MODULE 8: PHASES AND PROCESS OF CURRICULUM DEVELOPMENT

(Continuation)
A. Curriculum Design and Organization
a. Definition of Curriculum design
b. Fundamentals of Curriculum Design
c. Types of Curriculum Design
d. Things to consider in designing curriculum
e. Sequencing Curriculum Content
f. Elements or Components of Curriculum design
g. Approaches in curriculum designing
B. Curriculum implementation
a. Models of implementation
b. Change processes
c. institutionalization
WEEK NUMBER: 8

TIME ALLOTMENT: 3 HOURS

OBJECTIVES:
At the end of the period, the students will be able to:
a. Demonstrate knowledge of curriculum planning design and organization,
implementation, evaluation and improvement

LEARNING CONTENT:

CURRICULUM DESIGN AND ORGANIZATION INTRODUCTION

Introduction

Curriculum design is a term used to describe the purposeful, deliberate, and

systematic organization of curriculum (instructional blocks) within a class or course. In
other words, it is a way for teachers to plan instruction. When teachers design
curriculum, they identify what will be done, who will do it, and what schedule to follow.

Discussion

A. Curriculum Design Definition

✓ According to Bilbao, et. al. (2015), a curriculum as a planned sequence of
learning experiences should be at the heart and mind of every teacher.
Therefore, every teacher should be involved in designing a curriculum. Every
single day, a teacher designs a lesson or utilizes a curriculum that has been
made and was previously written. Designing a curriculum is a very
challenging task. It is here where the style and creativity of the teacher come
in.
✓ Karen Schweitzer (2019) defines curriculum design as a purposeful,
deliberate and systematic organization of curriculum within a class or a
course. In other words, it is a way for teachers to plan instruction. When
teachers design curriculum, they identify what will be done, who will do it
and what schedule to follow. Simply put, curriculum design is the planning
period when teachers organize instruction.
✓ Curriculum designing is the way curriculum is conceptualized to include the
selection and organization of content, the selection of learning experiences or
activities and the selection of the assessment procedure and tools to
measure achieved learning outcomes.
 ✓Teachers design each curriculum with a specific educational purpose in mind.
The ultimate goal is to improve student learning, but there are other reasons
to employ curriculum design as well.
B. Fundamentals of Curriculum Design
✓ According to Peter Oliva, every curriculum designer should take in mind the
following general principles or axioms as a guide in curriculum development:
i. Curriculum change is inevitable, necessary and desirable.
Teachers should respond to the changes that occur in school and its
context. Societal development and knowledge revolution come so fast
that the need to address the changing condition requires new
curriculum designs
ii. Curriculum is a product of its time. A relevant curriculum should
respond to changes brought about by current social forces,
philosophical positions, psychological principles, new knowledge and
educational reforms. This is also called timeliness.
iii. Curriculum changes made earlier can exist concurrently with
newer curriculum changes. A revision in a curriculum starts and
ends slowly. More often, curriculum is gradually phased in and phased
out, thus the changes that occur can coexist and overtimes overlap
for long periods of time.
iv. Curriculum change depends on people who will implement the
change. Teachers who will implement the curriculum should be
involved in its development, hence should know how to design a
curriculum. Because the teachers are the implementers of the
curriculum, it is best that they should design and own the changes.
This will ensure an effective and long-lasting change.
v. Curriculum development is a cooperative group activity. Group
decisions in some aspects of curriculum development are suggested.
Consultations with stakeholders, when possible, will add to a sense of
ownership. Even learners should participate in some aspects of
curriculum designing. Any significant change in the curriculum should
involve a broad range of stakeholders to gain their understanding,
support and input.
vi. Curriculum development is a decision – making process made
from choices of alternatives. A curriculum designer must decide
what content to teach, philosophy or point of view to support, how to
provide for multicultural groups, what methods or strategies and what
type of evaluation to use.
vii. Curriculum development is an ongoing process. Continuous
monitoring, examination, evaluation and improvement of curricula are
to be considered in the design of the curriculum. As the need of
learners change, as society changes, and as new knowledge and
technology appear, the curriculum must change.
viii. Curriculum development is more effective if it is a
comprehensive process rather than a “piecemeal”. A curriculum
design should be based on a careful plan, should clearly establish
intended outcomes, support resources and needed time available and
should equip teaching staff pedagogically.
ix. Curriculum development is more effective when it follows a
systematic process. A curriculum design is composed of desired
outcomes, subject matter content complemented with references, set
of procedures, needed materials and resource and evaluation
procedure which can be placed in a matrix.
 x. Curriculum development starts from where the curriculum is.
Curriculum designers should begin with existing curriculum. An
existing design is a good starting point for any teacher who plans to
enhance and enrich a curriculum.

