CURRICULUM AND THE TEACHER

CURRICULUM IN SCHOOLS

“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. Curriculum then, implemented or taught. The teacher and
was seen as a tradition of organized knowledge the learners will put life to the written
taught in schools of the 19th century. Two curriculum. The skill of the teacher to facilitate
centuries later, the concept of a curriculum has learning based on the written curriculum with
broadened to include several modes of the aid of instructional materials and facilities
thoughts or experiences. will be necessary. The taught curriculum will
depend largely on the teaching style of the
No formal, non-formal or informal education teacher and the learning style of the learners.
exists without a curriculum. Classrooms will be
empty with no curriculum. Teachers will have 4. Supported Curriculum. This is described as
nothing to do, if there is no curriculum. support materials that the teacher needs to
Curriculum is at the heart of teaching make learning and teaching meaningful. These
profession. Every teacher is guided by some sort include print materials like books, charts,
of curriculum in the classroom and in schools. posters, worksheets, or non-print materials like
Power Point presentation, movies, slides,
models, realias, mock-ups and other electronic
Seven Types of Curriculum Operating In The illustrations. Supported curriculum also includes
School facilities where learning occurs outside or inside
the four-walled building. These include the
1. Recommended Curriculum. Almost all playground, science laboratory, audio-visual
curricula found in our schools are rooms, zoo, museum, market or the plaza.
recommended. For Basic Education, these are These are the places where authentic learning
recommended by the Department of Education through direct experiences occur,
(DepEd), for Higher Education, by the
Commission on Higher Education 5. Assessed Curriculum. Taught and supported
(CHED) and for vocational education by TESDA. curricula have to be evaluated to find out if the
These three government agencies oversee and teacher has succeeded or not in facilitating
regulate Philippine Education. The learning. In the process of teaching and at the
recommendations come in the form of end of every lesson or teaching episode, an
memoranda or policies, standards and assessment is made. It can either be assessment
guidelines. Other professional organizations or for learning, assessment as learning or
international bodies like UNESCO also assessment of learning. If the process is to find
recommend curricula in schools. the progress is to find the progress of learning,
then the assessed curriculum is for learning, but
2. Written Curriculum. This includes documents if it is to find out how much has been learned
based on the recommended curriculum. They or mastered., then it is assessment of learning.
come in the form of course of study, syllabi, Either way, such curriculum is the assessed
modules, books or instructional guides among curriculum.
others. A packet of this written curriculum is the
teacher’s lesson plan. The most recent written 6. Learned Curriculum. We always believe that if
curriculum is the K to 12 for Philippine Basic a student changed behaviour, he/she has
Education. learned. For example, from a non-reader to a
reader or from not knowing to knowing or from
disobedient to being obedient. The positive learners, the support material, time, subject
outcome of teaching is an indicator of learning. matter or content , the desired outcomes, the
These are measured by tools in assessment, context of the learners among others.
which can indicate the cognitive, affective and By doing this, the teacher becomes a curriculum
psychomotor outcomes. Learned curriculum will planner. (Planner)
also demonstrate higher order and critical
thinking and lifelong skils. 4. initiates the curriculum. In cases where the
curriculum is recommended to the schools from
7. Hidden/Implicit Curriculum. This curriculum is DepEd, CHED, TESDA,UNESCO, UNICEF or other
not deliberately planed, but has a great impact educational agencies for improvement of
on the behaviour of the learner. Peer influence, quality education, the teacher is obliged to
school environment, media, parental pressures, implement. Implementation of a new
societal changes, cultural practices, natural curriculum requires the open mindedness of the
calamities, are some factors that create the teacher, and the full belief that the curriculum
hidden curriculum. Teachers should be sensitive will enhance learning. There will be many
and aware of this hidden curriculum. Teachers constraints and difficulties in doing things first
must have good foresight to include these in or leading, however, a transformative teacher
written curriculum in order to bring to the will never hesitate to try something novel
surface what are hidden. and relevant. (Initiator)

THE TEACHER AS A CURRICULARIST 5. innovates the curriculum. Creativity and

Roles of a Teacher as Curricularist innovation are hallmarks of an excellent
teacher. A curriculum is always dynamic, hence
1. knows the curriculum. Learning begins with it keeps on changing. A good teacher innovates
knowing. The teacher as a learner starts with the curriculum. (Innovator)
about the curriculum, the subject
matter or the content. As a teacher, one has to 6. Implements the curriculum. The curriculum
master what are included in the curriculum. It is that remains recommended or written will
acquiring academic knowledge both formal never serve its purpose without implementing
(disciplines, logic) or informal (derived from it. Thus it is the teacher who implements it. It is
experiences, vicarious, and unintended). It is here where teaching as a science and art will be
the mastery of the subject matter. (Knower) observed. It is here where all the elements of
the curriculum will come into play. The success
2. writes the curriculum. A classroom teacher of a recommended, well written, and planned
takes record of knowledge concepts, subject curriculum depends on the implementation.
matter or content. These need to be written or (Implementation)
preserved. The teacher writes books, modules,
laboratory manuals, instructional guides, and 7. Evaluates curriculum. How can one
reference materials in paper or electronic media determine if the desired learning outcomes
as a curriculum writer or reviewer. (Writer) have been achieved? Is the curriculum
working? Does it bring the desired results?
3. plans the curriculum. A good curriculum has What do outcomes reveal? Are the learners
to be planed. It is the role of the teacher to achieving? Should the curriculum be modified,
make a yearly, monthly or daily plan of the terminated or continued? These are some few
curriculum. This will serve as a guide in the questions that need the help of a curriculum
implementation of the curriculum. The teacher evaluator. That person is the teacher.
takes into consideration several factors in (Evaluator)
planning a curriculum. These factors include the
THE TEACHER AS A KNOWER OF CURRICULUM 6. It is a plan that consists of learning
THE SCHOOL CURRICULUM: DEFINITION, opportunities for a specific time frame and
NATURE AND SCOPE place, a tool that aims to bring about behavior
changes in students as a result of planned
Like many concepts in education, there seems activities and includes all learning experiences
to be no common definition of curriculum. received by students with the guidance of the
Because of this, the concept of curriculum is school. (Goodland and Su, 1992)
sometimes characterized as fragmentary,
elusive and confusing. However, the word 7. It provides answers to three questions: What
originates from the Latin word curere referring knowledge, skills and values are most
to the oval track upon which Roman chariots worthwhile? 2. Why are they most worthwhile?
raced. 3. How should the young acquire them?
(Cronbeth, 1992)
Some Definitions of Curriculum
Curriculum from Traditional Points of View
1. Curriculum is a planned and guided set of
learning experiences and intended outcomes, • Robert M. Hutchins views curriculum as
formulated through the systematic “permanent studies” where rules of grammar,
reconstruction of knowledge and experiences reading, rhetoric, logic and mathematics for
under the auspices of the school, for the basic education are emphasized. The 3Rs
learners’ continuous and wilful growth in (Reading, Writing, “rithmetic) should be
personal social competence. (Daniel Tanner, emphasized in basic education while liberal
1980) education should be emphasized in college.

2. It is written document that systematically • Arthurr Bestor as an essentialist believes that

describes goals planned, objectives, content, the mission of the school should be intellectual
learning activities, evaluation procedures and so training, hence curriculum should focus on the
forth. (Pratt, 1980) fundamental intellectual disciplines of
grammar, literature and writing, It should
3. The contents of a subject, concepts and tasks include mathematics, science, history and
to be acquired, planned activities, the desired foreign language.
learning outcomes and experiences, product of
culture and an agenda to reform society make • Joseph Schwab thinks that the sole source of
up a curriculum (Schubert, 1987) curriculumis a discipline, thus the subject areas
such as Science, Mathematics, Social Studies,
4. A curriculum includes “all of the experiences English and many more. In college, academic
that individual learners have in a program of disciplines are labelled as humanities, sciences,
education whose purpose is to achieve broad languages, mathematics among others. He
goals and related specific objectives, which is coined the word discipline as a ruling doctrine
planned in terms of a framework of theory and for curriculum.
research or past and present professional
practice.” (Hass, 1987) • Phillip Phenix asserts that curriculum should
consist entirely of knowledge which comes from
5. It is a programme of activities (by teachers various disciplines. Curriculum from Progressive
and pupils) designed so that pupils will attain so Points of View
far as possible certain educational and other
schooling ends or objectives. (Grundy, 1987) • John Dewey believes that education is
experiencing. Reflective
thinking is a means that unifies curricular 1. Topical Approach, where much content is
elements that are tested by application. based on knowledge and experiences are
included.
• Holin Caswell and Kenn Campbell viewed 2. Concept Approach with fewer topics in
curriculum as all experiences children have clusters around major and sub-concepts and
under the guidance of teachers. their interaction, with relatedness emphasized.

