UNIT I: AN OVERVIEW OF THE CURRICULUM

THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT

(PHILIPPINE CONTEXT)
Concepts, Nature and Purposes of Curriculum
According to Bilbao, Purita (2015), the word curriculum is derived from the Latin curere meaning ‘to run’. This implies
that one of the curriculum functions is to provide a template or design that enables your learning to take place.
The concept of curriculum is dynamic and has many definitions. It can be defined simply as a listing of subjects to be
taught in school or in a broader sense, as the total learning experiences of an individual in school and society as well.
The following are some of the definitions of the curriculum that you need to reflect:
 Curriculum is the sequence of potential experiences set up in school to discipline children and youth in
group ways of thinking and act (Caswell and Campbell);
 Curriculum is a structured set of learning outcomes or tasks that educators usually call goals and objectives
(Howell and Evans);
 Curriculum is the “what” of teaching;
 Curriculum is the listings of subjects to be taught in school;
 Curriculum is a document that describes a structured series of learning objectives and outcomes for a given
subject matter area (Howell and Evans); and
 Curriculum includes a specification of what should be learned, how it should be taught, and the plan for
implementing/assessing the learning.

The numerous definitions of a curriculum are influenced by modes of thoughts, pedagogies, political, and cultural
experiences. There are two different points of view of the curriculum. These are the traditional perspective (Essentialist
School) and the progressive point of view (Progressive School).
The following are the characteristics of the curriculum as viewed by the Essentialist and the Progressive type of schools.
You have to examine, assess, and reflect on how these characteristics could affect the operation of an institution.
Table 1. Characteristics of the Curriculum
Essentialist School Progressive School
1. It considers the curriculum as something rigid, 1. It conceives the curriculum as something flexible based
consisting of discipline subjects, cited by Prof. Ronnie on areas of interest. Arjay M. Esguerra at
E. Pasigui at slideshare.curriculumdevelopment. slideshare.curriculumdevelopment.)
2. It considers all learners as much as the same. It aims 2. It is learner-centered, keeping in mind that no two
to fit the learner into the existing social order and persons are alike. Arjay M. Esguerra at
maintain the status quo, cited by Arjay M. Esguerra slideshare.curriculumdevelopment.
at slideshare.curriculumdevelopment. 3. Its factor of motivation is individual achievement
3. Its major motivation is discipline and considers believing that persons are naturally good. Arjay M.
freedom as an outcome and not a means of Esguerra at slideshare.curriculumdevelopment.
education, Bilbao (2015) as cited by Prof. Ronnie E. 4. Uses facilitative approach.
Pasigui at slideshare.curriculumdevelopment. 5. Uses life-experience approach and methods emphasize
4. Its approach is authoritative. individual spontaneity, problem-solving, and
5. It is book-centered and recommended memory work, development of creative responsibility.
mastery of facts and skills, and development of 6. Its measurement of outcome and achievements are now
abstract intelligence. devices considering the subject matter and personality
6. Its measurement of outcomes is standard tests based tests.
on subject matter mastery. (Zimmerman, B.J., 2015))

Table 2. Curriculum Definitions

Traditional Points of View of Progressive Points of View of Curriculum
Curriculum
 Body of subjects or subject matter prepared by the  Listing of subjects, syllabi, course of study, and list of
teachers for the students to learn (Bilbao, 2015). courses or specific discipline can only be called
 Synonymous to “course study”. (Bilbao, 2015) curriculum if these written materials are actualized by
 “Permanent studies” where the rule of grammar, the learner (John Dewey).
reading, rhetoric, logic, and mathematics for basic  Total learning experiences of the individual (Caswell
education emphasized (Robert Hutchins) and Smith).
 Curriculum should focus on the fundamental  All experiences children have under the guidance of
intellectual disciplines of grammar, literature, and teachers (Caswell & Campbell).
writing. It should also include mathematics, science,  Experiences in the classroom which are planned and
history, and foreign language (Arthur Bestor). enacted by the teacher, and also learned by the
 Discipline is the sole source of curriculum (Joseph students (Marsh and Willis).
Schwab).  Curriculum is a sequence of potential experiences set
 Curriculum should consist entirely of knowledge from up in schools to discipline children and youth in group
various disciplines (Phenix, 1964 as cited by Bilbao, P., ways of thinking and act (Smith, Stanley, & Shore).
Dayagbil, F. & Corpuz, B. (2015).  Experiences in the classroom which are planned and
enacted by teacher, and also learned by the students
(Marsh and Willis).
 In short, the traditionalists see it as a straightforward document that outlines a standardized set of learning goals and
outcomes for a given subject area and provides a specification of what should be learned, how it should be taught, and the
learning implementation/assessment plan. On the other hand, the progressivists interpret curriculum as the school's overall
effort to achieve desired school and out-of-school circumstances.
For you to understand better, you have to learn the following terms, says Pasigui, Ronnie (2012):
Curriculum planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
A curriculum plan is the advanced arrangement of learning opportunities for a particular population of learners, while the
curriculum guide is a written curriculum plan
The place or workshop where curriculum materials are gathered or used by teachers or learners of a curriculum is a
curriculum laboratory. At the same time, the collection of suggested learning activities and materials organized around a
specific topic or area which a teacher might use in planning, developing, and evaluating a learning unit is a resource unit.

Curriculum development is the process of selecting, organizing, executing, and evaluating learning experiences based
on the needs, abilities, and interests of learners and the nature of society or community. It must be purposeful, planned, and
progressive.

TYPES OF CURRICULA
According to Allan Grathon (2009) as cited by Bilbao, Purita (2012), there are seven (7) types of curricula operating in
schools. But for purposes of identifying some of the types which may not be working in schools, 10 are presented below. You
can then review and scrutinize the different types and provide examples in the activity at the end of the unit to have successful
learning and, eventually, be effective in your teaching career.

Table 3. Types of Curricula

Type Description
1. Recommended Curriculum Scholars and professional organizations propose it. The curriculum may come from a
national agency or any professional organization (Allan Grathon (2000), as cited by
Bilbao et al. (2008)) who has a stake in education.
2. Written Curriculum It includes documents, courses of study, or syllabi for implementation. Curriculum
experts make most written curricula with the participation of teachers. An example of
this is the Basic Education Curriculum (BEC), and the written lesson plan of each
classroom teacher is made up of objectives and planned activities of the teacher. (Allan
Grathon (2000), as cited by Bilbao et al. (2008))
3. Taught Curriculum The different planned activities teachers implement or deliver in the classrooms and
schools, which are put into action, compose the taught curriculum. These are varied
activities that are implemented in order to arrive at the objectives or purposes of the
written curriculum. It varied according to the learning styles of the students and the
teaching styles of the teacher. (Allan Grathon (2000), as cited by Bilbao et al. (2008))
4. Supported Curriculum Includes material resources such as textbooks, computers, audio-visual materials,
laboratory equipment, playgrounds, zoos and other facilities, which support and help in
the implementation of the curriculum (Allan Grathon (2000), as cited by Bilbao et
al. (2008)). Support curriculum enables each learner to achieve real and lifelong learning.
5. Assessed Curriculum It refers to a tested or evaluated curriculum. Series of evaluations are being done by the
teachers at the duration and end of the teaching episodes to determine the extent of
teaching or to tell if the students are progressing. Assessment tools like pencil-and-paper
tests, authentic instruments like portfolios are being utilized (Allan Grathon (2000), as
cited by Bilbao et al. (2008)).
6. Learned Curriculum It refers to the learning outcomes achieved by the students. Learning outcomes are
indicated by the results of the tests and changes in behavior which can be either
cognitive, affective or psychomotor (Allan Grathon (2000), as cited by Bilbao et
al. (2008)). In other words, what you as students learn and what is measured.
7. Hidden Curriculum It is the unintended curriculum that is not deliberately planned but may modify behavior
or influence learning outcomes. Peer influence, school environment, physical condition,
teacher-learner interaction, the mood of the teacher, and many other factors make up
the hidden curriculum (Allan Grathon (2000), as cited by Bilbao et al. (2008)).
8. Concomitant Curriculum These are things that are taught at home; those experiences that are part of a family's
experiences or related experiences sanctioned by the family. This type of curriculum may
be received at church, in the context of religious expression, lessons on values, ethics or
morals, molded behaviors, or social experiences based on a family's preferences, Eisner,
E.W. (1994) as cited by Wilson (1990).
9. Phantom Curriculum The messages prevalent in and through exposure to any type of media. These
components and messages play a major part in your enculturation into the predominant
meta-culture or acculturate you into narrower or generational subcultures (Eisner, E.W. ,
1994) as cited by Wilson (1990).
10. Null Curriculum (Excluded Various contents that must not be taught to you (Tanner and Tanner, 2007).
Curriculum) Sometimes your teacher ignores some content or skill, deliberately or unknowingly. S/He
may consider some idea unimportant and forget it. Similarly, your teacher may avoid
detailed descriptions of some topic for one or another reason. Sometimes also, you fail to
learn specific knowledge, skills, or attitude for various reasons.
FOUNDATIONS OF CURRICULUM DEVELOPMENT IN THE PHILIPPINES

A. Historical Foundation
B. Philosophical
C. Psychological Foundation
D. Social Foundation
A. Historical Foundation of the Curriculum
Curriculum Development in the Philippines touched on the religion, economic, political, and social influences and events
in the country. Colonial rules in the Philippines tailored the curriculum to serve colonial goals and objectives , Bilbao (2015) as
cited by Prof. Ronnie E. Pasigui (https://www.slideshare.net/arjaymesguerra/curriculum-development-14099299).
You have to examine the nature/system of the curriculum in the Philippines under the different periods as follows:
1. Pre-Spanish Period
Pre-Spanish Curriculum
 Informal education through interaction with other people.
 No direct teaching, no formal method of instruction
 Unplanned and unsystematic learning.
 Education is for survival, conformity, and enculturation.

2. The Spanish Period

Spanish-devised Curriculum
 Consisted of the 3Rs: Reading, Writing, Religion
 Goals: Acceptance of Catholicism, Acceptance of Spanish Rule
 Schools: Parochial or Convent Schools, ungraded
 Curriculum Organization: Subject-based Organization
 Reading Materials: cartilla, caton, catecismo
 Method of Instruction: dictation and individual memorization
 Curricular aims: To teach young boys and girls to serve and love God; discover what is good and
proper for one’s self; enable an individual to get along well with society

3. American Period
 Creation of public school system to train Filipinos after the American way of life or to teach
democracy as a way of life
 American-devised Curriculum
 Based on the ideals and traditions of America and her hierarchy of values (Bilbao, 2015 as cited by
Prof. Ronnie E. Pasigui).
 Reading materials were about American history, development, discoveries, and people.
 Medium of Instruction: English
 Primary curriculum consisted of three grades which provided body training and mental training.
 Intermediate curriculum consisted of subjects such as arithmetic, geography, science, and English.
 Collegiate Level included a teacher’s training curriculum appropriate for elementary mentors to
replace the Thomasites.
 Curriculum organization: separate-subject

4. The Curriculum during the Commonwealth

 Period of expansion and reform in the Philippine curriculum (Bilbao, 2015 as cited by Prof. Ronnie
E. Pasigui)
 Courses in farming, trade, business, domestic science.
 The curriculum for the training of elementary teachers was expanded and elevated by the Bureau
of Education from the secondary normal schools to the collegiate level.
 Commonwealth Act 586, also known as Educational Act of 1940, recognized the elementary school
system.
 The collegiate normal schools (1939)=two years training beyond high school
 Eliminated Grade VII and providing for the double single-session

5. The Japanese-devised Curriculum

 Included Nippongo in the curriculum
 Abolished English as the medium of instruction and as a subject
 All textbooks were censored and revised
 Training was done formally through schools with emphasis on vocational, technical, agriculture
 The Japanese-devised Curriculum
 Curricular content centered on values rooted for the love of labor
 Teaching physical education and singing Japanese songs

6. The Curriculum during the Liberation Period

 Restoration of Grade VII
 Abolishment of the double-single session
 Curriculum was developed and based on the characteristics and needs of the Filipino children.
 Curriculum was still subject-centered.
 Promotion of equal educational opportunities for all
 Curricular content stressed:
  Social orientation (ex. conservation of the Filipino heritage)
 Training for occupation
 Promotion of democratic nation-building
 A new thrust on community development

7. The Curriculum during the Philippine Republic

 Great experiments in the community school idea and the use of vernacular in the first two grades
of the primary schools as the medium of instruction (Basilio, Marivic, uploaded by Jethro Bajan
(2018)).
 Schools are increasingly using instructional materials that are Philippine-oriented Max V. De Leon
(2018)
 The aim of education is for national development
 Made education relevant to the needs of the changing world or the new society (Educational
Development Decree of 1972 by President Marcos).

8. The Curriculum during the New Society

 Curricular changes in the elementary education
 Focused on the 3Rs
 Integration of values in all learning areas
 Emphasis on mastery learning

 Curricular changes in the Secondary Education

 Increased in time allotment
 YDT and CAT introduced as new courses
 Elective offerings as part of the curriculum

 Curricular emphases are:

 Moral values
 Proper methods of teaching
 Retraining of teachers
 Vocational and technical education
 Bilingualism
 National consciousness
 Cultural values

9. Present (1986-present)
 DECS Order No. 6 s. 1998, issued by Education Sec. Quisumbing strengthens the teaching of values
in the New Elementary School Curriculum (NESC) launched in SY 1989-1990 under the Program for
Decentralized Educational Development (PRODED) and Secondary Educational Development
Program (SEDP)
 Education aimed to promote national development and values education (Don Adams, 2002)
 Implementation of NESC-addressed to civic, intellectual, and character development of the child
 Implementation of RBEC
 Implementation of the K-12 Curriculum

Of all foreign educational systems, the American educational system has the greatest influence on our educational system. The
following six curriculum theorists contributed their views on curriculum:
a. Franklin Bobbit (1876-1956)- presented curriculum as a science that emphasizes students' needs.
b. Werret Charters (1875-1952) considered curriculum also a science-based on students' needs, and the teachers plan
the activities.
c. William Kilpatrick (1871-1965) - viewed curriculum as purposeful activities which are child-centered.
d. Harold Rugg (1886-1960) - emphasized social studies in the curriculum and the teacher plans the lesson in advance.
e. Hollis Caswell (1901-1989) - sees curriculum as organized around social functions of themes, organized knowledge
and learner's interests.
f. Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of the school's philosophy based on
students' needs and interests.

The historical development demonstrates the numerous shifts in curriculum goals, values, and content.
B. Philosophical Foundation of the Curriculum

The philosophical foundation of the curriculum helps determine the driving purpose of education and the roles of the
various participants. While all foundations propose to set goals of the curriculum, philosophy presents the manner of thinking
from which those goals are created. One’s driving philosophy suggests if education should develop the individual or enforce
group norms (Ornstein & Hunkins, pp. 34-36); if it is to enforce group norms, it further defines if that should be the current set
or a move towards changing those norms. Philosophies vary in the perception of truth, ranging from absolute to relative and
from moralistic to scientific (34-37). In all of this, one’s philosophy defines the role of the teacher, ranging from all-knowing
authoritarian to that of a mentor, and the part of the student, ranging from an obedient vacant vessel to an individual worthy
of actively engaging in one’s educational process. As we look through history, we see how philosophies have gained and waned
in popularity in society and how even psychological research is embraced, ignored, or even rejected based on philosophical
standings of the time.
 Philosophy of education lays the solid framework for every curriculum. A curriculum manager or expert, implementer or
teacher, head of school, evaluator supports a clear theory in his/her decision-making method.
Table 5. Aims, Roles, Focuses, and Trends of Educational Philosophy
Educational Philosophy Aim of Education
Perennialism To educate the rational person; and
To cultivate the intellect
Essentialism To promote the intellectual growth of the individual and educate a
competent person (Ornstein, A.C.1990)).
Progressivism To promote democratic and social living.
Reconstructionism To improve and reconstruct society; and
Education for a change.
Educational Philosophy Role of Education
Perennialism Teachers help students think with reason. (Thomas, Both, 2016).
Based on the Socratic methods of oral exposition or recitation (Bilbao,
2015).
Explicit or deliberate teaching of traditional values
Essentialism The teacher is the sole authority in his or her subject area or field of
specialization (Bilbao, 2015)).
Progressivism Knowledge leads to the growth and development of lifelong learners who
actively learn by doing (Bilbao, 2015).
Reconstructionism Teachers act as agents of change and reform in various educational
projects, including research (Bilbao, 2015)).
Educational Philosophy Focus in the Curriculum
Perennialism Classical subjects, literary analysis.
Curriculum is constant.
Essentialism Essential skill of the 3Rs and essential subjects of English, Science, History,
Mathematics, and Foreign Language
Progressivism Subjects are interdisciplinary, integrative, and interactive.
Curriculum is focused on student’s interests, human problems, and affairs.
Reconstructionism Focus on the present and future trends and national and international
interests (Bilbao, 2015)
Educational Philosophy Curriculum Trends
Perennialism Use of great books and return to liberal arts (Bilbao, 2015).
Essentialism Excellence in education, back to basics, and cultural literacy (Bilbao,
2015)
Progressivism School reforms, relevant and contextualized curriculum, humanistic
education (Bilbao, 2015)
Reconstructionism Equality of educational opportunities in education, access to global
education (Bilbao, 2015)

