CURRICULUM DEVELOPMENT HANDOUT

I. CURRICULUM

 What is Curriculum?

 “EDUCATIONAL PROGRAM OF SCHOOL” (Albert Oliver, 1977)

 All experiences learners need to learn.
 All means of instruction (Krug, 1957)
 set of goals and values, which are activated through a development process culminating in classroom
experiences for students.

 What is Curriculum Development

 It is defined as the process of selecting, organizing, executing and evaluating the learning

experiences on the basis of the needs, abilities, and interest of learners, and on the basis of

the nature of the society or community.

II. STAKEHOLDERS IN CURRICULUM DEVELOPMENT

A. School-based

1. LEARNERS

 needs and abilities are the basis of curriculum content solution

 achievement level measures the effectiveness of the curriculum

2. TEACHERS

 establish direction and implementation of a particular program

 select content to be given emphasis
 assist/ contribute in the preparation of the scope and sequence of the program
 attend to the pedagogical concerns such that they modify the curriculum to suit the needs of the learners
 help in evaluating the effectiveness of the curriculum

3. SCHOOL ADMINISTRATORS

 supervise curriculum implementations

 select, recruit and hire qualified teachers
 admit students
 take charge in the procurement of school equipment and instructional materials needed for the effective
delivery of instruction

B. Community-based

1. PARENTS

 support and participate in parent-school organizations where priorities for the curriculum are set

2. PUBLISHERS

 provide/ develop instructional materials based on the prescribed curriculum

3. LAW MAKERS/ GOVERNMENT OFFICIALS

 authorize school budget

 enact legislation to effect curriculum change or improvement
 issue guidelines in designing and implementing curriculum

4. COMMUNITY-AT-LARGE

 often dictates the purpose, goals and content of school curricula

 recommend directions and changes in the curriculum
III. TEACHER AS CURRICULARIST
1. KNOWER

 knowing about the curriculum, the subject matter or the content

 acquiring academic knowledge about formal and informal disciplines
 mastery of the subject matter.

2. WRITER

 Writes the curriculum

 takes record of knowledge concepts, subject matter or

content.

 writes books, modules, laboratory manuals, instructional guides, and reference materials in paper or
electronic media

3. PLANNER

 make a yearly, monthly or daily plan of the curriculum.

 takes into consideration the learners, support material, time, subject matter or content, desired outcomes ,
context of the learners among others in planning the curriculum.

4. INITIATOR

 Implements curriculum to the schools from DepEd, CHED, TESDA, UNESCO, UNICEF or other educational
agencies for improvement of quality education
 Implementation of a new curriculum requires the open mindedness of the teacher, and the full belief that the
curriculum will enhance learning

5. INNOVATOR

 Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always dynamic, hence keeps
on changing

6. IMPLEMENTER

 teacher becomes the implementer of the curriculum

 engages with the learners, with support materials in order to achieve the desired outcome.
 teaching, guiding and facilitating skills of the teacher is expected

7. EVALUATOR

 determine if the desired learning outcomes have been achieved

IV. FOUNDATIONS OF CURRICULUM

A. PSYCHOLOGICAL FOUNDATION - forms the basis for the methods, materials and activities for
learning and subsequently serves as basis for many curriculum decisions.

MAJOR THEORIES PROPONENTS CURRICULUM

MAJOR THEORIES PROPONENTS CURRICULUM

1.1. Behaviorism 1. Edward • curriculum should be organized so students
Thorndike experience success in mastering the subject matter
2. Ivan Pavlov • highly prescriptive and diagnostic in approach
3. Burrhus • rely on step-by-step procedure, structured
Frederic methods of learning
Skinner • for students who have difficulty learning,
curriculum and instruction can be broken down
into small units with appropriate sequencing of
 tasks and reinforcement of desired behavior
1.2. Cognitive 1. Jean Piaget  the cognitive approach constitutes a logical method
Development 2. John Dewey for organizing and interpreting learning
3. Jerome  the approach is rooted in the tradition of subject
Bruner matter
 educators have been trained in cognitive approaches
and they have better understanding of them

1.3. Phenomenology 1. Abraham • phenomenologists view the individual in relation to

Maslow the field of which he or she operates
2. Carl Rogers • different things to different people
3. Louis Raths • phenomenologists attempt to rescue learning theory
from the narrow and rigid behaviorists and from
overstress on cognitive processes
• the raw data of personal experiences are vital to
understanding learning

B. PHILOSOPHICAL FOUNDATION - influences the school’s goals or aims and content as well as the
organization of its curriculum.

DIFFERING VIEWS OF EDUCATION

TRADITIONAL PROGRESSIVE

1. INTELLECTUAL DEVELOPMENT
• certain subjects train the mind • liberal arts, sciences and practical arts
• ready-made experiences by written and develop the whole individual
spoken words • education conceived as instruction
• all subjects contribute to intellectual • liberal arts, sciences and practical arts
development develop the whole individual
• acting, acquiring meaning and problem-
solving • education conceive as creative self-learning

2. FUNCTIONED CITIZEN
• intellectual development makes for good • development of good morals and useful skills
Citizenship
• knowledge and discipline prepare pupil to • direct experience in democratic living
exercise freedom
3. LEARNERS AS INDIVIDUALS IN OUR SOCIETY
• follow traditional modes of learning with • develop own learning modes within a
prepared curriculum flexible curriculum
• homogenous grouping and special grouping • segregation of learner as undemocratic
• educated rigorously to accept roles in • educated to non conformity, individuality,
society creativeness

4. LEARNERS AS ACTUAL/POTENTIAL WORKERS

• vocational education follows liberal arts • vocational and liberal education hand in hand
5. CHARACTERISTICS OF CURRICULUM
• fixed, absolute • relative
• subject matter as important and taught for • subject as important for immediate use
future use
C. SOCIO-CULTURAL - relationship between the schools and society and its influence on curriculum

decisions

A. SOCIETAL INFLUENCES

a. inhibit change through traditions

b. rate and direction of change

c. correspond to societal changes

d. apply pressure through societal demands

B. SOCIETAL CHANGES

a. science and technology

b. improved communication

c. change family roles

d. population explosions

e. social mobility

f. value crisis

g. subject matter related to events

h. facilities / materials product of technology

i. active participation of stakeholders

j. accountability

D. HISTORICAL FOUNDATIONS - reflects the educational focus prevalent during a particular period or

event in Philippine history.

