UNIT II:

CURRICULUM
PLANNING, DESIGN,
AND ORGANIZATION
 BEHAVIORAL
OBJECTIVES
OR INTENDED
LEARNING
OUTCOMES
Assessmen
Content or
t
ELEMENTS OF subject mattert
and
CURRICULUM
Evaluation DESIGN

Teaching and References

Learning
Methods
 Behavioral Objectives or intended
Learning Outcomes
Curriculum aims/goals as broad descriptions of purposes or
ends stated in general terms without criteria of achievement
or mastery.
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
What is included in the curricular aims, goals, and objectives?

Aims are general statements that provide direction or intent

to the educational action. Aims are usually written using
words like: learn, know, understand, and appreciate, and are
not directly measurable.
The institutional vision, mission,
and goals guide the school in its
entire operation. These should be
the anchors from which the
curricula should revolve.
Visiona clear concept of what the institution would like to
become in the future
Missionspells 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.
are the descriptions of what eventually takes
place in the classroom.
BEHAVIORAL
LEARNING
OBJECTIVES/ ASSESSMEN
INTENDED EXPERIENCE CONTENT
T
LEARNING S
OUTCOMES

Constructive Alignment in Designing Curriculum

 Content /Subject Matter

refers to the body of knowledge that needs to be

taught and skills to be acquired by learners.

the totality of what is to be taught in the school

system
 Criteria in the Selection of Learning
1. Content
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.
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.
Criteria in the Selection of Learning
4. Content
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.
Criteria in the Selection of Learning
Content
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.

Principles in the Organization of Learning Content

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.
 References

The reference follows the content. It tells where

the content or subject matter has been taken It
must bear the author of the material and if
possible, the publications (Bilbao, et al 2015).
 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.
 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
Independent learning activities allow
learners to develop personal responsibility.
The degree of independence to learn how
to learn is enhanced.

Competitive , where
students will test their
activities
competencies against another in a
healthy manner allowing learners
to perform to their maximum.
 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.
Curriculum evaluation is the
formal determination of the
quality, effectiveness, or
value of the program,
process, or product of the
curriculum.
What to Evaluate?
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.
What to Evaluate?
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.
The six steps are suggested for curriculum evaluation for all of the stages
in the CIPP model of Curriculum Evaluation.
 Three types of curriculum design models.
1. Subject-centered Design focuses on the content of the curriculum.

The subject design focuses on the cluster of content.

The discipline design focuses on academic disciplines.

The correlation design comes from a core, correlated curriculum

design that links separate subject designs to reduce fragmentation.

The broad-field design is also known as interdisciplinary design.

 Three types of curriculum design models.
2.Learner-centered Design advocates that the learner should be the
center of the educative process.
The child-centered design is anchored on the needs and
interests of the child.
Experience-centered design is similar to the child-centered design, it
proposes that the interests and needs of the learner cannot be pre-
planned.

The humanistic design, on the other hand, draws on the

development of self as the ultimate objective of learning.
 Three types of curriculum design models.
3. The problem-centered design draws on a more progressive view of
the curriculum
Life-situation design ensures that the contents are organized in
ways that allow students to view problem areas.

The core design includes common needs, problems, concerns of

the learners.
Approaches to Curriculum Design
Approaches to Curriculum Design
Approaches to Curriculum Design