• Othaniel Smith, William Stanley and Harlan 3. Thematic Approach as a combination of

Shore likewise defined curriculum as a concepts that develop conceptual structures.
sequence of potential experiences, set up in
schools for the purpose of disciplining children 4. Modular Approach that leads to complete
and youth in group ways of thinking and acting. units of instruction.

• Colin Marsh and George Willis also viewed Criteria in the Selection of Content
curriculum as well as all the experiences in the
classroom which are planned and enacted by 1. Significance. Content should contribute to
the teacher and also learned by the students. ideas, concepts, principles and generalization
that should attain the overall purpose of the
APPROACHES TO SCHOOL CURRICULUM curriculum. It is significant if content becomes
Three Ways of Approaching a Curriculum the means of developing cognitive, affective or
psychomotor skills of the learner. As education
1. Curriculum as a Content or body of is a way of preserving culture, content
Knowledge. will be significant when this will address the
cultural context of the learner.
It is quite common for traditionalists to equate
a curriculum as a topic 2. Validity. The authenticity of the subject
outline, subject matter, or concepts to be matter forms its validity. Knowledge becomes
included in the syllabus or books. For example, obsolete with the fast changing times.
a primary school mathematics curriculum Thus there is a need for validity check and
consists of topics on addition, multiplication, verification at a regular interval, because
subtraction, division, distance, weight content which may be valid in its original form
and many more. Another example is in school may continue to be valid in the current times.
science that involves the study of biological
science, physical science, environmental science 3. Utility. Usefulness of the content in the
and earth science. Textbooks tend to begin with curriculum is relative to the learners who are
biological science such as plants and animals, going to use these. Utility can be relative to
physical science with the physical elements, time. It may have been useful in the past, but
force and motion, earth science with the layer may not be useful now or in the future.
and environmental science with the
interaction of the biological and physical science 4. Learnability. The complexity of the content
and earth’s phenomena, climate, vegetation should be within the range of experiences of
followed by economic activities such as the learners. This is based on the psychological
agriculture, mining, industries, urbanization and principles of learning. Appropriate organization
so forth. of content standards and sequencing of
contents are two basic principles that would
Four Ways of Presenting the Content in the influence learnability.
Curriculum
5. Feasibility. Can the subject content be horizontally for broadening the same content.
learned within the time allowed, resources In both ways, the pattern usually is from easy to
available, expertise of the teachers and the complex, what is known to the unknown, what
nature of the learners? Are there contents of is current to something in the future.
learning which can be learned beyond the
formal teaching-learning engagement? 4. Integration. Content in the curriculum does
Are there opportunities provided to learn not stand alone or isolation. It has some ways of
these? relatedness or connectedness to other
contents. Contents should be infused in other
6. Interest. Will the learners take interest in the discipline whenever possible.
content? Why? Are the contents meaningful?
What value will the contents have in the 5. Continuity. Content when viewed as a
present and future life of the learners? Interest curriculum should continuously flow as it was
is one of the driving forces for the students to before, to where it is now, and where it will be
learn better. in the future. It should be perennial. It endures
time. Content maybe not be in the same form
Guide in the Selection of the Content in the and substance as seen in the past since changes
Curriculum and developments in curriculum occur.
1. Commonly used in the daily life. Constant repetition, reinforcement and
enhancement of the content are all elements of
2. Appropriate to the maturity levels and continuity.
abilities of the learners.
2. Curriculum as a Process
3. Valuable in meeting the needs and
competencies of the future career. As a process, curriculum links to the content.
While content provides materials on what to
4. Related to other subject fields or discipline teach, the process provides curriculum on how
for complementation and integration. to teach the content. When accomplished, the
process will result to various curriculum
5. Important in the transfer of learning to other experiences for the learners. The intersection of
disciplines. the content and process is called the
Pedagogical Content Knowledge or PCK. It will