HISTORICAL ERAS

PERIOD GOAL FOCUS METHOD CHARACTERISTICS

1. PRE-HISPANIC • Integration of • Customs and • Oral immersion • Not formal
individuals into traditions • community-based
the tribe • no educational
system
2. SPANISH • Spread of • Religion • Catechetical • No grade level
Christianity instruction • church-based
• use of corporal • no educational
punishment system
• rote
memorization
3. AMERICAN • Spread of • Academic • Democratic • Formal
democracy English • English as • Structured
Language and medium of • existence of an
Literature instruction educational system
4. JAPANESE • Spread of the • Principles of • Rote • Propaganda tool
New Asian the New Order memorization • repressively anti-
Order • use of threat American and anti-
and punishment British
• military-backed
existence of an
educational system
V. CURRICULUM APPROACHES

A. TECHNICAL-SCIENTIFIC APPROACH - reflects the traditional view on education and formal methods of

schooling. Views curriculum development as something similar to engineering and architecture

I. Behavioral-Rational Approach

 oldest and still the most preferred approach

 it is a means - end approach which is logical and prescriptive

A.1 CURRICULUM MODELS

 RALPH TYLER MODEL (Tyler's Rationale)

1. What educational purpose should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these education experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?

 HILDA TABA'S (1962) Seven Stages of Curriculum Development

1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
4. Organization of content
5. Selection of learning experiences
6. Determination of what and how to evaluate
7. Organization of learning experiences

A.2 CURRICULUM CONTRIBUTORS:

 FRANKLIN BOBBIT
1. Started curriculum development movement
2. Prepares learners for adult life
3. Objectives and activities should group together when tasks are clarified

 WERRET CHARTERS
1. Subject matter or content relates to objectives
2. Objectives and activities should match

 WILLIAM KILPATRICK
1. Curricula are purposeful activities which are child-centered
2. Purpose of curriculum is child development
3. Introduced project method where teacher and student plan the activities

 HAROLD RUGG
1. Curriculum develop the whole child
2. Produce outcomes
3. Teacher plans the curriculum in advance

 HOLLIS CASWELL
1. Curriculum is organized around social functions
2. Instruction and learning are interrelated
3. A set of experience. Subject matter is developed around social functions and learning interests.

 PETER OLIVA
1. Teachers and curriculum specialist constitute the professional core of planners.
2. Significant improvement is achieved through group activity
B. Non - Technical/ Non - Scientific Approach

1. HUMANISTIC - AESTHETIC APPROACH

 promotes the liberation of learners from authoritarian teachers

 encourages group learning activities which promote cooperation rather than individual competition

 emphasis on how to learn, not on what to learn

2. RECONCEPTUALIST APPROACH
 reflects the existentialist orientation

 purpose of education is to emancipate society from traditional, outmoded orders through individual free
choice

 emphasize learning experiences that develop personal self-expression

3. RECONSTRUCTIONISM
 considers the school as an agent of change, an institution of social reform

 emphasized cultural pluralism, internationalism and pluralism which are beyond individual concerns.

VI. CURRICULUM DEVELOPMENT PROCESS

A. CURRICULUM
Involves:

1. situation analysis

2. goal setting and need identification

3. budget determination,

4. decision-making regarding implementation and evaluation details

B. CURRICULUM ORGANIZATION AND DESIGN

Involves:

1. design, pattern, or simply the arrangement of elements of curriculum

2. selection of content/subject matter/competencies/learning activities

3. grade placement

4. time allotment

5. sequence of content/activities

Answers :

1) what is to be done?;

2) What subject matter is to be included?;

3) What instructional strategies, resources and activities will be employed?;

4) What methods and instruments will be used to appraise the results of the curriculum?
B.1 Criteria for selecting content

1. VALIDITY - authenticity of information

2. SIGNIFICANCE/RELEVANCE - fundamental to the subject in question, consistent with social realities, pursues
needs of the time.

3. INTEGRATION - brings to a close relationship all concepts, skills, and values contained in the curriculum, linking
of all types of knowledge and experiences contained within the curriculum plan.

4. UTILITY - helpful to student in coping with real life activities, usefulness of content
5. SCOPE - breadth of the curriculum at a given time or coverage.
6. INTEREST (LEARNABILITY) - easily learnable; adjustable to learner’s ability
7. CONTINUITY - recurrence and repetition of content and depth with a skill or content building on the preceding
ones

8. APPROPRIATENESS - parallel with the learner needs and interest.

B.2 Elements of curriculum content

1. SEQUENCE  content in an order of succession

2. INTEGRATION  linking of all types of knowledge and experiences contained within the curriculum plan (Eg:
Science-technology-

3. BALANCE  appropriate weight be given to each aspects of the design so that distortions do not occur
4. ARTICULATION  Interrelatedness of various aspects of the curriculum.
5. FOCUS  content items that are more important to cover

C. CURRICULUM IMPLEMENTATION
 curricula are used in schools

 instructional phase of curriculum development process

D. CURRICULUM EVALUATION
 process of delineating, obtaining, and providing useful information for judging decision alternatives

 formal determination of the quality, effectiveness, or value of a curriculum

 value judgment about the curriculum

 Consists of process and product assessment

E. CURRICULUM IMPROVEMENT OR CURRICULUM CHANGE

1. CURRICULUM IMPROVEMENT
 alteration of certain aspects of curriculum without changing the fundamental curriculum
elements/structure/conception

