CURRICULUM AND THE TEACHER curriculum is the K to 12 for Philippine Basic

CURRICULUM IN SCHOOLS Education.

“The Sabre-Tooth Curriculum by Harold 3. Taught Curriculum. From what has been
Benjamin (1939) written or planned, the curriculum has to be
The story was written in 1939. implemented or taught. The teacher and
Curriculum then, was seen as a tradition of the learners will put life to the written
organized knowledge taught in schools of the curriculum. The skill of the teacher to facilitate
19th century. Two centuries later, the concept learning based on the written curriculum with
of a curriculum has broadened to include the aid of instructional materials and facilities
several modes of thoughts or experiences. No will be necessary. The taught curriculum will
formal, non-formal or informal education exists depend largely on the teaching style of the
without a curriculum. Classrooms will be empty teacher and the learning style of the learners.
with no curriculum. Teachers will have nothing
to do, if there is no curriculum. Curriculum is at 4. Supported Curriculum. This is described as
the heart of teaching profession. Every teacher support materials that the teacher needs to
is guided by some sort of curriculum in the make learning and teaching meaningful. These
classroom and in schools. include print materials like books, charts,
posters, worksheets, or non-print materials like
Power Point presentation, movies, slides,
Seven Types of Curriculum Operating In The models, realias, mock-ups and other electronic
School illustrations. Supported curriculum also includes
facilities where learning occurs outside or inside
1. Recommended Curriculum. Almost all the four-walled building. These include the
curricula found in our schools are playground, science laboratory, audio-visual
recommended. For Basic Education, these are rooms, zoo, museum, market or the plaza.
recommended by the Department of Education These are the places where authentic learning
(DepEd), for Higher Education, by the through direct experiences occur.
Commission on Higher Education (CHED) and
for vocational education by TESDA. These three 5. Assessed Curriculum. Taught and supported
government agencies oversee and regulate curricula have to be evaluated to find out if the
Philippine Education. The recommendations teacher has succeeded or not in facilitating
come in the form of memoranda or policies, learning. In the process of teaching and at the
standards and guidelines. Other professional end of every lesson or teaching episode, an
organizations or international bodies like assessment is made. It can either be assessment
UNESCO also recommend curricula in schools. for learning, assessment as learning or
assessment of learning. If the process is to find
2. Written Curriculum. This includes documents the progress is to find the progress of learning,
based on the recommended curriculum. They then the assessed curriculum is for learning, but
come in the form of course of study, syllabi, if it is to find out how much has been learned
modules, books or instructional guides among or mastered., then it is assessment of learning.
others. A packet of this written curriculum is the Either way, such curriculum is the assessed
teacher’s lesson plan. The most recent written curriculum.
6. Learned Curriculum. We always believe that materials in paper or electronic media as a
if a student changed behavior, he/she has curriculum writer or reviewer. (Writer)
learned. For example, from a non-reader to a
reader or from not knowing to knowing or from 3. plans the curriculum. A good curriculum has
disobedient to being obedient. The positive to be planed. It is the role of the teacher to
outcome of teaching is an indicator of learning. make a yearly, monthly or daily plan of the
These are measured by tools in assessment, curriculum. This will serve as a guide in the
which can indicate the cognitive, affective and implementation
psychomotor outcomes. Learned curriculum will of the curriculum. The teacher takes into
also demonstrate higher order and critical consideration several factors in planning a
thinking and lifelong skils. curriculum. These factors include the learners,
the support material, time, subject matter or
7. Hidden/Implicit Curriculum. This curriculum content, the desired outcomes, the context of
is not deliberately planed, but has a great the learners among others. By doing this, the
impact on the behavior of the learner. Peer teacher becomes a curriculum planner.
influence, school environment, media, parental (Planner)
pressures,
societal changes, cultural practices, natural 4. initiates the curriculum. In cases where the
calamities, are some factors that create the curriculum is recommended to the schools from
hidden curriculum. Teachers should be sensitive DepEd, CHED, TESDA, UNESCO, UNICEF or other
and aware of this hidden curriculum. Teachers educational agencies for improvement of
must have good foresight to include these in quality education, the teacher is obliged to
written curriculum in order to bring to the implement. Implementation of a new
surface what are hidden. curriculum requires the open mindedness of the
teacher, and the full belief that the curriculum
THE TEACHER AS A CURRICULARIST will enhance learning. There will be many
constraints and difficulties in doing things first
Roles of a Teacher as Curricularist or leading, however, a transformative teacher
1. knows the curriculum. Learning begins with will never hesitate to try something novel and
knowing. The teacher as a learner starts with relevant. (Initiator)
about the curriculum, the subject matter or the
content. As a teacher, one has to master what 5. innovates the curriculum. Creativity and
are included in the curriculum. It is acquiring innovation are hallmarks of an excellent
academic knowledge both formal (disciplines, teacher. A curriculum is always dynamic; hence
logic) or informal (derived from experiences, it keeps on changing. A good teacher innovates
vicarious, and unintended). It is the mastery of the curriculum. (Innovator)
the subject matter. (Knower)
6. Implements the curriculum. The curriculum
2. writes the curriculum. A classroom teacher that remains recommended or written will
takes record of knowledge concepts, subject never serve its purpose without implementing
matter or content. These need to be written or it. Thus it is the teacher who implements it. It is
preserved. The teacher writes books, modules, here where teaching as a science and art will be
laboratory manuals, instructional guides, and observed. It is here where all the elements of
reference the curriculum will come into play. The success
of a recommended, well written, and planned 3. The contents of a subject, concepts and tasks
curriculum depends on the implementation. to be acquired, planned activities, the desired
(Implementation) learning outcomes and experiences, product of
7. Evaluates curriculum. How can one culture and an agenda to reform society make
determine if the desired learning outcomes up a curriculum (Schubert, 1987)
have been achieved? Is the curriculum working? 4. A curriculum includes “all of the experiences
Does it bring the desired results? What do that individual learners have in a program of
outcomes education whose purpose is to achieve broad
reveal? Are the learners achieving? Should the goals and related specific objectives, which is
curriculum be modified, terminated or planned in terms of a framework of theory and
continued? These are some few questions that research or past and present professional
need the help of a curriculum evaluator. That practice.” (Hass, 1987)
person is the teacher. (Evaluator)
5. It is a programme of activities (by teachers
THE TEACHER AS A KNOWER OF CURRICULUM and pupils) designed so that pupils will attain so
THE SCHOOL CURRICULUM: DEFINITION, far as possible certain educational and other
NATURE AND SCOPE schooling ends or objectives. (Grundy, 1987)