Basic Principles of Curriculum Content address the question: If you have this content,
1. Balance. Content should be fairly distributed how will you teach it? When curriculum is
in depth and breadth. This will guarantee that approached as a PROCESS, guiding principles
significant contents should be covered to avoid are presented.
too much or too little of the contents needed
within the time allocation. 1. Curriculum process in the form of teaching
methods or strategies are means to achieve the
2. Articulation. As the content complexity end.
progresses with the educational levels, vertically
or horizontally, across the same 2. There is no single best process or method. Its
discipline, smooth connections or bridging effectiveness will depend on the desired
should be provided. learning outcomes, the learners, support
material and the teacher.
3. Sequence. The logical arrangement of the
content refers to sequence or order. This can be
done vertically for deepening the content or
3. Curriculum process should stimulate the 2. Curriculum designing is the way curriculum is
learners’ desire to develop the cognitive, conceptualized to include the selection and
affective, psychomotor domains in each organization of content, the selection
individual. and organization of learning experiences or
activities and the selection of assessment
4. In the choice of methods, learning and procedure and tools to measure achieved
teaching styles should be considered. learning outcomes. It will also include the
5. Every method or process should result to resources to be utilized and the statement of
learning outcomes which can be described as the learning outcomes.
cognitive, affective and psychomotor.
3. Curriculum implementing is putting into
6. Flexibility in the use of the process or action the plan which is based on the
methods should be considered. curriculum design in the classroom setting or
the learning environment. The teacher is the
7. Bothe teaching and learning are the two facilitator of learning and, together with the
important processes in learners, uses the curriculum as design
the implementation of the curriculum. guides to what will transpire in the classroom
with the end in view of achieving the intended
3. Curriculum as a Product learning outcomes. Implementing the
curriculum is where action takes place.
The product from the curriculum is a student
equipped with the knowledge, skills and values 4. Curriculum evaluating determines the extent
to function effectively and efficiently. The real to which the desired outcomes have been
purpose of education is to bring about achieved. This procedure is on- going as in
significant changes in students’ pattern of finding out the progress of learning (formative)
behaviour. Central to the approach is the or the mastery of learning (summative). Along
formulation of behavioral objectives stated as the way, evaluation will be determine the
intended learning outcomes or desired products factors that have hindered or supported the
so that content and teaching methods may be implementation. It will also pinpoint where
organized and the results evaluated. Products of improvement can be made and corrective
learning are operationalized as knowledge, measures, introduced. The result of evaluation
skill, and values. Curriculum product is is very important for decision making of
expressed in form of outcomes which are curriculum planners, and implementers.
referred to as the achieved learning outcomes.
Curriculum Development Process Models
CURRICULUM DEVELOPMENT: PROCESSES AND 1. Ralph Tyler Model: Four Basic Principles. It is
MODELS based on four fundamental principles which are
Curriculum Development Process illustrated as answers to the following
questions?
1. Curriculum planning. Considers the school
vision, mission and goals. It also includes the a. What education purposes should schools
philosophy or strong education belief seek to attain?
of the school. All of these will eventually be b. What educational experiences can be
translated to classroom desired learning provided that are likely to attain these
outcomes for the learners. purposes?
c. How can these educational experiences be
effectively organized?
d. How can we determine whether these 2. Curriculum Designing. Designing a curriculum
purposes are being attained or not? follows after appropriate learning opportunities
are determined and how each opportunity is
Tyler’s model shows that in curriculum provided.
development, the following considerations
should be made: 3. Curriculum Implementation. A designed
1. Purposes of the school curriculum is now ready for implementation.
2. Educational experiences related to the Teachers then prepare instructional plans
purposes where instructional objectives are specified and
3. Organization of the experience appropriate teaching methods and strategies
4. Evaluation of the experience are utilized to achieve the desired learning
outcomes among students.
2. Hilda Taba Model: Grassroots Approach. She