Involves:

1. substitution (new series in place of current series

2. alteration (additional instructional time for a subject)
3. variation (adopting other school’s program)
4. restructuring (organize teams of subject specialists, teachers and aids); value orientation (some
instructional routine matters made part of computer-assisted instruction)
 2. CURRICULUM CHANGE
 basic alteration in the structure and design of learning experiences based on new conceptions,
which may be at the school district, or national level

Involves:

1. Identification of a particular need to change

2. Study of alternative and proposals for change
3. Selection of proposed change (either one subject only or in one school only)
4. Pilot study design (try-out)
5. Appraisal of data from pilot study, and the corresponding, necessary modification, if any
6. Continuous study by concerned staff through adequate in-service activities and help of any
consultant
7. Decision to adapt, adopt, or reject
8. Integration into the school system

10 AXIOMS FOR CURRICULUM CHANGE BY PETER OLIVA

1. “Change is inevitable and necessary, for it is through change that life forms grow and develop”

2. Curriculum as a product of its time.

3. Curriculum changes made at an earlier period of time can exist concurrently with newer curriculum changes
at a later period of time.

4. Curriculum change results from change in people.

5. Curriculum change is effected as a result of cooperative endeavor in the part of the group.

6. Curriculum development is basically a decision-making process.

7. Curriculum change is a never ending process.

8. Curriculum change is a comprehensive process.

9. Systematic curriculum development is more effective than trial and error.

10. The curriculum planners start from where the curriculum is, just as the teacher starts where the students
are.

VII. MAJOR CURRICULUM REFORMS

A. NATIONAL ELEMENTARY SCHOOL CURRICULUM (NESC)

Significant Features

 Fewer learning areas, emphasis on mastery learning

 More time allotted to the development of the basic skills specifically the 3r's especially in the lower grades

 Greater emphasis on the development of intellectual skills which are as important as work skills

 Health values development of competencies and values for social living reflected in the new dimension in
civics and culture for grades i and ii; civics and culture expanded to include history, geography and work ethics for
grade iii, and an in depth learning of history, geography and civics in grade iv to vi.

B. NEW SECONDARY EDUCATION CURRICULUM (NSEC)

Significant Features

 subjects are generally oriented to the development of values such as nationalism.

 prescribes a set of specific competencies in every subject area to be mastered by students.

 employs a uni-disciplinary treatment of content.

  subject areas is concept-based.

 structure of the curriculum is cognitive-affective manipulative based.

 provides for the development of critical thinking, creativity, innovativeness and communicative competence.

 make sample provisions for the application of theories learned in practicum.

C. 2002 BASIC EDUCATION CURRICULUM

Philosophy:

 ideal Filipino learners are empowered learners, who are competent in learning how to learn and have life
skills so that they become self-developed persons who are makabayan (patriotic), makatao (mindful of humanity),
makakalikasan (respectful of nature), and maka-Diyos (godly).

 Functional literacy is the essential ability for lifelong learning in our dynamically changing world.

 ideal teacher of the 2002 Curriculum is not the authoritarian instructor but the trustworthy facilitator or
manager of the learning process. She enables the learners to become active constructors of meaning and not passive
recipients of information.

 ideal teaching-learning process is interactive where the learners, the teachers, instructional materials and
information technology interact with one another reciprocally.

 Makabayan as a "laboratory of life" A practice environment for holistic learning to develop a

healthy personal and national self-identity.

 Content-Based Instruction is the integration of the content of learning areas in language teaching. The 2002
Secondary Curriculum

 Collaborative teaching strategies (team teaching, use of resource persons, etc.)

 Active learning strategies

 Application of life skills

 Application of valuing process

 Provision of varied activities that address multiple intelligences

D. 2010 UNDERSTANDING BY DESIGN CURRICULUM (UBD)

 Backward design in the development of a school curriculum.

1. Identifying desired results

2. Defining acceptable evidence

3. Planning learning experiences and instruction

 Anchored on three interrelated academic goals: acquiring knowledge, understanding content, and
transferring or applying knowledge as it is understood.

 Coming together of several teaching approaches and strategies such as higher order thinking

skills (HOTS), constructivism, cooperative, and integrative

 Learning in context and integrative

E. ENHANCED BASIC EDUCATION CURRICULUM OF 2013 (K-12)

VIII. OTHER TRENDS IN CURRICULUM

1. ASEAN QUALIFICATION REFERENCE FRAMEWORK

• Framework for comparison of education qualifications across participating ASEAN member states

2. PHILIPPINE QUALIFICATIONS FRAMEWORK

- R.A 10968
- January 18,2018
- Worker’s employability
- “job mismatch”
LEVEL 1: NC I

Level 2: NC II

Level 3: NC III

Level 4: NC IV

Level 5: Diploma

Level 6: Bachelor’s Degree

Level 7: Master’s Degree

Level 8: Doctorate and Post-Graduate

3. PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

- DepEd Order No. 42

- Basis for all learning and development programs for teachers

IX. ALTERNATIVE DELIVERY MODE

 Formal Education

 Marginalized students

 Students at risk of dropping out

ALTERNATIE DELIVERY MODE includes:

1. E-IMPACT – Enhanced Instructional Management by Parents, Community and Teachers

2. MISOSA – Modified In-School Off-School Approach
3. OHSP – Open High School Program
4. EASE – Effective and Affordable Secondary Education
CURRICULUM
• The cumulative tradition of organized knowledge.
• The sum total of all learning content, experiences and resourceS.
• organized knowledge.
• The sum total of all LEO