Like many concepts in education, there seems 6. It is a plan that consists of learning
to be no common definition of curriculum. opportunities for a specific time frame and
Because of this, the concept of curriculum is place, a tool that aims to bring about behavior
sometimes changes in students as a result of planned
characterized as fragmentary, elusive and activities and
confusing. However, the word originates from includes all learning experiences received by
the Latin word curere referring to the oval track students with the guidance of the school.
upon which Roman chariots raced. (Goodland and Su, 1992)

Some Definitions of Curriculum 7. It provides answers to three questions: What

knowledge, skills and values are most
1. Curriculum is a planned and guided set of worthwhile? Why are they most worthwhile?
learning experiences and intended outcomes, How should the young acquire them?
formulated through the systematic (Cronbeth,
reconstruction of knowledge and experiences 1992)
under the auspices of the school, for the
learners’ continuous and willful growth in Curriculum from Traditional Points of View
personal social competence. (Daniel Tanner, • Robert M. Hutchins views curriculum as
1980) “permanent studies” where rules of grammar,
reading, rhetoric, logic and mathematics for
2. It is written document that systematically basic education are emphasized. The 3Rs
describes goals planned, objectives, content, (Reading, Writing, “rithmetic) should be
learning activities, evaluation procedures and so emphasized in basic education while liberal
forth. (Pratt, 1980) education should be emphasized in college.
• Arthurr Bestor as an essentialist believes that
the mission of the school should be intellectual
training, hence curriculum should focus on the traditionalists to equate a curriculum as a topic
fundamental intellectual disciplines of outline, subject matter, or concepts to be
grammar, included in the syllabus or books. For example,
literature and writing, It should include a primary school mathematics curriculum
mathematics, science, history and foreign consists of topics on addition, multiplication,
language. subtraction, division, distance, weight and many
• Joseph Schwab thinks that the sole source of more. Another example is in school science that
curriculum is a discipline, thus the subject areas involves the
such as Science, Mathematics, Social Studies, study of biological science, physical science,
English and many more. In college, academic environmental science and earth science.
disciplines are labelled as humanities, sciences, Textbooks tend to begin with biological science
languages, mathematics among others. He such as plants and animals, physical science
coined the word discipline as a ruling doctrine with the physical elements, force and motion,
for curriculum. earth science with the layer and environmental
• Phillip Phenix asserts that curriculum should science with the interaction of the biological
consist entirely of knowledge which comes from and physical science and earth’s phenomena,
various disciplines. climate, vegetation followed by economic
activities such as agriculture, mining, industries,
Curriculum from Progressive Points of View urbanization and so forth.
• John Dewey believes that education is
experiencing. Reflective thinking is a means that Four Ways of Presenting the Content in the
unifies curricular elements that are tested by Curriculum:
application. 1. Topical Approach, where much content is
• Holin Caswell and Kenn Campbell viewed based on knowledge and experiences are
curriculum as all included.
experiences children have under the guidance 2. Concept Approach with fewer topics in
of teachers. clusters around major and sub-concepts and
• Othaniel Smith, William Stanley and Harlan their interaction, with relatedness emphasized.
Shore likewise 3. Thematic Approach as a combination of
defined curriculum as a sequence of potential concepts that develop conceptual structures.
experiences, set 4. Modular Approach that leads to complete
up in schools for the purpose of disciplining units of instruction.
children and youth
in group ways of thinking and acting. Criteria in the Selection of Content
• Colin Marsh and George Willis also viewed 1. Significance. Content should contribute to
curriculum as well as all the experiences in the ideas, concepts, principles and generalization
classroom which are planned and enacted by that should attain the overall purpose of the
the teacher and also learned by the students. curriculum. It is significant if content becomes
the means of developing cognitive, affective or
APPROACHES TO SCHOOL CURRICULUM psychomotor skills of the learner. As education
Three Ways of Approaching a Curriculum is a way of preserving culture, content will be
significant when this will address the cultural
1. Curriculum as a Content or body of context of the learner.
Knowledge. It is quite common for
2. Validity. The authenticity of the subject 4. Related to other subject fields or discipline
matter forms its validity. Knowledge becomes for complementation and integration.
obsolete with the fast changing times. Thus 5. Important in the transfer of learning to other
there is a need for validity check and disciplines.
verification at a regular interval, because
content which may be valid in its original form Basic Principles of Curriculum Content
may continue to be valid in the current times. 1. Balance. Content should be fairly distributed
3. Utility. Usefulness of the content in the in depth and
curriculum is relative to the learners who are breadth. This will guarantee that significant
going to use these. Utility can be relative to contents should be covered to avoid too much
time. It may have been useful in the past, but or too little of the contents needed within the
may not be useful now or in the future. time allocation.

4. Learnability. The complexity of the content 2. Articulation. As the content complexity

should be within the range of experiences of progresses with the educational levels, vertically
