and chooses formats most
appropriate for given audiences.
House (1980) as cited in Ogle (2002) points out very clearly that the essential
components of Stake’s Responsive evaluation are:
 The belief that there is no true value to anything (knowledge is context
bound)’
 The belief that stakeholder perspectives are integral elements in evaluation,
and
 The belief that case studies are the best method for representing the beliefs
and values of stakeholders and of reporting evaluating results.
Evidently, the main advantage of this responsive model is its being sensitive to clients or
stakeholders, in particular, their concerns and their values. If effectively used, this model should
result in evaluations highly useful to clients.
4. Eisner Connoisseurship Model. This model is developed by Elliot Eisner (1979) through his
background in aesthetics and education, this model is an approach to evaluation that gives
emphasis to qualitative appreciation. Eisner argued that learning was too complex just to be
broken down to a list of objectives then measured quantitatively to find out if these objectives
have been attained or that learning has taken place, therefore, it is imperative that in evaluating
a program, it is important to get into the details of what is actually happening inside the
classroom, instead of just considering the small bits and pieces of information vis-a-vis the
objectives of a particular learning episode. It is in this premise that Eisner developed and
proposed the Connoisseurship Model on the belief that a knowledgeable evaluator can
determine whether a particular curricular program has been successful using a combination of
skills and experience. The word connoisseurship comes from the Latin word cognoscere,
meaning to know (https://www.coursehero.com/file/36747137/CurDev-ReportPreciouspptx/).
74 | P a g e
References
Books
Bilbao, Purita P., Dayagbil Filomena T., Corpuz, Brenda B. (2015). Curriculum
Development for Teachers. Cubao, Quezon City: Lorimar Publishing Co., Inc.
De Guzman, Estefania S., Adamos, Joel L. (2015). Assessment of Learning. Cubao, Quezon
City: Adiana Publishing Co., Inc.
Palma, Jesus C. (1992). Curriculum Development System. 125 Pioneer St., Mandaluyong
City: National Book Store
Reyes, Emerita D., Dizon, Erlinda (2015). Curriculum Development. Assessment of
Learning. Cubao, Quezon City: Adiana Publishing Co., Inc.
University of Chicago Press
Webliography
1. http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/
2. http://www.allresearchjournal.com/archives/2015/vol1issue11/PartI/1-11-80.pdf
3. https://pdfs.semanticscholar.org/edcc/
33f0d4099fcbc7a87a0cfeaafa0691c47563.pdf
4. https://files.eric.ed.gov/fulltext/EJ1180614.pdf
5. http://talc.ukzn.ac.za/Libraries/Curriculum/
models_of_curriculum_evaluation.sflb.ashx
6. https://www2.education.uiowa.edu/archives/jrel/fall01/Johnson_0101.htm
7. https://www.slideshare.net/RizzaLynnLabastida/chapter-4-evaluating-the-
curriculum-67274672
8. https://www.nap.edu/read/10024/chapter/7
9. https://ctb.ku.edu/en/table-of-contents/evaluate/evaluation/framework-for-
evaluation/main
75 | P a g e
Assessing Learning
Activity 14
Name: ______________________________________ Date: ______________________
Direction: Write your personal definition of curriculum. Discuss your definition. You will
earn five (5) points for your personal definition and five (5) points for your discussion.
Write clearly and avoid any erasures.
Definition:
Discussion:
76 | P a g e
Activity 15
Name: ______________________________________ Date: ______________________
Direction: You list down five (4) curriculum evaluation models.
Discuss on how the following models can be useful in the evaluation process.
Curriculum Discussion
Evaluation
Models
1.
2.
3.
4.
77 | P a g e
Activity 16
Name: ______________________________________ Date: ______________________
Direction: Identification. Write the correct answer on the blank provided before each
number.
Strictly no erasures allowed!
______________________________1. It has always been always been a powerful influence on how