Syllabus Written

guide

Course study

Heart of teaching

Forces preparationofT

GuideforT

instruction

Blue print of Schools’ PHILOSOPHY

Collection of learning experiences

Plan

CURRICULARIST
• Knower

• Implementor

• Writer

• Initiator

• Planner

• Innovator

• Evaluator

LEVELS OF CURRICULUM DEVELOPMENT

1. SOCIETAL
• Develop

• Politicians

• Prof.Groups

• Administrators

2. INSTITUTIONAL
 Modification

 Local Educator

 Lay People

3. INSTRUCTIONAL
 Teachers’ Methods
  Based of T’s Philos/Perspective

PHASES OF CURRICULUM DEVELOPMENT (PODIE)

1. Planning
2. Organization &
3. Design
4. Implementations
5. Evaluation

TYPES OF CURRICULUM OPERATING IN A SCHOOL

1. Recommended

2. Written

3. Taught

4. Supported

5. Learned

6. Assessed

7. Hidden

8. Separated

CURRICULUM DESIGN

1. SUBJECT-CENTERED
 Subject

 Discipline

 Correlated

 Fused

 Broad field

 SPIRAL

- Widening and deepening knowledge

 MASTERY

- Opportunity by remediation and formatives

 OPEN EDUCATION

- Allowed to discover

 PROBLEM SOLVING

- Guided to discovery

FEATURES

 Focus:

 Subject : Well – organized

 Rigid

 Central Task :

 Follows a set of standards:

  Step by step pattern in learning sequence

 Uniformity of exposures

 What rather than why or how

 What : Subject

 LOW LEVEL OF COOP INTERACTION

 Primary instructional tool:

2. LEARNER-CENTERED
o Process

 Experience

 Activity

 Child-centered

 Humanistic

 PWD (Non-discriminatory)

-With Exceptionalities

FEATURES

 HIGH LEVEL of cooperative interaction

 Flexible

 Subject: Scope but .......sequence is

3. PROBLEM-BASED
 Life-situations

 GOAL : Improvement of Society

 Core

 (social function)

 -reflective thinking

 - Common Needs, Problems,

Concerns FEATURES

 Human and social relations more than content

 Needs of society and culture

 Weak scope and sequence of subjects

MINOR TYPES OF CURRICULUM

 Written
 Assessed
 Supported
 Hidden
 Learned
 Taught
 Recommended
ATTRIBUTES OF MEANINGFUL LEARNING
1. Active
2. Collaborative
3. Constructive
4. Goal-directed
5. Authentic

ASSESSMENT
 K – Checklist / portfolio reported to parents

 K-12 – Written Work, Performance Task, Quarterly Assessment

REPORTING
 Outstanding
 Very Satisfactory
 Satisfactory
 Fairly Satisfactory
 Did not meet expectations
INCLUSIVE K2
• PGT
• PCSN
• Madrasa
• IP Education Program
• Programs for Learners under Difficult Circumstances
GUIDING PRINCIPLES
 LID
 RRR
 GCS
 CG
 CIRCI
 MTB-MLE
 SPA
 Flexible
 Learner Centered, Relevant, responsive Research base Gender and Culture Sensitive Contextualized
and global
 Constructive, Inquiry based, Reflective, Collaborative Integrative
 MTB-MLE a kind of formal or non formal that starts from
 known to unknown
 Spiral
 Flexible

PHASES
2013 - RA10533

SY 2012-2013 - Kindergarten

SY 2016-2017 - Grade 11

SY 2017-2018 - Grade 12

2018 Graduates
STRUCTURE
1. Kindergarten

2. Elementary-Secondary

3. JHS

4. SHS

CHARACTERISTICS
1. Stronger Early Childhood Education

2. Relevant Curriculum

3. Building skills through the use of Second language and Mother tongue

4. Learning is in SPIRAL progression

5. Guaranty College preparedness

6. Full development of the learners

MASSIVE OPEN ONLINE COURSE

• Caters a wide variety or array or a very diverse client based market

- Big number of learners

• Follows a process

-Syllabus

• Accessible

-Anywhere - anytime

LEARNING RESOURCE / AV/EDTECH HUB CENTER

• Functions as resource center to ALL

• Sponsors a seminar workshop for teachers and admins on the use latest

presenter agent of teaching

 1. CURRICULUM is defined as

 the learning experiences and intended outcomes formulated through systematic reconstruction of
knowledge and experiences, under the auspices of the school for the learners’ continuous and willful growth in
personal-social competence; the cumulative tradition of organized knowledge (Tanner, D. and Tanner, L.)

 the sum total of all learning content, experiences and resources that are purposely selected, organized and
implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human
development.

 that what is taught in school; set of subjects, materials and performance objectives;

everything that goes on within the school, including extra-class activities, guidance and

interpersonal relationships in the school (Oliva)

 The planned and guided learning experiences and intended learning outcomes,

formulated through the systematic reconstruction of knowledge and experiences,

under the auspices of the school, for the learners’ continuous and willful growth in

personal social competence.”

2. DIFFERENT LEVELS OF CURRICULUM FOCUS: Curriculum Development and Educational

Technology Competencies: For Curriculum Development

1. Apply approaches to curriculum

2. Align curriculum components to instruction and assessment

3. Distinguish the roles of stakeholders in the delivery of the curriculum For Educational

Technology

4. Identify varied and appropriate use of technology;

5. Employ instructional materials and technology appropriate for a chosen subject-area,

that is, for teaching; and

6. Apply principles in the preparation and utilization of the conventional and non-

conventional technology tools as well as the traditional and alternative strategies.

3. DIFFERENT LEVELS OF CURRICULUM

 SOCIETAL LEVEL OF CURRICULUM–the farthest from the learners since this is where the
public stakeholders (politicians, special interest groups, administrators, professional

specialists) participate in identifying the goals, the topics to be studied, time to be

spent in teaching/learning, and materials to aid instruction

 INSTITUTIONAL LEVEL OF CURRICULUM – refers to the curriculum derived from the societal
level, with modification by local educators or lay people; often organized according to

subjects and includes topics and themes to be studied; may also include standards,

philosophies, lesson plans, and teaching guides

 INSTRUCTIONAL LEVEL OF CURRICULUM–refers to how teachers use the curriculum

developed in the societal level and modified in the institutional level, or what
 authorities have determined; involves the teachers’ instructional strategies, styles and

materials used.

 Experiential Level of Curriculum – the curriculum perceived and experiences by each

student and may, therefore, vary among learners because of individual differences.

4. THREE MAJOR TYPES OF CURRICULUM

SUBJECT-CENTERED LEARNER-CENTERED PROBLEM-BASEDCURRICULUM

CURRICULUM CURRICULUM (SOCIETY/CULTURAL BASED)
 Emphasis on well-organized  Emphasis on all-around  Emphasizes problem-solving
subject by lecture; on improving growth of learners; on processes and skills on human
teaching of subject matter and meaningful immediate use of and social relations more than
on uniformity of exposures; on learning; on understanding and content – acquisition
teaching facts and knowledge improving through active,  Based on the needs of society
for future use; Questions focus dynamic process; on parts flow and culture; rooted in the study
on “What” rather than “Why” together as whole, with of life, social problems, and
or “How”; on conformity to continuous fusion and merging activities of social life
patterns set by the curriculum  Focuses on the learners’  Promotes social action and
 Subject contains fragmented, interest and the integration of reconstruction theories whose
unique body content, different content from many subject major goal in the improvement
from other subject/disciplines fields of the society through a direct
 Central task: mastery of the  Subject matter selection involvement of both schools
subject matter, the amount to based on learners’ and the learners
be covered of which follows a needs/interests as needed for a  Integrates different subject
set of standards and task matter and their relevance to
well-organized context  High level of cooperative students and society
interaction in which habits and  Content strongly relevant to
 Learning sequences in a step- skills integrated in learning learners but has weak scope
by-step pattern experiences; cooperative and sequence of subjects
controls by learners, parents,
 Habits and skills taught as and teachers.
separate aspects of learning
 Lacks consideration for the  Learners are encouraged to
learners’ capacity for growth use problem-solving skills,
and has low level of cooperative methods, and to set their own
interaction since the teacher is tasks.
in full control  Promotes integration of subject
 Textbook is the primary but with scope and
instructional tool; and the 7 sequence not well-defined
liberal arts comprised the  Structures developed as a
curriculum result of on-going process

4. DESIGNS AND PATTERNS OF SUBJECT-CENTERED CURRICULUM

 SUBJECT DESIGN: the oldest and so far the most familiar design for teachers, parents and
other laymen; easy to deliver since complementary books are written and support

instructional materials are commercially available; teachers are familiar with the

format because they were also educated using the design; the drawback of this design

is that sometimes learning is compartmentalized. It stresses so much the content that

it forgets about students’ natural tendencies, interests and experiences.

 DISCIPLINE DESIGN (Separate/Single Subject): related to the subject design, but it focuses
only on academic discipline (or organized subject matter area) which is referred to

specific knowledge learned through a method which the scholars use to study a
 specific content of their fields; teachers should teach how the scholars in the discipline

will convey the particular knowledge. It is often use in the college in which discipline

becomes the degree program.

 CORRELATED DESIGN: comes from a core, correlated curriculum that links separate
subject design in order to reduce fragmentation, isolation or compartmentalization,

that is, subjects in two or more areas are related in content and time: maybe factual

(facts relate subjects), descriptive, normative, but the subject identities remain

(example: vocabulary/spelling words may be based on science or social studies;

literature may be corrected with history of a given era; when science subject becomes

the core Mathematics is related to it, as they are taken in chemistry, physics and

biology).To use this design, teachers should come together and plan their lessons

cooperatively.

 FUSED SUBJECTS: similar to correlated subjects but the individual identity of each subject
is lost (example: social studies, which is a combination of geography, and culture,

history; Language arts, where reading, speaking, listening and writing are all taught)

 BROAD-FIELDS DESIGN (Interdisciplinary): broadening and integration or fusion of several

subjects on longer time blocks; may integrate through a) principles or themes; or b)

historical integration of subject like Humanities program or General Science (Biology,

chemistry and Physics). It combines two or more related subjects into a single broad

field of study like Language Arts combines the separate but related subjects of

Reading, Spelling, Writing, Speaking, Listening, and Composition. It is commonly found

in elementary and middle grades. An attempt to overcome and/or to prevent the

fragmentation and compartmentalization characteristic of the subjectcentered design

is one emphasis in which the intent is to achieve a greater integration of learning

experiences.

 SPIRAL CURRICULUM: A spiral concept of the curriculum provides for both horizontal
(widening of knowledge) and vertical (deepening of knowledge) aspects of the

curriculum design simultaneously. It recognizes that students are not ready to learn

certain concepts until they reach the required level of development and maturity and

have the necessary experiences; some topics treated with corresponding degree of

complexity across levels; provides for widening horizontal organization of scope,

integration and deepening of knowledge (vertical sequence, continuation).

5. DESIGNS AND PATTERNS OF LEARNER-CENTERED CURRICULUM

 ACTIVITY-BASED: based on child’s needs but there is no advance planning; may

necessitate special subjects for specialized interests; use of problem-solving method;

cooperative planning

 CHILD-CENTERED: focuses on normal, “custom-made” activities for children, with no

advance planning made; use of experiential rather than rote learning; researched-

based; large use of motivation; learners actively participate in teaching-learning

process; teaching-learning activities draw on experiences and knowledge of learners

(ex. Group projects).It is anchored on the needs and interests of the child; the learner

is not considered as a passive individual but as one who engages with his/her

environment; one learns by doing; learners interact with the teachers and the

environment.(Proponents: John Dewey, Rouseau, Pestallozi and Froebel).

 EXPERIENCE-CENTERED DESIGN: experiences of the learners become the starting point of

the curriculum; the school environment is left open and free since the interests and

needs of learners cannot be pre-planned; learners are made to choose from various

activities that the teacher provides; the learners are empowered to shape their own

learning from the different opportunities given by the teacher; the activities revolve

around different emphasis such as touching, feeling, imagining, constructing, relating,

etc.; hence, the emergence of multiple intelligence theory blends well in this design.

 PROCESS-ORIENTED: focuses on personal attributes and skills of individual learner in

ever-widening circles of self, others, and society (working well with others, effective

leadership, giving and following directions, making judgment, decision making,

planning, etc.); emphasizes development of skills and traits that will serve the learner

for life; there is a higher degree of carry-over into everyday living experiences than in

other designs, and a better balance between affective and cognitive

considerations.(Ex. teaching thinking skills, public speaking skills).

 HUMANISTIC DESIGN: the development of self is the ultimate objective of learning; it

stresses the whole person and the integration of thinking, feeling, and doing; focuses

also is the development of positive self-concept and interpersonal skills; the concept of

self-actualization applies here as well as self-directed learning. (Proponents: Abraham

Maslow and Carl Rogers)

6. DESIGNS AND PATTERNS OF PROBLEM-CENTERED CURRICULUM

 LIFE-SITUATIONS DESIGN (Social Process and Life Functions-Focused): uses the past and
present experiences of the learners as a means to analyze the basic areas of living; the
 pressing immediate problems of the society and the students’ existing concerns are

utilized; focuses heavily on society, that is, social processes, functions, or problems

become the center for the design of the curriculum. Centers around major cultural life

activity of mankind; based on analysis of life activities; relates learners and society;

uses experiential learning and social process approach; structured around the various

aspects of problems and processes of community. This design is focused heavily on

society. A major goal is the improvement of society through the direct involvement of

the schools.

 CORE (SOCIAL FUNCTION): focuses on the set of learning experiences that are felt to be
essential for all students that includes common needs, problems, concerns; centers on

general education and the problems are based on common human activities; its

underlying purpose is to create a universal sense of inquiry, discourse, and

understanding among learners of different backgrounds and aspirations; broad areas

of concern are examined and set of learning experiences intended to promote a

common body of knowledge are carefully prepared.

PHILOSOPHIES:

1. SOCIOLOGICAL FOUNDATIONS
- Society and culture relate to curriculum in the sense that they are part of the bases and

sources of many curriculum matters and decisions. Whatever changes there are in them,

education in general and curriculum in particular are affected.

 The societal changes/forces affect the school, and hence, the curriculum: these

include: Cultural Traditions, Moral Values and Laws

2. PHILOSOPHICAL FOUNDATIONS
- Philosophy is the starting point in any curriculum decision making and is the basis for all

subsequent decisions regarding curriculum. Philosophy gives direction to curriculum and

becomes the criteria for determining the aims, selection, organization and implementation of

the curriculum in the classroom and the school in general; the schools’ underlying beliefs and

values have impact on curriculum content and choices of appropriate strategies activities in

implementing the curriculum. Philosophy helps us answer the general questions such as:

“What are schools for?”, “What subjects are of value?”, “How should students learn the

content?”

AREA OF PHILOSOPHY EMPHASIS

IDEALISM Importance of mind and spirit and of

 developing them in the learner; reality is in

the ideas independent of sense and

experience; Abstract thinking as the highest

form.

REALISM truth can be tested/proven; knowledge

derived from sense experience; exercising

the mind; logical and abstract thinking are

highest form

PRAGMATISM man can know anything within his experience;

EXISTENTIALISM Reality is a matter of individual existence;
the meaning of life is what each individual

makes; focus on conscious awareness of

choice

PERENNIALISM Focus on past and permanent studies;

mastery of facts and timeless knowledge

ESSENTIALISM Essential skills and academic subjects;

mastery of concepts and principles of

subject matter

PROGRESSIVISM Knowledge leads to growth and

development; a living learning process;

focus on active and relevant learning

RECONSTRUCTIONISM To improve and reconstruct society;

education for change and social reform;

Awareness of societal needs and problems;

quest for a better societ

3. HISTORICAL FOUNDATIONS:
- The historical foundation of curriculum reflects the educational focus prevalent during a

particular period or event in Philippine history. This focus could be made basis or model for

curriculum development of recent years.

PERIOD CHARACTERISTICS

 PRE-SPANISH Focused on practical training to satisfy basic needs for

survival and to transmit social ideas, customs, beliefs, and

traditions; Training done in the homes

 SPANISH Focused on the learning of the Christian Doctrine; religion;
the course of study is not centralized; no grade level; rote memorization

 AMERICAN Focused on establishing the public school system, highly

influenced by the philosophy of John Dewey; spread of

democracy; the course of study is prescribed, uniform and

centralized

 COMMONWEALTH Focused on the development of moral character, personal

discipline civic conscience, and vocational efficiency as

provided for in the 1935 constitution

 JAPANESE Focused on promoting the East Asia co – prosperity sphere

educational objective; spread of new Asian order; Use of

threat and punishment; course of study is prescribed,

uniform and centralized; rote memorization; use of threat

and punishment

 NEW SOCIETY Focused on national development goals; manpower training; high level professions; self
actualization

 FOURTH REPUBLIC Focused on promotion of the rights of all citizens to quality education

4. EDUCATIONAL PHILOSOPHY

AREAS OF PHILOSOPHY DEFINITION

METAPHYSICS study of what is beyond the natural (what is
real is true); systematic analysis of the

question of ultimate reality; fundamental

existence of reality; developed during

middle age

EPISTEMOLOGY truth about the nature of knowledge; has to

do with effective approaches to teaching;

recognizes importance of education; It asks

What is true?; Also discusses How we know?