the learners. This is based on the psychological or horizontally, across the same discipline,
principles of learning. Appropriate organization smooth connections or bridging should be
of content standards and sequencing of provided.
contents are two basic principles that would
influence learnability. 3. Sequence. The logical arrangement of the
content refers to sequence or order. This can be
5. Feasibility. Can the subject content be done vertically for deepening the content or
learned within the time allowed, resources horizontally for broadening the same content.
available, expertise of the teachers and the In
nature of the learners? Are there contents of both ways, the pattern usually is from easy to
learning which can be learned beyond the complex, what is known to the unknown, what
formal teaching-learning engagement? Are is current to something in the future.
there opportunities provided to learn these?
4. Integration. Content in the curriculum does
6. Interest. Will the learners take interest in the not stand alone or isolation. It has some ways of
content? Why? Are the contents meaningful? relatedness or connectedness to other
What value will the contents have in the contents. Contents should be infused in other
present and future life of the learners? Interest discipline
is one of the driving forces for the students to whenever possible.
learn better.
5. Continuity. Content when viewed as a
Guide in the Selection of the Content in the curriculum should continuously flow as it was
Curriculum before, to where it is now, and where it will be
1. Commonly used in the daily life. in the future. It should be perennial. It endures
2. Appropriate to the maturity levels and time. Content maybe not be in the same form
abilities of the learners. and substance as seen in the past since changes
3. Valuable in meeting the needs and and developments in curriculum occur.
competencies of the future career. Constant repetition, reinforcement and
enhancement of
the content are all elements of continuity. behaviour. Central to the approach is the
formulation of
2. Curriculum as a Process behavioral objectives stated as intended
As a process, curriculum links to the content. learning outcomes or desired products so that
While content provides materials on what to content and teaching methods may be
teach, the process provides curriculum on how organized and the
to teach the content. When accomplished, the results evaluated. Products of learning are
process will result to various curriculum operationalized as knowledge, skill, and values.
experiences for the learners. The intersection of Curriculum product is expressed in form of
the content and process is called the outcomes which are referred to as the achieved
Pedagogical Content Knowledge or PCK. It will learning outcomes.
address the question: If you have this content,
how will you teach it? When curriculum is
approached as a PROCESS, guiding principles
are presented. CURRICULUM DEVELOPMENT: PROCESSES AND
1. Curriculum process in the form of teaching MODELS
methods or strategies are means to achieve the Curriculum Development Process
end.
2. There is no single best process or method. Its 1. Curriculum planning. Considers the school
effectiveness will depend on the desired vision, mission and goals. It also includes the
learning outcomes, the learners, support philosophy or strong education belief of the
material and the teacher. school. All of these will eventually be translated
3. Curriculum process should stimulate the to classroom desired learning outcomes for the
learners’ desire to develop the cognitive, learners.
affective, psychomotor domains in each
individual. 2. Curriculum designing is the way curriculum is
4. In the choice of methods, learning and conceptualized to include the selection and
teaching styles should be considered. organization of content, the selection and
5. Every method or process should result to organization of learning experiences or activities
learning outcomes which can be described as and the selection of assessment procedure and
cognitive, affective and psychomotor. tools to measure achieved learning outcomes. It
6. Flexibility in the use of the process or will also include the resources to be utilized and
methods should be considered. the statement of the learning outcomes.
7. Bothe teaching and learning are the two
important processes in the implementation of 3. Curriculum implementing is putting into
the curriculum. action the plan which is based on the
curriculum design in the classroom setting or
3. Curriculum as a Product the learning environment. The teacher is the
The product from the curriculum is a student facilitator of learning and, together with the
equipped with the knowledge, skills and values learners, uses the curriculum as design guides
to function effectively and efficiently. The real to what will transpire in the classroom with the
purpose of education is to bring about end in view of achieving the intended learning
significant changes in students’ pattern of outcomes. Implementing the curriculum is
where action takes place.
 curriculum. As grassroots approach Taba
4. Curriculum evaluating determines the extent begins from the bottom, rather than from top
to which the desired outcomes have been as what Tyler proposed. She presented seven
achieved. This procedure is on- going as in major steps to her linear model which are the
finding out the progress of learning (formative) following:
or the mastery of learning (summative). Along
the way, evaluation will determine the factors 1. Diagnosis of learners’ needs and expectations
that have hindered or supported the of the large society.
implementation. It will also pinpoint where 2. Formulation of learning objectives.
improvement can be made and corrective 3. Selection of learning contents
measures, introduced. The result of evaluation 4. Organization of learning contents
is very important for decision making of 5. Selection of learning experiences
curriculum 6. Determination of what to evaluate and the
planners, and implementers. means of doing it.