C. Psychological Foundations of the Curriculum

Psychology provides a basis for the teaching and learning process. You, as learners, are not machines, and your mind is
not a computer. As individuals, you are affected by biology and the culture to which you are exposed. It would be best to
consider psychology in the learning and developing the curriculum to ensure that you can achieve more advanced, more
comprehensive, and complete human understanding.
The following are the three major groups of learning theories that help shape in crafting the curriculum:

1. Behaviorists Psychology/Behaviorism
 Based on the idea that all behaviors are acquired through conditioning through your interaction with the
environment.
 Learning is organized so that you can experience success in the process of mastering the subject matter.
 Method of teaching is introduced in a step-by-step manner with proper sequencing of the task.
Proponents: Edward Thorndike, Ralph Tyler, Hilda Taba, Robert Gagne

2. Cognitive Psychology
 focus attention on how you, as individuals, process information and how you monitor and manage thinking.
 Learning constitutes a logical method for organizing and interpreting your understanding (Bilbao, 2015).
 Knowledge is rooted in the tradition of subject matter where your teachers use many problems and thinking
skills in teaching-learning (Bilbao, 2015)..
 These are exemplified by reflective thinking, creative thinking, intuitive thinking, discovery learning, etc. (Bilbao,
2015).
Proponents: Jean Piaget, Howard Gardner, Daniel Goleman

3. Humanistic Psychology
 Is concerned with how you can develop your human potential.
 is based on Gestalt psychology. Learning can be defined in terms of the fullness of the question and where the
world is evolving. As a learner, you are reorganizing your expectations continuously.
  The program concerns the process, not the goods, the personal needs, not the subject matter; the psychological
sense, and the environmental circumstances in which you are exposed.
Proponents: Gestalt, Abraham Maslow1, Carl Rogers

E. Social Foundations of Education

Schools exist within the context of society, and social culture influences, and their curricula. The relationship between
curriculum and society is mutual and encompassing. Curriculum-society relationships are reciprocal and inclusive. Therefore,
the curricula should represent and maintain the culture of society and its ambitions to be relevant. Simultaneously, the
community should also be interested in the changes brought about by formal institutions called schools.

According to Ornstein, A. and Hunkins, F. (1998), education systems are closely tied to the institutional network of
society. Thus, to understand how the content of schooling is shaped in any society, you must understand the relationship
between education and other institutions in society. In other words, to understand what is taught, how it is taught and why it is
taught, you need to look at the social forces that shape the curriculum. When designing a curriculum, the following questions
must be addressed:
 To what extent should the curriculum consider the world outside of school?
 How do changes in society affect curriculum? (Ornstein and Hunkins, 1998)
Knowing the social foundations of the curriculum is crucial in making decisions about what should be included in the
curriculum and eventually what happens in the classroom. Schools exist within the context of society and influence culture,
which in turn shapes curriculum. The story ‘Curriculum of Forest School’ illustrates this point. A curriculum should be able to
prepare (Sarah Beason) students for the present and the future. In other words, a curriculum should address your wants and
needs by responding to social conditions locally, nationally, and globally (McNeil, 1995). You might ask, “Why do I need to study
algebra? I do not intend to be a mathematician, computer scientist, or engineer”. The importance of such subjects in a
curriculum may not be apparent to you as learners. Still, teachers know that solving algebra problems requires thought skills
that may not seem instantly important but will benefit you indirectly later in your life in many careers and jobs.

According to Burks (1998) content is valuable;

 if it relates to the general body of knowledge needed by average human beings for conducting daily life (e.g. reading,
writing);
 when it is related to the specific present or future situation of the student (e.g. to be a journalist one needs good
language skills);
 if it develops thinking skills that probably increases the student’s success in other subject areas or general life-
decisions (e.g. geography develops spatial thinking; art develops design skills); and
 if it fulfills unavoidable requirements imposed by society as entry qualifications to certain vocational and professional
programs (e.g. mathematics as a requirement for technical jobs).

CHARACTERISTICS OF A GOOD CURRICULUM

The effectiveness of the development of a curriculum determines the quality of the curriculum itself.
According to Stabback, Philip (UNESCO, 2015), the following should be the characteristics of a good quality curriculum:
 Values you as a child and holds that every child matters equally;
 Is comprised of high quality ‘content’ which is up-to-date and relevant;
 Suitably demanding;
 Appropriately sequenced and progressive;
 Balanced;
 Integrated;
 Is well-organized and structured;
 Clearly documented or comprises a number of inter-related components expressed in consistent and coherent
documents; and
 Is underpinned by a set of theoretical and philosophical beliefs about how children learn.

Furthermore, in their article published in the IOSR Journal of Nursing and Health Science (IOSR-JNHS), Mrs. Subharani P,
Mrs. Bhuvaneswari G., Mrs. Tamil Selvi S. &, Mrs. Sujithra. S. identified the following characteristics of a good curriculum:

1. The Curriculum is continuously evolving.

• It evolved from one period to another, to the present.
• For a curriculum to be effective, it must have continuous monitoring and evaluation.
• Curriculum must adapt its educational activities and services to meet the needs of a modern and dynamic
community.
2. The Curriculum is based on the needs of the people.
• A good curriculum reflects the needs of the individual and the society as a whole.
• The curriculum is in proper shape in order to meet the challenges of times and make education more
responsive to the clientele it serves.
3. The Curriculum is democratically conceived.
• A good curriculum is developed through the efforts of a group of individuals from different sectors in the
society who are knowledgeable about the interests, needs and resources of the learner and the society as a
whole.
 • The curriculum is the product of many minds and energies.

4. The Curriculum is the result of a long-term effort.

•A good curriculum is a product of long and tedious process.
• It takes a long period of time in the planning, management, evaluation and development of a good
curriculum.

5. The Curriculum is a complex of details.

• A good curriculum provides the proper instructional equipment and meeting places that are often most
conducive to learning.
• It includes the student-teacher relationship, guidance and counseling program, health services, school and
community projects, library and laboratories, and other school- related work experiences.

6. The Curriculum provides for the logical sequence of subject matter.

• Learning is developmental.
• Classes and activities should be planned.
• A good curriculum provides continuity of experiences.

7. The Curriculum complements and cooperates with other programs of the community.
• The curriculum is responsive to the needs of the community.
• The school offers its assistance in the improvement and realization of ongoing programs of the community.
• There is cooperative effort between the school and the community towards greater productivity.

8. The Curriculum has educational quality.

• Quality education comes through the situation of the individuals intellectual and creative capacities for
social welfare and development.
• The curriculum helps the learner to become the best that he can possibly be.
• The curriculum support system is secured to augment existing sources for its efficient and effective
implementation.

9. The Curriculum has administrative flexibility.

• A good curriculum must be ready to incorporate changes whenever necessary.
• The curriculum is open to revision and development to meet the demands of globalization and the digital
age.

UNIT II: CURRICULUM PLANNING, DESIGN, AND ORGANIZATION

ELEMENTS OF CURRICULUM DESIGN
 There are four major components or elements of a curriculum and, the curriculum design reflects the nature and the
organization of these elements. As can be seen in Figure 2.1, the elements are:
Behavioral
Objectives
or Intended
Learning
Outcomes

Assessment Content/
and Subject
Evaluation Elements Matter
of
Curriculum
Design

Teaching
and Refer
Learning
Methods ences

Figure 1: Elements of Curriculum Design

These are the following:

1. Aims, Goals and Objectives
Educational aims are long-term goals. They are stated broadly on purpose because they are designed for a general
level of education and by society. They provide students with long-term vision. Generally, aims are thought to be
developed at the system level, such as in an education department or in government documents. It is embedded in the
1987 Philippine Constitution, which states that all schools shall aim to:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development of the country
5. Strengthen ethical and spiritual values develop moral character and personal discipline
6. Encourage critical and creative thinking
7. Broaden scientific and technological knowledge and promote vocational efficiency
Aims, is compared to a compass that guides our students in general and point them in the right direction. They can,
however, never be fully realized.

Educational goals, like aims, are group expectations that can take several weeks, months, or even years to achieve.
Goals differ from aims in that they are attainable, but many were not.
Goals can be written at several levels of generalization, involving a large number of curriculum developers such as
principals, teachers, subject specialists, teacher trainers, administrators, and others who may be involved in
curriculum efforts on multiple levels at the same time. The various models range from a broad educational philosophy
to more specific instructional objectives carried out at the classroom level.
In the framework of educational aims and goals, it is essential to formulate more specific objectives. As stated earlier,
aims and goals are long – term, objectives are short term.

The term objectives refer to what is expected of students in daily activities. This can also be referred to as
performance objectives. To fully understand objectives, remember the following:
 Objectives should be clearly specified. Lesson plan objectives should clearly state the intended learning
outcomes.
 Objectives must also be appropriate. To determine the appropriateness of the objectives, curriculum
developers and educators must reflect on the students’ needs and more importantly on the content to be
included.
 Objectives should be arranged logically, in order to find out that units of instruction are learned and for the
purpose of evaluation.
 Objectives require regular revision. Teachers should occasionally revisit objectives to analyze and to find out
if they are still relevant and useful.

Example of an Institution’s articulation of Aims, Goals and Objectives

Vision: NEUST is a locally responsive and internationally recognized University of Science and
Technology (NEUST Vision)
Mission: To develop new knowledge and technologies and transform human resources into
productive citizenry to bring about development impact to local and international communities (NEUST
Mission).
 Goals: Practice professional and ethical teaching standards to respond to the demands of the local
and international communities (College of Education Goals, NEUST, Sumacab Campus).
Program Outcomes: Manifest skills in communication, higher order thinking and use of tools and
technology to accelerate learning and teaching. (BEEd Program Outcome).
Course Outcomes
Apply principles and practices of curriculum planning and development operating in schools with
emphasis on training methodology. (Course Outcome (CO) for Prof Ed 5).
Objectives: Prepare developmentally sequenced lesson plans with well-aligned learning outcomes
and competencies based on curriculum requirements (Intended Learning Outcome (ILO) for Prof Ed 5).

From the given examples, take note that the formulation of the Behavioral Objectives or Intended Learning
Outcomes for a specific subject cascade from the institution’s vision and mission, college goals and program
outcomes and course outcomes. The formulated objectives or intended learning outcomes will now serve as the
starting point of the teacher in designing instruction in the classroom.

In the classroom context, designing curriculum is designing instruction. In this case, teachers should begin
with an end in mind. The behavioral objectives or the intended learning outcomes cascaded down from the
curriculum aims, goals, and objectives will provide teachers and students with a clear understanding of what they are
intended to accomplish after each learning episode.

The decision regarding the choice of meaningful learning experiences, appropriate content, and assessment
tasks will all be following the formulated behavioral objectives or intended learning outcomes. More importantly, this
constructive alignment is in accordance with the OBE principle. See the illustration below.

Learning
BO/ILO Content Assessment
Experiences

Figure 2. Constructive Alignment in Designing Curriculum

2. Content /Subject Matter

A curriculum will not be complete without this element. Curriculum content or subject matter refers to the
body of knowledge that needs to be taught and skills to be acquired by learners.
Curriculum content takes many forms. To some, this refers to knowledge, or a compendium of facts,
concepts, generalizations, principles, and theories.
Curriculum content simply means the totality of what is to be taught in the school system
(https://hyattractions.wordpress.com retrieved: 07/07/2020).
The determination of curriculum content to be covered is based on the first element- Behavioral Objectives
or Intended Learning Outcomes.

Examples of Content or Subject Matter:

K to 12 Curriculum Guide in Science
Grade 3 – Living Things and Their Environment
SECOND QUARTER/SECONDGRADING PERIOD
Parts and Functions of Living Things
 Humans
 Animals
 Plants
 Characteristics of Living Things
Heredity: Inheritance and Variation
 Characteristics passed on from parents
 Humans
 Animals
 Plants
Ecosystems
 Basic Needs
 In selecting content, Bilbao, et al (2015), remind us that:
1. subject matter should be relevant to the outcomes of the curriculum. An effective curriculum is
purposive and focused on the planned learning outcomes.
2. subject matter should be appropriate to the level of the lesson or unit. An effective curriculum is
progressive, leading students towards building on previous lessons.
3. subject matter should be up-to-date and, if possible, should reflect current knowledge and concepts.

Criteria in the Selection of Learning Content

In selecting developmentally – appropriate and valid content, teachers must be guided by the following criteria
(Bilbao, et al 2015):
1. Self-sufficiency
Do the contents selected help the learners to attain maximum self-sufficiency in learning but in the most
economical manner?
Example: Self-learning modules that will lead students to learn on their own, and at their own pace
2. Significance
Do the contents selected contribute to the development of the learning abilities, skills, processes, and
attitude of the learners? Select contents that will help learners attain holistic learning.
3. Validity
Is the subject matter or content included 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.
4. Interest
Are the contents selected meaningful to the life of the learners?
The content is interesting if it is meaningful to 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
Ask yourself, “will it add meaning to my students’ life or will it develop his human potential to be a better
person”?
Teachers must make sure that the contents to be included will be useful in their life at present or in the
future.
6. Learnability
Ask yourself again, “is it within the learning range or of the experiences of the learners”? In ensuring
Learnability of our content, let us consider the grade and developmental level of our students.
7. Feasibility
In checking on the feasibility of contents to be selected, answer this question, “can the subject matter be
learned within the time allowed, resources available, the expertise of the teacher, and the nature of the
learner”? If the answer to this question is yes, then it is feasible.
Let us be realistic in including content to be taught to our class.
BASIC Principles in the Organization of Learning Content (Bilbao, et al 2015)
The Merriam Dictionary defines the 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. Effective organization of content will also guarantee that the most learning competencies as stated in the curriculum
will be acquired by students.

Consider the following principles in the effective organization of content:

1. Balance
Balance denotes the equitable and fair distribution of content among the different levels of instruction.
The four distribution considers the number of units and the time allotment needed in covering the content per
subject area, per grading period (in the case of basic education level) or term (in the case of tertiary level).

2. Articulation
Articulation means the provisions for establishing the vertical linkage from level to level. Take note also that
Articulation prevents the glaring gaps between levels. It simply means, content Learned in the lower level shall lead
students to learn content in the next grade or year level.
3. Sequence
 It means sequential and graded arrangement of subject -matter. In this case, organization of content considers the
difficulty and complexity of content to be included. Less difficult content is provided for the lower level while the
more difficult and complex ones are included in the higher level.
4. Integration
Integration means that horizontal link is present among the contents in all subject areas.
Integration blends the curriculum content of several subjects into a related subject area. This principle in the
effective organization of content prevents compartmentalization.
5. Continuity
Continuity is the constant repetition, review, and reinforcement of learning (https://www.coursehero.com/file/p10t-
4qpf/4-integration-The horizontal-connections-needed-in-subject-areas-that-are/).

3. References
The reference follows the content. It tells where the content or subject matter has been taken
(https://www.scribd.com/document/327443094/Curriculum-Education). The reference maybe a book, a module, or any
publication (https://www.scribd.com/document/354481487/Ppt-of-Curriculum-Development). It must bear the author of
the material and if possible, the publications (Bilbao, et al 2015).
Internet sources or materials are also used as references and must also be cited properly. However, you are
advised to exercise precaution in utilizing sources from the internet. Obtain and use only those coming from legitimate
sources and sites. A proper citation must also be observed to avoid plagiarism issues.