What we know?

LOGIC focuses on logical and accurate thought

patterns; focuses on the formal structure of

truth and argument

AXIOLOGY sets values desirable to live by, anytime, or

place; divided ethics (concerns with good or

evil) into moral and aesthetic (values);

 subjects as GMRC and Values Educatio

CURRICULUM DEVELOPMENT B

I. TYPES OF CURRICULUM (WASH LTR)

WRITTEN CURRICULUM
-All paper works and documents done by the teacher.

-example(Modules, Lesson plan, course syllabus, handouts)

ASSESSED CURRICULUM
-These are the assessments that are tested and evaluated to determine if there is progress in learning.

-example ( Pencil and paper test, Performative assessment and Authentic assessments )

SUPPORTED CURRICULUM
-resources like textbooks, computers, audio-visual materials, which support and help in the implementation of
the curriculum.

HIDDEN CURRICULUM
- unintended curriculum but plays a vital role in learning.

-peer influence, school environment, physical condition and many factors made up the hidden curriculum.

LEARNED CURRICULUM
-learning outcomes of students which are indicated by the results of the tests.

TAUGHT CURRICULUM
-planned activities which are put into action in the classroom. This is done by the teacher.

RECOMMENDED CURRICULUM
-curriculum that may come from a national agency like DepEd, CHED, DOST or any professional organization
and stakeholders.

II. ROLES OF TEACHER AS A CURRICULARIST (KIWI PIE)

KNOWER
-Has mastery of curriculum content

INITIATOR
-Open-mindedness and full belief in the implementation of new curriculum

WRITER
-published books, author

INNOVATOR
-Creates Out-of-the box changes in the curriculum , creativeness

PLANNER
-Makes daily, monthly or yearly curriculum plan.
FACTORS TO CONSIDER:
1. Objectives

2. Learner

3. Learner's context

4. Content

5. Time

6. Material

IMPLEMENTER
-Gives life to curriculum plan -Teaching, guiding, facilitating skills at highest level

EVALUATOR
-Conducts assessment to know if desired objectives are achieved

III. CURRICULUM PROCESS

PLANNING
-Advanced arrangement of learning opportunities for learners is created.

ORGANIZING
-Sequencing of the content

IMPLEMENTING
-Putting the written curriculum into action

EVALUATING
-Assessment of achievement of the specified curriculum objectives

MONITORING
-Determines if the curriculum is still relevant and effective and if there are aspects of curriculum to be
retained, improved or modified

CHANGE/IMPROVEMENT
-Making revisions in the existing curriculum .
 IV. DIMENSIONS OF CURRICULUM DEVELOPMENT (BASICS)

BALANCE
-Appropriate weight to be given to each aspect of design

-fairness

ARTICULATION
-Interrelatedness of different aspects of curriculum

VERTICAL ARTICULATION- Link one lesson to the next

HORIZONTAL ARTICULATION- Happens at the same time

SCOPE
-Breadth and depth of content

INTEGRATION
-Linking all knowledge and experience with the curriculum

CONTINUITY
-Vertical repetition of curriculum content

SEQUENCE
-Local arrangement of content

V. CURRICULUM REFORMS

NESC (NEW ELEMENTARY SCHOOL CURRICULUM)

-Fewer Learning areas

-Emphasis on Mastery Learning

-More time allotment in Basic skills (Reading, Writing, Arithmetic)

NSEC (NATIONAL SECONDARY EDUCATION CURRICULUM)

-Nationalistic

-To improve performance in Science, Math and English.

-Reasons why established:

NEAT( National Elementary Achievement Test)

NSAT (National Secondary Achievement Test)

BEC (BASIC EDUCATION CURRICULUM)

-DepEd order no. 25 series of 2002

-Focuses on the basic skills (Reading, Writing, Arithmetic)

-Thematic approach is highly recommended during this implementation.

RBEC-2002 (REVISED BASIC EDUCATION CURRICULUM)

 -continuation of BEC

-Highlighted core values (Maka Diyos, Makatao, Makakalikasan, Makabansa)

-Basic competencies in literacy and numeracy.

- Introduced the use of rubrics in assessing the students.

UBD (UNDERSTANDING BY DESIGN)

-”Backward Design”

-Exemplifies the concept of “teaching for understanding” wherein curricula is based on a

desired result rather than the traditional method of constructing the curricula.

-The UBD design process is organized into three stages:

1. Identify Desired Results.

2. Determine Acceptable Evidence.

3. Plan Learning Experiences and Instruction

-Stage 3 of the backward design of the UbD-Based curriculum is when a teacher would

prepare her lesson based on the ff:

1. Explore

2. Firm-up

3. Deepen

4. Transfer

VI. K-12 (KINDERGARTEN PLUS 12 YEARS OF BASIC EDUCATION)

- RA 10533 (Enhanced Basic Education Act of 2013)

FILIPINO GRADUATES ARE ENVISIONED:

● Possess sufficient mastery of basic competencies .

● Be emotionally developed and competent to live a meaningful life.

● Be adequately prepared for the world of work or entrepreneurship or higher education.

● Be globally competitive.

MTB-MLE is utilized from Grades 1-3

The 12 languages of MT languages are : Tagalog, Kapampangan, Pangasinense, Iloko,

Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaon, Maranao and Chabacano.

The K-12 Career Tracks are Academic Track, Technical-Vocational Track, Sports track and Arts and Design
Track.

ACADEMIC TRACK has the following strands: General Academic, ABM (Accountancy,
Business and Management), STEM (Science, Technology and Engineering and Mathematics

and HUMSS (Humanities and Social Sciences.

- Through UNIVERSAL KINDERGARTEN, every Filipino child now has access to early childhood

education.