Curriculum Development Process Models

3. Galen Saylor and William Alexander
1. Ralph Tyler Model: Four Basic Principles. It is Curriculum Model. According to them
based on our fundamental principles which are curriculum is a plan of providing sets of
illustrated as answers to the following learning opportunities to achieve broad
questions? educational goals and related specific
objectives to an identified population served
a. What education purposes should schools by a single school center. There are four steps
seek to attain? in this model:
b. What educational experiences can be
provided that are likely to attain these 1. Goals, Objectives and Domains. Curriculum
purposes? planner begin by specifying the major
c. How can these educational experiences be educational goals and specific objectives they
effectively organized? wish to accomplish. The goals, objectives and
d. How can we determine whether these domain are identified and chosen based on
purposes are being attained or not? research findings, accreditation standards, and
views of different stakeholders.
Tyler’s model shows that in curriculum
development, the following considerations 2. Curriculum Designing. Designing a curriculum
should be made: follows after appropriate learning opportunities
1. Purposes of the school are determined and how each opportunity is
2. Educational experiences related to the provided.
purposes
3. Organization of the experience 3. Curriculum Implementation. A designed
4. Evaluation of the experience curriculum is now ready for implementation.
Teachers then prepare instructional plans
2. Hilda Taba Model: Grassroots Approach. She where instructional objectives are specified and
improved the Tyler’s model. She believed that appropriate teaching methods and strategies
teachers should participate in developing a
are utilized to achieve the desired learning • Aim: Promote democratic social living
outcomes among students. • Role: Teacher leads growth and development
of lifelong learners
4. Evaluation. The last step of the curriculum • Focus: Interdisciplinary subjects. Learner-
model is evaluation. A comprehensive centered, Outcomes-based
evaluation techniques are used to evaluate •Trends: Equal opportunities for all,
the total programmed of the school and the Contextualized curriculum, Humanistic
curriculum plan, the effectiveness of instruction education
and the achievement of the students. Through
evaluation process, curriculum planner and D. Reconstructionism
developers can determine whether or not the • Aim: To improve and reconstruct society.
goals of the school and the objectives of Education for change
instruction have been met. • Role: Teacher acts as agent of change and
reforms
All the models discussed utilized the processes • Focus: Present and future educational
of 1) curriculum planning, 2) curriculum landscape
designing, 3) curriculum implementing, and 4) • Trends: School and curricular reform, Global
curriculum evaluating. education, Collaboration and Convergence,
FOUNDATIONS OF CURRICULUM Standards and Competences
DEVELOPMENT
Foundations of Curriculum 2. Historical Foundations.
1. Franklin Bobbit (1876-1956).
1. Philosophical Foundations • He started the curriculum movement
A. Perennialism • Curriculum is a science that emphasizes
• Aim: To educate the rational person; cultivate students’ needs
intellect • Curriculum prepares learners for adult life.
• Role: Teachers assist students to think with • Objectives and activities should group
reasons (critical thinking HOTS) together when tasks are clarified.
• Focus: Classical subjects, literary analysis.
Curriculum is enduring 2. Werret Charters (1875-1952)
• Trends: Use of great books (Bible, Koran, • Like Bobbit, he posited that curriculum is a
Classics) and Liberal Arts science and emphasizes students’ needs
• Objectives and activities should match.
B. Essentialism Subject matter or content relates to objectives
• Aim: To promote intellectual growth of
learners to become competent 3. William Killpatrick (1875-1952)
• Role: Teachers are sole authorities in the • Curricula are purposeful activities which are
subject area child- centered
• Focus: Essential skills of the 3Rs; essential • The purpose of the curriculum is child
subjects development and growth. He introduced the
• Trends: Back to basic, excellence in education, project method where teacher and student plan
cultural literacy the activities.
• Curriculum develops social relationships and
C. Progressivism small group instruction.
 • Significant improvement is achieved though
4. Harold Rugg (1886-1960) group activity.
• Curriculum should develop the whole child. IT
IS CHILD CENTERED. 3. Psychological Foundation of Curriculum
• With the statement of objectives and related 1. Ivan Pavlov (1849-1936)
learning activities, curriculum should produce • He is the Father of the Classical Conditioning
outcomes. Theory, the S-R Theory
• Emphasized social studies and suggested that • The key to learning is early years of life is to
the teacher plans in advance. train them what you want them to become.
• S-R Theory is a foundation of learning practice
5. Hollis Caswell (1901-1989) called indoctrination.
• Curriculum is organized around social
functions of themes, organized knowledge and 2. Edward Thorndike (1874-1949)
learner’s interest. • He championed the Connectionism Theory
• Curriculum, instruction and learning are
interrelated
• Curriculum is a set of experiences. Subject 3. Robert Gagne (1916-2002)
matter is developed around social functions and • He proposed the Hierarchical Learning Theory.
learning interests. Learning follows a hierarchy