and what teachers teach and is thus an important source of
feedback on the appropriateness implementation of
curriculum content.
______________________________2. Element that intended to describe the status or context or
setting so as to identify the unmet needs, potential
opportunities, problems, or program objectives that will
be evaluated.
______________________________3. Model that is an approach to evaluation that gives emphasis
to qualitative appreciation.
______________________________4. It provides the basis for curriculum policy decisions, for
feedback on continues adjustments and process of
curriculum implementation.
______________________________6. According to them evaluation may be undertaken to gather
data and relevant information that would assist educators in
deciding whether to accept, change, or eliminate the
curriculum in general or an educational material in
particular.
______________________________6. According to him the curriculum evaluation is the process of
delineating, obtaining, and providing information useful for
decisions and judgments about curricula.
______________________________7. This term is used in reference to operations associated with
curricula, programs, interventions, methods of teaching and
organizational factors.
______________________________8. Refers to the processes and the mechanisms needed in
designing a curricular or educational program are based
on the goals and objectives, hence, they have to be
evaluated, primarily to determine whether these goals
and objectives are worthwhile bases used in developing
the program and if they are achievable that result in the
desired outcomes.
______________________________9. He enumerates in his book various curriculum scholars’
definition of curriculum evaluation based on how they
view the curriculum, the purpose of the curriculum,
curriculum influences, and how curriculum is implemented.
______________________________10. It serves as the ultimate measure of how successful or
effective the curriculum has been in achieving its goals and
objectives.
78 | P a g e

Understanding Curriculum Development

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Understanding Curriculum Development

Uploaded by

Copyright:

Available Formats

UNIT I: AN OVERVIEW OF THE CURRICULUM

At the end of the lesson, I am able to:

1. Define curriculum from different perspectives;

THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT

Concepts, Nature and Purposes of Curriculum

The numerous definitions of a curriculum are influenced by modes of thoughts,

Table 1. Characteristics of the Curriculum

In short, the traditionalists view it as simply a document which describes a

Curriculum development is the process of selecting, organizing, executing, and

Table 3. Types of Curriculum

Curriculum policies, such as the 1987 Constitution of the Republic of the

Table 4. Department of Education’s (DepEd) Roots

The Higher Education

The Commission on Higher Education (CHED) is a government organization

Colleges are classified as tertiary institutions that traditionally offer a handful of

State universities and colleges (SUCs), CHED-supervised higher education

1. Public Tertiary Education

The Accrediting Association of Chartered Colleges and Universities of the

Together with the Securities Exchange Commission, the Technical Vocational

2. Private Tertiary Education

The Adventist University of the Philippines, Ateneo de Manila University, Ateneo de

FOUNDATIONS OF CURRICULUM DEVELOPMENT IN THE PHILIPPINES

2. The Spanish Period

4. The Curriculum during the Commonwealth

6. The Curriculum during the Liberation Period

7. The Curriculum during the Philippine Republic

8. The Curriculum during the New Society

 Curricular changes in the Secondary Education

 Curricular emphases are:

B. Philosophical Foundation of the Curriculum

Educational philosophy lays the strong foundation of any curriculum. A curriculum

Table 5. Aims, Roles, Focuses, and Trends of Educational Philosophy

C. Psychological Foundations of the Curriculum

E. Social Foundations of Education

According to Burks (1998) content is useful;

CHARACTERISTICS OF A GOOD CURRICULUM

The effectiveness of the development of a curriculum determines the quality of the

1. The Curriculum is continuously evolving.

4. The Curriculum is the result of a long-term effort.

5. The Curriculum is a complex of details.

6. The Curriculum provides for the logical sequence of subject matter.

7. The Curriculum complements and cooperates with other programs of the

8. The Curriculum has educational quality.

9. The Curriculum has administrative flexibility.

Burks, Kendra (1998). Elementary Instruction Specalist. Pleasanton Indepnedent School

Martin M (1989). “The curriculum a comparative perspective”. London unwind

European Journal of Contemporary Education, 2012, Vol. (20), No. 2.

Name: ______________________________________ Date: __________________

2. What are the objectives of the lesson plan?

3. What is the subject matter content?

4. What strategies or methods of teaching are utilized?

5. What evaluation procedure is used?

6. Do the four elements fit or match one another? Explain.

8. Are there solutions to these conditions? What do you propose?

ELEMENTS OF CURRICULUM DESIGN

Figure 1: Elements of Curriculum Design

These are the following:

1. Behavioral Objectives or intended Learning Outcomes

The following are the examples:

In the classroom context, the designing curriculum is designing instruction.

The decision regarding the choice of meaningful learning experiences,

Figure 2. Constructive Alignment in Designing Curriculum

In selecting content, Bilbao, et al (2015), remind us of the following:

Name: ____________________ Date: