R RI C U LU M D E V E L O P M E N T

ED U C . 2 10 C U

FUNDAM E N T A L S O F
CUR R I C UL UM D ES IG N IN G
MELSUE J. MORALLOS
MAED
WHAT IS CURRICULUM?
- Considered the “heart” of any learning institution
which means that schools or universities cannot
exist without it.
- Total learning experiences of individuals not only
in school, but in society as well.
 WHAT IS MEANT BY;
FUNDAMENTAL
- Serving as a basis supporting existence or determining
essential structure or function
DESIGN
- is used as a verb to designate a process ( as in
“designing a curriculum”), or as a noun to denote a
particular plan resulting from a design
CURRICULUM DESIGN
- Refers to the structure or the arrangement of
the components or elements of a curriculum.
- Defined as the process of selecting,
organizing, executing and evaluating learning
experiences.
FUNDAMENTALS OF CURRICULUM DESIGNING?

In designing curriculum, we must reflect how its

parts are related with one another. We also need
to consider a curriculum plan shape the
organization of its parts, and these parts of the
curriculum should support the whole.
 We should think of the philosophical and learning
theories to determine if our design decisions are
agreement with our basic beliefs regarding people,
what and how they should learn, and how they should
use their gained knowledge.
 In designing the curriculum, they should identify what
will be done, who will do it, and what schedule to follow. The
ultimate goal of curriculum designing is to deepen learning,
support students in gaining important core competencies
such as critical and creative thinking, skillful
communication, and demonstrating care for self and make
sure that learning goals are aligned and complement each
other from one stage to next.
 Building on Peter Oliva’s 10 Axioms for Curriculum
Designers
1. Curriculum change is inevitable, necessary, and desirable.
- as curriculum being dynamic, teachers should respond to
the changes that occur in schools and its content. Societal
development and knowledge revolution come so fast that the
need to address the changing condition requires new
curriculum designs.
2. 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 also
called timeliness.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
- a revision in a curriculum starts and end slowly.
More often, curriculum is gradually phased in and
phased out, thus the changes that occur can
coexist and oftentimes overlap for long periods of
time.
4. Curriculum changes 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.
5. 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 aspect of curriculum designing. Any
significant change in the curriculum should involve a broad
range of stakeholders to gain their understanding, support, and
input.
6. Curriculum development is a decision-making
process made from choices of alternatives.

- A curriculum developer or designer must decide what

contents 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.
7. Curriculum development is an ongoing
process.

- Continuous monitoring, examination, evaluation, and

improvement of curricula are to be considered in the
design of the curriculum. As the needs of learners
change, as society changes and as new knowledge and
technology appear, the curriculum must change.
8. Curriculum development is more effective if it
is a comprehensive process, rather than a
“piecemeal”.
- A curriculum design should be based on a careful
plan, should clearly establish intended outcomes,
support resources and needed time available and should
equip teaching staff pedagogically.
9. 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
resources and evaluation procedure which can be
placed in a matrix.
10. Curriculum development starts from where
the curriculum is.
- Curriculum planners and designers should
begin with existing curriculum. An existing design
is a good starting point for any teacher who plans
to enhance and enrich a curriculum.
Building upon the ideas of Oliva, let us continue learning how to
design a curriculum by identifying its components. For most
curricula, the major components or elements are answers to the
following questions:

1. What learning outcomes need to be achieved?

2. What content should be included to achieve the learning
outcomes?
3. What learning experiences and resources should be employed.
4. How will the achieved learning outcomes be measured?
ESSENTIALS IN CURRICULUM DESIGNING:
1. Diagnosis of need
2. Formulation of objectives
3. Selection of content
4. Organization of content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and when to evaluate
and ways and means of doing it.
 APPRO A C H E S T O
CUR R IC UL UM D ES IG N IN G
WHAT IS AN APPROACH?
• It is a way of dealing with something, a way
of doing or thinking about something.
( Webster)
THE SIX FEATURES OF CURRICULUM:
• The teacher ( who teaches)
• The Learners ( Who do teachers teach)
• Knowledge, Skills, Values ( what do teachers teach)
• Strategies and Methods( How do teachers teach)
• Performance ( How much of the teaching was
learned)
• Community Partners( with whom do we teach)
 A CURRICULUM APPROACH:
• Reflects a holistic position or an orientation
• Encompassing the foundations of curriculum
• Way of dealing with a curriculum
• Domains of curriculum (common and important
knowledge within the field)
• Theoretical and practical principles of curriculum.
• Way of doing/ creating/ designing and thinking about a
curriculum.
 COMMON APPROACHES TO
CURRICULUM DESIGN:
• Child or Learner –Centered Approach
• Subject – Centered Approach
• Problem – Centered Approach
 CHILD OR LEARNER – CENTERED APPROACH
• This approach to curriculum design is based on the underlying
philosophy that the child is the center of the educational
process and curriculum should built upon his :
- Interest - knowledge
- Abilities - skills
- Purposes - learning
- Needs - potentials
CHILD OR LEARNER – CENTERED APPROACH
- Each child is considered important and each
capacity is respected.
- Learners are not compared with one
another.
- Learner is the center of education.
 THIS APPROACH CONSIDER THE FOLLOWING:
• A new respect for the child is fundamental
• A new freedom of action is provided
• The whole activity is divided into units of work.
• The recognition of the need for using and exploring many
media for self – discovery and self-direction is embraced.
 SUBJECT– CENTERED APPROACH
• Anchored on the curriculum design which prescribes different and separate
subjects into one broad field, this approach consider the following:
 The primary focus is the subject matter.
 The emphasis is on bits and pieces of information which are detached
from life.
 The continuing pursuit of learning outside the school is not
emphasized. Learning should only take place inside the classroom.
 The subject matter serves as a means of identifying problems in living.
 PROBLEM– CENTERED APPROACH
 This approach is based on a curriculum 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.
 PROBLEM– CENTERED APPROACH
 This approach is characterized by the following views and beliefs:
 The learners are capable of directing and guiding themselves in
resolving problems, thus they become independent learners.
 The learners are prepared to assume their civic responsibilities
through direct participation and different activities.
 At the curriculum leads the learners in the recognition of concerns and
problems and in seeking solutions. The learners are considered as
problem solvers.
 The framework in which the child is guided towards maturity within the
context of the social groups.
THANK YOU