6. Ralph Tyler (1902-1994) 4. Jean Piajet (1996-1980)

• Curriculum is a science and an extension of • Theories of Jean Piajet
school’s philosophy. It is based on students’ - Cognitive development has stages from birth
needs and interest. to
• Curriculum is always related to instruction. maturity:
Subject matter is organized in terms of Sensorimotor stage (0-2),
knowledge, skills and values. preoperational stage (2-7)
• The process emphasizes problem solving. concrete operations stage (7-11) and
Curriculum aims to educate generalists and not formal operations (11- onward)
specialists.
5. Lev Vygotsky (1896-1934)
7. Hilda Taba (1902-1967) • Theories of Lev Vygotsky - Socio-cultural
• She contributed to the theoritical and development theory
pedagogical foundations of concepts
development and critical thinking in social 6. Howard Gardner
studies curriculum. - Gardner’s Multiple Intelligences
• She helped lay foundation for diverse student - Humans have several different ways of
population processing information and these ways are
relatively independent of one another
8. Peter Oliva (1992-2012)
• He described how curriculum change is a 7. Daniel Goleman
cooperative endeavor. • Emotion contains the power to affect action.
• Teachers and curriculum specialist constitute
the professional core of planners. 8. Gestalt
• Gestalt Theory implementers of the curriculum, it is best that
- Learning is explained in terms of “wholeness” they should design and own the changes.
of the problem 5. Curriculum development is a cooperative
group activity. Consultation with stakeholders is
9. Abraham Maslow (1902-1970) necessary.
• He advanced the Self-Actualization Theory 6. Curriculum development is a decision-making
and classic theory of human needs process made from choices of alternatives. A
curriculum designer or developer must decide
10. Carl Rogers (1902-1987) what contents to teach, philosophy or point of
-Non-directive and Therapeutic Learning view to support, how to provide for
multicultural groups, what methods or
11. John Dewey (1859-1952) strategies, and what type of evaluation to use.
-Considered two fundamental elements - 7. Curriculum development is an on-going
schools and civil society - to be major topics process. Continuous monitoring, examination,
needing attention and reconstruction to evaluation and improvement of curricula are to
encourage experimental intelligence and be considered in the design of curriculum.
plurality. 8. Curriculum development is more effective if it
is a comprehensive process, rather than a
12. Alvin Toffler “piecemeal”. Curriculum design is based on
• Wrote the book Future Shock- Believed that careful plan, with clearly established learning
knowledge should prepare students for the outcomes, support resources and needed time.
future 9. Curriculum development is more effective
when it follows a systematic process. A
CRAFTING THE CURRICULUM curriculum design is composed of desired
THE TEACHER AS A CURRICULUM DESIGNER outcomes, subject matter content
complemented with references, set of
FUNDAMENTALS OF CURRICULUM DESIGNING procedures, needed materials and resources
and evaluation procedure which can be placed
General Axioms as a Guide in Curriculum in a matrix.
Development (Oliva, 2003) 10. Curriculum development starts from where
1. Curriculum change is inevitable, necessary, the curriculum is. An existing design is a good
and desirable. Curriculum is dynamic. starting point for any teacher who plans to
2. Curriculum is a product of its time. enhance and enrich a curriculum.
Curriculum responds changes brought about by
current social forces, educational reforms, Elements or Components of a Curriculum
principles of new knowledge, etc. Design
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes. A There are many labels or names for curriculum
revision in curriculum starts and ends slowly. design. Some would call it a syllabus, or a lesson
The changes that occur can coexist and plan. Some would call it a unit plant or a course
oftentimes design. Whatever is the name of the design, the