Some examples are the following in APA format:

How to cite a book: one author (a book chapter)
Easton, B. (2008). Does poverty affect health? In K. Dew & A. Matheson (Eds.), Understanding health
inequalities in Aotearoa New Zealand (pp. 97–106). Dunedin, New Zealand: Otago University Press
(Retrieved from https://aut.ac.nz.libguides.com/APA6th/referencelist).

How to cite a website:

Mendeley, J.A., Thomson, M., & Coyne, R.P. (2017, January 16). How and when to reference. Retrieved from
https://www.howandwhentoreference.com (Retrieved from
https://aut.ac.nz.libguides.com/APA6th/referencelist).

How to cite a webpage:

Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017, January 25) APA citation. How and when to reference.
Retrieved from https://www.howandwhentoreference.com/APAcitation

4. 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. Curriculum experiences
may include all the approaches and strategies of teaching so that students may embody and realize
everything that is stated in the curriculum aims, goals, and objectives. In curriculum design, learning
experiences are termed as Teaching and Learning Methods.
These are meaningful learning activities where students derive experiences and learning which
will help then internalize learning to arrive at the learning outcomes.
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 help each of the learners learn and to work together, allowing
them to find solutions to the problems encountered along the way.
Independent learning activities, allow learners to develop personal responsibility, become
independent and mature enough to discover learning on their own. This is also an avenue for them to
discover their talent and hone their creative potentials.
Competitive activities, lead learners to test their own boundaries in terms of learning and
discovering things. Competitive activities also allow students to be exposed to healthy competition not only
with others, but more importantly with themselves.
The use of various delivery modes to provide learning experiences is also recommended.

5. Assessment/ Evaluation
Generally speaking, Curriculum Evaluation refers to an ongoing process of collecting, analyzing,
synthesizing, and interpreting information to aid in understanding what students know and can do. It refers
 to the full range of information gathered in the school to evaluate (make judgments about) student learning
and program effectiveness in each content area.

Regular evaluation of the total curriculum is necessary to ensure that the written and delivered
curriculum is having the desired effect for students (https://www.grinell-k12.org, retrieved: 07/07/2020).

Moreover, Stufflebeam, (1991) as cited by Reyes, et al (2015) define curriculum evaluation as the
formal determination of the quality, effectiveness, or value of the program, process, or product of the
curriculum. Evaluation is the systematic collection of evidence to determine whether certain changes are
taking place in the learner as well as to determine the amount or degree of change in the learner. It can
either be quantitative or qualitative. There are different models of evaluation available. These models will
be discussed in a separate unit.

In the classroom context, the teacher is responsible for designing the assessment tasks together with the formulation
of objectives, determination of meaningful learning experiences, and appropriate content. As previously mentioned in this unit,
assessment tasks are geared toward the attainment of the intended learning outcomes.
The result of the assessment must be fed back to learners so that they are informed regarding the range of learning
that they have gained or not. This information will become the premise if an adjustment has to be made. It could also be a basis
for future instructional planning and design.

Why do we need to assess?

According to De Guzman, E., et al (2015), there are three (3) interrelated purposes of assessment. Knowledge of these
purposes and how they fit in the learning process can result in more effective classroom management.

1. Assessment for Learning

Assessment for learning pertains to diagnostic and formative assessment tasks that are used to determine
learning needs and monitor the academic progress of students.

2. Assessment as Learning
Assessment as learning employs tasks or activities that provide students with an opportunity to monitor and
further their learning – to think about their learning habits and how they can adjust their learning strategies
to achieve their goals.
3. Assessment of Learning
Assessment of learning is summative and done at the end of the unit, task, process or period. Its purpose is
to provide evidence of a student's level of achievement concerning curricular outcomes.

APPROACHES AND TYPES TO CURRICULUM DESIGN

There are three types of curriculum design models. These are subject-centered design, learner-centered design, and
problem-centered design (Bilbao, et al 2015).
Subject-centered Design focuses on the content of the curriculum. It corresponds mostly to the textbook
written for the specific subject, thus, this type of design aims for excellence in the subject matter content.
Under the subject-centered design model, there are three subtypes. These include the subject design, the
discipline design, the correlation design, and the Broadfield design.
The subject design focuses on the cluster of content. However, the drawback of this design is that
sometimes learning is so compartmentalized. It stresses so much on the content that it forgets about students'
natural tendencies, interests, and experiences.
The discipline design focuses on academic disciplines. Discipline, in this context, refers to specific knowledge
learned through a method which the scholars use to study a specific content of their fields.
The correlation design comes from a core, correlated curriculum design that links separate subject designs
to reduce fragmentation. Subjects are related to one another, but each subject maintains its identity.
The broad-field design is also known as interdisciplinary design. It is designed in such a way that the
compartmentalization of subjects is avoided. Instead, contents that are related are integrated. A holistic curriculum, a
broad-field design draws around themes and integration.
Learner-centered Design advocates that the learner should be the center of the educative process. It has
three subtypes, namely, child-centered design, experience-centered design, and humanistic design.
The child-centered design is anchored on the needs and interests of the child. Here, the learner is not
considered as a passive individual but as one who engages with his/her environment. Thus, a child learns by doing.
Although the experience-centered design is similar to the child-centered design, it proposes that the
interests and needs of the learner cannot be pre-planned. Therefore, it is the experiences of the learners which
should become the starting point of the curriculum, and thus, the school environment.
The humanistic design, on the other hand, draws on the development of self as the ultimate objective of
learning. It stresses the whole person and the integration of thinking, feeling, and doing.
The problem-centered design draws on a more progressive view of the curriculum and has two types, the
life-situation design, and the core design.
 Life-situation design ensures that the contents are organized in ways that allow students to view problem
areas. It uses the past and the present experiences of learners as a means to analyze the basic areas of living.
The connection of subject matter to real life-situations increases the relevance of the curriculum. On the
other hand, the core design centers on general education, and the problems are based on common human activities.
The central focus of the core design includes common needs, problems, concerns of the learners.