improved the Tyler’s model. She believed that 4. Evaluation. The last step of the curriculum
teachers should participate in developing a model is evaluation. A comprehensive
curriculum. As grassroots approach Taba begins evaluation techniques are used to evaluate
from the bottom, rather than from top as what the total programme of the school and the
Tyler proposed. She presented seven major curriculum plan, the effectiveness of instruction
steps to her linear model which are the and the achievement of the students.
following: Through evaluation process, curriculum planner
and developers can determine whether or not
1. Diagnosis of learners’ needs and expectations the goals of the school and the objectives of
of the large society. instruction have been met.
2. Formulation of learning objectives.
3. Selection of learning contents All the models discussed utilised the processes
4. Organization of learning contents of 1) curriculum planning, 2) curriculum
5. Selection of learning experiences designing, 3) curriculum implementing, and 4)
6. Determination of what to evaluate and the curriculum evaluating.
means of doing it.
FOUNDATIONS OF CURRICULUM
3. Galen Saylor and William Alexander DEVELOPMENT
Curriculum Model.According to them Foundations of Curriculum
curriculum is a plan of providing sets of
learning opportunities to achieve broad 1. Philosophical Foundations
educational goals and related specific objectives
to an identified population served by a single A. Perennialism
school center. There are four steps in this • Aim: To educate the rational person; cultivate
model: intellect
• Role: Teachers assist students to think with
1. Goals, Objectives and Domains. Curriculum reasons (critical thinking HOTS)
planner begin by specifying the major • Focus: Classical subjects, literary analysis.
educational goals and specific objectives Curriculum is enduring
they wish to accomplish. The goals, objectives • Trends: Use of great books (Bible, Koran,
and domain are identified and chosen based on Classics) and Liberal Arts
research findings, accreditation standards, and
views of different stakeholders. B. Essentialism
• 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
cultural literacy plan the activities.
• Curriculum develops social relationships and
C. Progressivism small group instruction.
• Aim: Promote democratic social living
• Role: Teacher leads growth and development 4. Harold Rugg (1886-1960)
of lifelong learners • Curriculum should develop the whole child. IT
IS CHILD CENTERED.
• Focus: Interdisciplinary subjects. Learner- • With the statement of objectives and related
centered, Outcomes-based learning activities, curriculum should produce
outcomes.
• Trends: Equal opportunities for all, • Emphasized social studies and suggested that
Contextualized curriculum, Humanistic the teacher plans in advance.
education
5. Hollis Caswell (1901-1989)
D. Reconstructionism • Curriculum is organized around social
• Aim: To improve and reconstruct society. functions of themes, organized knowledge and
Education for change learner’s interest.
• Role: Teacher acts as agent of change and • Curriculum, instruction and learning are
reforms interrelated
• Focus: Present and future educational • Curriculum is a set of experiences. Subject
landscape matter is developed around social functions and
• Trends: School and curricular reform, Global learning interests.
education, Collaboration and Convergence,
Standards and Competences 6. Ralph Tyler (1902-1994)
• Curriculum is a science and an extension of
2. Historical Foundations. school’s philosophy. It is based on students’
needs and interest.
1. Franklin Bobbit (1876-1956). • Curriculum is always related to instruction.
• He started the curriculum movement Subject matter is organized in terms of
• Curriculum is a science that emphasizes knowledge, skills and values.
students’ needs • The process emphasizes problem solving.
• Curriculum prepares learners for adult life. Curriculum aims to educate generalists and not
• Objectives and activities should group specialists.
together when tasks are clarified.
7. Hilda Taba (1902-1967)
2. Werret Charters (1875-1952) • She contributed to the theoritical and
• Like Bobbit, he posited that curriculum is a pedagogical foundations of concepts
science and emphasizes students’ needs • development and critical thinking in social
Objectives and activities should match. Subject studies curriculum.
matter or content relates to objectives • She helped lay foundation for diverse student
population
 8. Gestalt
8. Peter Oliva (1992-2012) • Gestalt Theory
• He described how curriculum change is a - Learning is explained in terms of “wholeness”
cooperative endeavor. of the problem
• Teachers and curriculum specialist constitute
the professional core of planners. 9. Abraham Maslow (1902-1970)
• Significant improvement is achieved though • He advanced the Self-Actualization Theory
group activity. and classic theory of human needs