overlap for long periods of time. common components for all of them are almost
4. Curriculum change depends on people who the same.
will implement the change. The teachers are the
Let us take the Lesson Plan as a miniscule 2.3. Humanistic design. The development of self
curriculum. A lesson plan or teaching guide is the ultimate objective of learning. It stresses
includes (1) Intended Learning Outcomes (ILO) the whole person and the integration of
or Desired Learning Outcome (DLO) formerly thinking, feeling and doing.
labelled as behavioural objectives, (2) Subject
Matter or Content, (3) Teaching and Learning 3. Problem-Centered Design. Generally,
Methods, and (4) Assessment Evaluation. problem-centered design draws on social
problems, needs, interest and abilities of the
APPROACHES TO CURRICULUM DESIGN learners.
Types of Curriculum Designs 3.1. Life situations design. What makes the
design unique is that the contents are organized
1. Subject-Centered Design. It focuses on the in ways that allow students to clearly view
content of the curriculum. Subject - centered problem areas. The connection of subject
curriculum design has also some variations matter to real situations increases the relevance
which is focused on the individual subject, of the curriculum.
specific discipline and a combination of subjects 3.2. Core problem design. It centers on general
or disciplines which area broad field or education and the problems are based on the
interdisciplinary. common human activities.
1.1. Subject Design. What subject are you Approaches to Curriculum Design
teaching? What subject are you taking?
1.2. Discipline design. It is related to the subject 1. Child or Learner-Centered Approach. Child or
design that centers only on the cluster content, learner is the center of the educational process.
but discipline design focuses on academic The curriculum is constructed based on the
disciplines. Discipline refers to specific needs, interest, purposes and abilities of the
knowledge learned through a method which the learners.
scholars use to study a specific content of their
fields. This design model of curriculum is often Principles of Child-Centered Curriculum
used in college, but not in the elementary or Approach
secondary levels. • Acknowledge and respect the fundamental
1.3. Correlation design. Subjects are related to rights of the child.
one another and still maintain their identity. • Make all the activities revolve around the
1.4. Broad field design/interdisciplinary. This over-all development of the learner.
design was made to cure compartmentalization • Consider the uniqueness of every learner in a
of the separate subject subjects and integrate multicultural classroom.
the contents that are related to one another. • Consider using differentiated instruction or
teaching.
2. Learner-Centered Design. • Provide a motivating supportive learning
2.1. Child-Centered design. This curriculum environment for all the learner.
design is anchored on the needs and interests
of the child. 2. Subject Centered Approach. This is anchored
2.2. Experience-centered design. This design is on a curriculum design which prescribes
similar to child- centered design. Experiences of separate distinct subjects for every educational
the learners is used as starting point of the level: basic education, higher education, or
curriculum.
vocational principles-technical education. This 1. What do my students learn?
approach considers the following: 2. What do they study in the first quarter?
• The primary focus is the subject matter. 3. What are they studying in the school
• The emphasis is on bits and pieces of throughout the year?
information which may be detached from life. 4. Do my co-teachers who handle the same
• The subject serves as a means of identifying subject, cover the same content? Achieve the
problems of living. same outcomes? Use similar strategies?
• Learning means accumulation of content, or 5. How do I help my students understand the
knowledge. connections between my subjects within the
• Teacher’s role is to dispense the content. year? Next Year?