C. Types of Curriculum Design

✓ There are four basic types of curriculum design:
i. Subject-centered design - Subject-centered curriculum design
revolves around a particular subject matter or discipline. Subject-
centered curriculum design describes what needs to be studied and
how it should be studied. It is the most popular among the four types
of curriculum designs.
1. Subject design
2. Academic Disciplines Design
3. Integrated design
a. Interdisciplinary
b. Multidisciplinary or broad fields
c. Core
ii. Learner-centered design - Learner-centered curriculum design
takes each individual's needs, interests, and goals into consideration.
Learner-centered curriculum design is meant to empower learners and
allow them to shape their education through choices. Learner-
centered curriculum design also requires that teachers balance
student wants and interests with student needs and required
outcomes, which is not an easy balance to obtain.
1. Child-centered design
2. Activity/ Experience Design
3. Humanistic Design
iii. Problem-centered design - Problem-centered curriculum design is
also a form of student-centered design. Problem-centered curricula
focus on teaching students how to look at a problem and come up
with a solution to the problem. Problem-centered curriculum design
increases the relevance of the curriculum and allows students to be
creative and innovate as they are learning.
1. Thematic design
2. Problem design
3. Life-situations design
iv. Core Learning Designs – Theses curriculum designs focus on
learning a set of common subjects, disciplines, courses skills or
knowledge that is necessary for students to master. It aims to provide
a uniform type of education based on a certain philosophy or
educational theory.
1. Core Design
2. National Core Curriculum Design

D. Things to consider in designing curriculum

✓ There are two major forces considered in designing curriculum.
i. Horizontal Organization
ii. Vertical Organization
E. Sequencing Curriculum Content
✓ Sequencing is defined as the efficient ordering of the content in order
to improve the learners’ understanding, and help them achieve the
objectives
i. Simple-to-complex learning indicates the content is optimally
organized in a sequence proceeding from easy (often concrete) to
more difficult (often abstract) content.
ii. Prerequisite learning works on the assumption that bits of
information must be grasped before other bits can be comprehended.
(fundamental things must be learned ahead)
iii. Whole-to-part learning is arranged so that the content or
experience is first presented in an overview that provides students
with a general idea of the information or situation. (an overview
before the specific content or topics)
iv. Chronological learning refers to content whose sequence reflects
the times of real-word occurrences. History, political science and
world events are organized chronologically. (the order of events)
v. Increasing Abstraction content can be sequenced according to the
idea or principle that a student can learn most effectively if the
concept or skill is related or relevant to own personal experiences.

SUMMARY

In this lesson we learned about the definition, fundamentals, types, things to

consider and sequencing in curriculum design.

Supplementary Videos
1. Curriculum Design and Organization.
https://www.youtube.com/watch?v=h7q8HQB8408

REFERENCES:
1. Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Quezon City: Lorimar Publishing, Inc.
2. Bilbao, P. P., Dayagbil, F. T., and Corpuz, B. B (2020). The Teacher and the school
curriculum. Quezon City: Lorimar Publishing, Inc.
3. Ornstein,A.C., and Hunkins, F. P(2017). Curriculum: Foundations, Principles and
Issues,7th edition. Pearson Education © 2017
4. Pawilen,G.T (2019). Curriculum Development: A Guide for Teachers and Students.
Rex Publishing

Learning Task/ Activity

Module 8

Name: _______________________ Program and Year: __________________

General Guidelines:

1. You may write your answers on a clean sheet of bond paper or encode it thru MS
Word with your name, course and year level, week number, course number, and
course description; use black ball pen in writing your answers or encode your
answers on Microsoft Word and convert it to PDF Format.

Example: DELA CRUZ, JUAN D. BSBA 1 WEEK 13

GEC 003 – PURPOSIVE COMMUNICATION
 2. After writing or encoding your answers, use CamScanner application on your
smartphone to capture image/s of your answer sheet/s.
3. Send your answers to Microsoft Teams (Assignment tab)
4. Your answer sheet should be sent in PDF form and name your file with this
format: Surname-Course Number-Week Number-Quiz Number /Activity Number
(all in capitalized letter).
Example: DELA CRUZ-GEC 003-WEEK1-QUIZ/ACTIVITY.

Learning Task 6: Brief Response: Direction: Let’s check your understanding by

answering the following questions. Limit your answers to 3-5 sentences. Use bond paper.
(20 points)

1. Examine the benefits and possible pitfalls of subject-centered designs.

2. Identify the benefits of having a learner-centered design curriculum.

3. Examine the benefits and possible pitfalls of problem-centered design.

4. What kind of curriculum design influences mostly the K to 12 Curriculum?

SCORING RUBRIC FOR LEARNING TASK

20 points Comprehensive answer and includes extensive information
18 points Well written answer includes some strong analysis
15 points Well written answer but lacks analysis
10 points Lacks of organization and uses little information
1 point Barely addresses the question

Prepared by:

REYMALYN D. COMA, LPT, MAED

English Instructor

Reviewed and Approved by:

ANGELO K. LAHINA, LPT, MAT

Program Head, Teacher Education