- With K-12 children begin SCHOOL AT THE AGE OF FIVE and are given the tools they need to

gradually adjust to formal education.

 - With K-12 the lessons are more relevant to learners through CONTEXTUALIZATION AND

ENHANCEMENT.

-SPIRAL CURRICULUM shows progression and ensures integrated and seamless learning
which ensures mastery of knowledge and skills after each level.

VII.

TRENDS IN CURRICULUM

AQRF (ASEAN QUALIFICATIONS REFERENCE FRAMEWORK)

-enables comparisons of education qualifications across participating ASEAN Member States

-The objectives of AQRF include:

● Support recognition of qualifications

● Encourage the development of qualifications frameworks that can facilitate lifelong learning

● Encourage the development of national approaches to validating learning

gained outside formal education

● Promote and encourage education and learner mobility

● Support worker mobility

● Improve understanding of qualifications systems

● Promote higher quality qualifications systems

MOOC (MASSIVE OPEN ONLINE COURSE)

Massive- it can accommodate big number of students
Open- open to anyone, anywhere can register for these courses.
Online- delivered through the internet.

Course- it is a course just like college courses.

ALTERNATIVE DELIVERY MODES

MISOSA (Modifies in School Off School Approach

-combined formal and non-formal

IMPACT ( Instructional Management by Parents, Community and Teachers)

-module and instructions for elementary student

EASE (Effective and Affordable Secondary Education)

- Study at home is the solution for dropouts

 OHSP( Open High School Program)

-module and instruction

-Internet approach for HS

-Physical, Geographical, economical in HS.

PPST (Philippine Professional Standards for Teachers)

-7 domains

-4 career stages

-37 strands

CAREER STAGES

1. BEGINNING- newly graduates, no experience

2. PROFICIENT- 1-2 yrs experience

3. HIGHLY PROFICIENT- 3 to 5 years

4. DISTINGUISHED- Expert, more than 5 years.

DOMAIN 1, CONTENT KNOWLEDGE AND PEDAGOGY, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas

2. Research-based knowledge and principles of teaching and learning

3. Positive use of ICT

4. Strategies for promoting literacy and numeracy

5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

6. Mother Tongue, Filipino and English in teaching and learning

7. Classroom communication strategies

DOMAIN 2, LEARNING ENVIRONMENT, consists of six strands:

1. Learner safety and security

2. Fair learning environment

3. Management of classroom structure and activities

4. Support for learner participation

5. Promotion of purposive learning

6. Management of learner behavior

DOMAIN 3, DIVERSITY OF LEARNERS, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds

3. Learners with disabilities, giftedness and talents

4. Learners in difficult circumstances

5. Learners from indigenous groups

DOMAIN 4, CURRICULUM AND PLANNING, includes five strands:
1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies

3. Relevance and responsiveness of learning programs

4. Professional collaboration to enrich teaching practice

5. Teaching and learning resources including ICT

DOMAIN 5, ASSESSMENT AND REPORTING, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement

3. Feedback to improve learning

4. Communication of learner needs, progress and achievement to key stakeholders

5. Use of assessment data to enhance teaching and learning practices and programs

DOMAIN 6, COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT , consists of four

strands:

1. Establishment of learning environments that are responsive to community contexts

2. Engagement of parents and the wider school community in the educative process

3. Professional ethics

4. School policies and procedures

DOMAIN 7, PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT , contains five strands:

1. Philosophy of teaching

2. Dignity of teaching as a profession

3. Professional links with colleagues

4. Professional reflection and learning to improve practice

5. Professional development goals.

PQF (PHILIPPINE QUALIFICATIONS FRAMEWORK)

-describes the levels of educational qualifications and sets the standards for qualification outcomes.

-Its objective is to establish national standards and levels of qualifications to assist andsupport academic and
worker mobility and to address job skills mismatch.

-It outlines what an individual has learned and can do based on qualification type, levels and degrees of
competency.
 CURRICULUM DEVELOPMENT
CURRICULUM - totality of student experiences

SYLLABUS - is an outline and summary of topics to be covered in an education or training course

LESSON PLAN - teacher's detailed description of the course of instruction

CURRICULUM PERSPECTIVES

PROGRESSIVE - totality of student experiences

TRADITIONAL - list of subjects

A. PROGRESSIVE

JOHN DEWEY
-Believes that education is experiencing

-Reflective thinking is a means to unify curricular elements that are tested by application

HOLLIS CASWELL & KENN CAMPBELL

-curriculum as all experiences children have under the guidance of teachers

COLIN MARSH & GEORGE WILLIS

-curriculum as all the experiences in the classroom which are planned and enacted by the teacher and also
learned by the students

B. TRADITIONAL

ROBERT HUTCHINS
-views curriculum as permanent studies

-Emphasis on 3R (Reading, Writing, 'rithmetic')

ARTHUR BESTOR
-mission of the school should be intellectual training on disciplines of grammar, literature and writing

PHILLIP PHENIX
-Curriculum should consist entirely of knowledge which comes from various disciplines

PARTS OF THE LESSON PLAN

1. Objectives

2. Subject Matter

3. Learning Activity

4. Evaluation

5. Assignment
LEVELS OF CURRICULUM

SOCIETAL - created by public & stakeholders

INSTITUTIONAL - derived from societal curricula, modified by laypersons
INSTRUCTIONAL - one that teachers plan and deliver
EXPERIENTIAL - perceived and experienced by Students

PRINCIPLES OF CURRICULUM CONTENT

Balanced

Articulation

Scope

Integration

Continuity

Sequence

TYPES OF CURRICULUM DESIGNS

1. SUBJECT-CENTERED
a. Subject

b. Discipline

c. Correlation

d. Broad Field

2. LEARNER-CENTERED
a. Child-centered

b. Experience-centered

c. Humanistic

3. PROBLEM-CENTERED
a. Life-Situations

b. Core Problem