3. Problem- Centered Approach. This approach Suggested Steps to Follow in Curriculum

is based on a design which assumes that in a Mapping
process of living, children experience problems. 1. Make a matrix or a spread sheet.
This approach is characterized by the following 2. Place timeline that you need to cover. (one
views and beliefs: quarter, one semester, one year). This should
• The learners are capable of directing and be independent on time frame of a particular
guiding themselves in curriculum that was written.
resolving problems, thus developing the learner 3. Enter the intended learning outcomes, skills
to be independent. needed to be taught or achieved at the end of
• The learners are prepared to assume their the teaching.
civic responsibilities through direct participation 4. Enter in the same matrix the content
in different activities. areas/subject areas to be covered.
• The curriculum leads the learners in the 5. Aligned and name each resource available
recognition of concerns and problems in such as textbooks, workbooks, module next to
seeking solutions. subject areas.
6. Enter the teaching-learning methods to be
CURRICULUM MAPPING used to achieve the outcomes.
7. Align and enter the assessment procedure
Curriculum mapping is a process or procedure and tools to the intended learning outcomes,
that follows curriculum designing. It is done content areas, and resources.
before curriculum implementation or the 8. Circulate the map among all involved
operationalization of the written curriculum. personnel for their inputs.
Curriculum mapping can be done by teacher 9. Revise and refine map based on suggestions
alone, a group of teachers teaching the same and distribute to all concerned.
subject, the department, the whole school or
district or the whole educational system. Some IMPLEMENTING THE CURRICULUM
curricularists would describe curriculum THE TEACHER AS CURRICULUM IMPLEMENTER
mapping as making a map to success. There are AND MANAGER
common questions that are asked by different
stakeholders, like teachers, colleagues, parents, IMPLEMENTING THE DESIGNED CURRICULUM,
school officials and the community as well. A CHANGE PROCESS.
These questions may include:
Curriculum Implementation Defined
1. This is the phase where the teacher action
takes place. It means putting into practice the Building and Enhancing New Literacies Across
written curriculum that has been designed in the Curriculum
syllabi, course study, curricular guides, and 21st Century Education
subjects. It is a process wherein the learners 1. Focus on a project-based curriculum
acquire the planned or intended knowledge, 2. There is an innovation in education
skills, and attitudes that are aimed at enabling 3. Schools will go from ‘buildings’ to ‘nerve
the same learners to function effectively in centers’
society. (SADC M0E Africa, 2000) 4. Teachers from dispensers of knowledge to
2. Ornstein and Hunkins in 1998 defined facilitators of learning
curriculum implementation as the interaction
between the curriculum that has been written Attributes of 21st Century Education
and planned and the persons (teachers) who 1. Integrated and Interdisciplinary
are in charge to deliver it. 2. Technology and Multimedia
3. Loucks and Lieberman (1983) define 3. Global Classrooms
curriculum implementation as the trying out of 4. Creating to Constant Personal and Social
a new practice and what it looks like when Change and Lifelong Learning
actually used in a school system. It simply 5. Student-Centered
means that 6. 21st Century Skills
implementation should bring the desired 7. Project-based and Research Driven
change and improvement. 8. Relevant, Rigorous, and Real World