Approaches to Curriculum Design

From the above-mentioned types of curriculum design, how would a teacher approach each curriculum design? Each
curriculum is to be approached by the teacher base on its type.

1. Child-centered or Learner-centered Approach

 Based on the underlying philosophy that the child is the center of the educative process
(https://www.coursehero.com/file/p7f147c/Approaches-to-Curriculum-Design-1-Child-Learner-Centered-
Approach-This-approach/)
 The curriculum is constructed based on the needs, interests, purposes, and abilities of the
(https://newyorkessays.com/essay-approaches-to-curriculum-design/) learner as well as the knowledge,
skills, learning, and potentials of the learner
2. Subject-centered Approach
 Anchored on the curriculum design which prescribes different and separate subjects into one broad field
(https://www.coursehero.com/file/p7f147c/Approaches-to-Curriculum-Design-1-Child-Learner-Centered-
Approach-This-approach/)
 The primary focus is the subject matter and emphasis is on bits and pieces of information which are
detached from life
 Learning takes place inside the classroom only and subject matter serves as a means of identifying problems
in living
3. Problem-centered Approach
 Based on the curricular 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.
 Learners are independent learners that are capable of directing and guiding themselves in resolving
problems, they are problem solvers

CURRICULUM MAPPING PROCESS (Bilbao, et al 2015)

Curriculum mapping is a process for collecting and recording curriculum-related data that identifies core skills and
content taught, processes employed, and assessments used for each subject area and grade or program level. The completed
curriculum map then becomes a tool that helps teachers keep track of what has been taught and plan what will be taught.
A curriculum map is a planning tool, a procedure for examining and organizing a curriculum that allows educators to
determine how content, skills, and assessments will unfold over the year. It is a visual timeline that outlines the desired learning
outcomes to be achieved, the lesson content, skills, and values to be taught, the strategies to be utilized, and how the progress
of the students will be measured. A curriculum map can be designed individually by a teacher, or it can be a collaborative effort
by teachers belonging to the same department or program. It can also be done at the level of the whole school or the
educational system. The curriculum map, like the curriculum itself, is not rigid. It is a continuous work in progress that serves as
a basis for the development or enhancement of a curriculum.
At the tertiary level, a curriculum map is a tool to validate if a match exists between core program outcomes
(competencies) and the content of a curricular program (on a per course or subject basis).
Curriculum Mapping Process
 Make a matrix/spreadsheet (use you Microsoft excel).
 Place a timeline that you need to cover. (E.g. One quarter, one semester, one year)
 Enter the intended learning outcomes, skills needed to be taught.
 Enter the content areas/ subject areas to be covered.
 Enter and align the name of the resources available.
 Enter the teaching-learning methods to achieve outcomes.
 Enter and Align the assessment procedure and tools to the intended learning out6comes, content areas, and
resources.
 Circulate the map among all involved personnel for their inputs.
 Revise and refine map based on suggestions and distribute to all concerned.

ELEMENTARY SCIENCE GRADE 3

Note: For Quarter 2, there are still two major content which are 3. Living Things 3.1 Plants and 4. Heredity: Inheritance and
Variation

Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Properties The Learners demonstrate The learners should be able The learners should be able Learning Guide in Science
1.1 Characteristics of understanding of.. to.. to.. & Health: Mixtures
solids, liquids, gases Ways of sorting materials
and describing them as Group common objects Describe the different BEAM – Grade 3 Unit 4
solid, liquid or gas, based found at home and in objects based on their Materials LG – Science 3
on observable properties school according to solids, characteristics (e.g. Shape, materials Module 1
liquids and gas. Weight, Volume, Ease of
Flow)
Classify objects and
materials as solid, liquid,
and gas based on some
observable characteristics.
Describe ways on the
proper use and handling
solid, liquid and gas found
at home and in school.
Changes that materials Effects of temperature on Investigate the different Describe changes in BEAM -G3 Unit 3 Materials-
undergo materials changes in materials as materials based on the Distance Learning Module
affected by temperature effect of temperature: BEAM G3 Unit 3 Materials
4.1 solid to liquid Module 44-49
4.2 liquid to solid
4.3 liquid to gas
4.4 solid to gas
Grade 3-Living Things and Their Environment
SECOND QUARTER/SECOND GRADING
1. Living Things The learners demonstrate The learners should be able The learners should be able
1.1 Humans understanding of.. to.. to..

1.2 A sense Organs

Parts and functions of the Practice healthful habits in 1. describe the parts and
sense organs of the human taking care of the sense functions of the sense
body. organs. organs of the human body;

1.
2. enumerate healthful
habits to protect the sense
organs;
2. Living Things Parts and functions of Enumerate ways of 3. describe the animals in BEAM – Grade 3 – Unit 2
2.1 Animals animals and importance to grouping animals based on their immediate Animals DLP Science 3 DLP
humans their structure and surrounding; 19 Beam- Grade 3 – Unit 2
importance. Animals DLP Science 3 31-
32 Learning Guide in
4. identify the parts and
Science & Health: The Body
function of animal;
Guards
5. classify animal according
to parts and use;

6. state the importance of

animals to humans;
7. describe ways of proper
handling of animals.

Note: There are different formats of curriculum map available depending on the its purpose and objective of the teacher or of
the one who will do the mapping process.