Categories of Curriculum Change Characteristics: 21st Century Teachers

1. Substitution. The current curriculum will be 1. Multi-literate
replaced or substituted by a new one. 2. Multi-specialist
2. Alteration. There is a minor change to the 3. Multi-skilled
current or existing curriculum. 4. Self-directed
3. Restructuring. Major change or modification 5. Lifelong learner
in the school system. Example is the K to 12 6. Flexible
curriculum. 7. Creative Problem Solver
4. Perturbations. These are changes that are 8. Critical Thinker
disruptive, but teachers have to adjust to them 9. Has passion
within a fairly short time. 10. High EQ
5. Value orientation. This is a type of curriculum
change through which is given to the teachers Integrating 21st Century Skills in Teaching and
in response to shift in emphasis. Learning Process
Approaches to Integration
IMPLEMENTING A CURRICULUM DAILY IN THE 1. Multidisciplinary Approach
CLASSROOM 2. Interdisciplinary Approach
I. Objectives 3. Transdisciplinary Approach
II. Subject Matter
III. Procedure Methods of Curriculum Integration
IV. Assessment 1. Project-Based Learning
V. Assignment 2. Service Learning
3. Learning Centers/ Parallel Disciplines 2. Become a smart consumer of products and
4. Theme-based information
5. Fusion 3. Recognize point of view
4. Create media responsibly
Multicultural Literacy 5. Identify the role of media in our culture
Consists of the skills and ability to identify the
creators of knowledge and interests to reveal Media and Information Literacy (MIL)
the assumption of knowledge, and to view A combination of knowledge, skills, and
knowledge from diverse ethnic and cultural practices required to access, analyze, evaluate,
perspective and use information and knowledge in creative,
legal,
Global Literacy and ethical ways.
- Aims to address issues of globalization, racism,
diversity, and social justice Dimensions of MIL
- It requires awareness and action, consistent 1. Tool Literacy
with a broad understanding of humanity, the 2. Resource Literacy
planet, and the impact of human decision on 3. Social-Structural Literacy
both. 4. Research Literacy
5. Publishing Literacy
Dimensions of Global Education 6. Emerging Technology Literacy
Dimension 1: Examine issues of local, global, 7. Critical Literacy
and cultural significance
Dimension 2: Understand and Appreciate the Integrating Media Literacy in the Curriculum
perspective world views of others 1. Teach students to evaluate media.
Dimension 3: Engage in Open, Appropriate and 2. Show students where to find digital resources
Effective Interactions across Cultures and databases.
Dimension 4: Take action for collective well- 3. Compare/Contrast various media sources
being and Sustainable development 4. Discuss how media edits and alters
5. Examine the truth in advertisement
Social Literacy 6. Have students create media
Entails the development of social skills,
knowledge, and positive human values toward Financial Literacy
desire and ability in human beings to act and Is a core life skill in an increasingly complex
react positively and responsibly in a wide range world where people need to take charge of
of complex social settings. their own finance, budget, financial choices,
managing risks, saving, credit, and financial
Media Literacy transactions.
The ability to access, analyze, evaluate, and
create media. The ability to identify different Financial Plan
types of media from wide array of sources Steps:
and understand the messages they bring. 1. Calculating the net worth
2. Determining the cash flow
Roles of Media Literacy 3. Considering the priorities
1. Learn to think critically
Spending Integrating Ecological Literacy into the
Strategies: Curriculum
1. Start by listing your goals 1. Place-Based Learning
2. Divide your goals accordingly 2. Project-Based Learning
3. Estimate the cost 3. Socratic Inquiry
4. Project future cost 4. Experiential Learning
5. Calculate how much you need to set 5. Interdisciplinary Learning
aside
6. Prioritize your goals Arts and creative Literacy
7. Create a schedule for meeting your Creativity is the process of having original ideas
goals that have value. It’s the act of turning new and
imaginative ideas into reality.
Digital Literacy
 Is the set of competencies required for Seven Habits of Highly Creative People
full participation in society that includes 1. Prepare the ground
knowledge, skills, and behaviors 2. Plant seeds for creativity
involving the use of effective use of 3. Live in the questions
digital devices. 4. Feed the brain
 Cybersecurity is the practice of 5. Experiment and explore
protecting systems, networks, and 6. Replenish your creative stock
programs from digital attacks. 7. Liberate your creativity
 Cyber Citizenship is an old value that is Eye-Hand Coordination
now applies to a new medium, the Coordinated control of eye movement with
Internet. hand movement and the processing of visual
 It means being responsible when using input to guide reaching and grasping along with
the internet. the use of hands to guide the eyes.

Eco-literacy Visual Literacy

 Considers ecological systems and Refers to interpreting and creating visual
awareness of how society operates images
within natural aspects as an
educational imperative. Verbal Creativity
 Green School and Education for 1. Fluency
Sustainable Development 2. Flexibility
 Dark Green School Program 3. Originality
 Ecological Living Practices 4. Elaboration

Practices Aesthetic or Esthetics is the philosophical study

1. Develop empathy for all forms of life of beauty and taste.
2. Embrace sustainability for all forms of life Approaches:
3. Make the invisible visible 1. It is the study of aesthetic concepts
4. Anticipate unintended consequences 2. It is the study of mind, emotions, attitudes,
5. Understand how nature sustains life etc.
3. It is the study of the aesthetic object
Integrating Arts and Creativity Literacy
1. Physical environment
2. Emotional environment
3. Project-based Learning
4. Teach Creative thinking skills
5. Alternative assessments
6. Scheduling
7. Student Centered and Personalized Learning
8. Incorporate arts
9. Integration of technologies
10. Preparing the body and brain for creativity