3. Psychological Foundation of Curriculum 10. Carl Rogers (1902-1987)

Non-directive and Therapeutic Learning
1. Ivan Pavlov (1849-1936)
• He is the Father of the Classical Conditioning 11. John Dewey (1859-1952)
Theory, the S-R Theory Considered two fundamental elements - schools
• The key to learning is early years of life is to and civil society - to be major topics needing
train them what you want them to become. attention and reconstruction to encourage
• S-R Theory is a foundation of learning practice experimental intelligence and plurality.
called indoctrination.
12. Alvin Toffler
2. Edward Thorndike (1874-1949) Wrote the book Future Shock Believed that
• He championed the Connectionism Theory knowledge should prepare students for the
future
3. Robert Gagne (1916-2002)
• He proposed the Hierarchical Learning Theory. CRAFTING THE CURRICULUM
Learning follows a hierarchy THE TEACHER AS A CURRICULUM DESIGNER

4. Jean Piajet (1996-1980) FUNDAMENTALS OF CURRICULUM DESIGNING

• Theories of Jean Piajet
- Cognitive development has stages from birth General Axioms as a Guide in Curriculum
tomaturity: Development (Oliva, 2003)
Sensorimotor stage (0-2), 1. Curriculum change is inevitable, necessary,
preoperational stage (2-7) and desirable. Curriculum is dynamic.
concrete operations stage (7-11) and
formal operations (11- onward) 2. Curriculum is a product of its time.
Curriculum responds changes brought about by
5. Lev Vygotsky (1896-1934) current social forces, educational reforms,
• Theories of Lev Vygotsky principles of new knowledge, etc.
- Socio-cultural development theory
3. Curriculum changes made earlier can exist
6. Howard Gardner concurrently with newer curriculum changes. A
- Gardner’s Multiple Intelligences revision in curriculum starts and ends slowly.
- Humans have several different ways of The changes that occur can coexist and
processing information and these ways are oftentimes overlap for long periods of time.
relatively independent of one another
4. Curriculum change depends on people who
7. Daniel Goleman will implement the change. The teachers are the
• Emotion contains the power to affect action. implementers of the curriculum , it is best that
they should design and own the changes.
5. Curriculum development is a cooperative Let us take the Lesson Plan as a miniscule
group activity. Consultation with stakeholders is curriculum. A lesson plan or teaching guide
necessary. includes (1) Intended Learning Outcomes (ILO)
or Desired Learning Outcome (DLO) formerly
6. Curriculum development is a decision-making labelled as behavioural objectives, (2) Subject
process made from choices of alternatives. A Matter or Content, (3) Teaching and Learning
curriculum designer or developer must decide Methods, and (4) Assessment Evaluation.
what contents to teach, philosophy or point of
view to support, how to provide for APPROACHES TO CURRICULUM DESIGN
multicultural groups, what methods or Types of Curriculum Designs
strategies, and what type of evaluation to use.
1. Subject-Centered Design. It focuses on the
7. Curriculum development is an on-going content of the curriculum. Subject - centered
process. Continuous monitoring, examination, curriculum design has also some variations
evaluation and improvement of curricula are to which is focused on the individual subject,
be considered in the design of curriculum. specific discipline and a combination of subjects
or disciplines which are a broad field or
8. Curriculum development is more effective if it interdisciplinary.
is a comprehensive process, rather than a
“piecemeal”. Curriculum design is based on 1.1. Subject Design. What subject are you
careful plan, with clearly established learning teaching? What subject are you taking?
outcomes, support resources and needed time.
1.2. Discipline design. It is related to the subject
9. Curriculum development is more effective design that centers only on the cluster content,
when it follows a systematic process. A but discipline design focuses on academic
curriculum design is composed of desired disciplines. Discipline refers to specific
outcomes, subject matter content knowledge learned through a method which the
complemented with references, set of scholars use to study a specific content of their
procedures, needed materials and resources fields. This design model of curriculum is often
and evaluation procedure which can be placed used in college, but not in the elementary or
in a matrix. secondary levels.

10. Curriculum development starts from where 1.3. Correlation design. Subjects are related to
the curriculum is. An existing design is a good one another and still maintain their identity.
starting point for any teacher who plans to
enhance and enrich a curriculum. 1.4. Broad field design/interdisciplinary. This
design was made to cure compartmentalization
Elements or Components of a Curriculum of the separate subject subjects and integrate
Design the contents that are related to one another.

There are many labels or names for curriculum 2. Learner-Centered Design.

design. Some would call it a syllabus , or a
lesson plan. Some would call it a unit plant or a 2.1. Child-Centered design. This curriculum
course design. Whatever is the name of the design is anchored on the needs and interests
design, the common components for all of them of the child.
are almost the same.
2.2. Experience-centered design. This design is
similar to child- centered design. Experiences of
the learners is used as starting point of the vocational principles-technical education. This
curriculum. approach considers the following:
• The primary focus is the subject matter.
2.3. Humanistic design. The development of self • The emphasis is on bits and pieces of
is the ultimate objective of learning. It stresses information which may be detached from life.
the whole person and the integration of • The subject serves as a means of identifying
thinking, feeling and doing. problems of living.
• Learning means accumulation of content, or
3. Problem-Centered Design. Generally, knowledge.
problem-centered design draws on social • Teacher’s role is to dispense the content.
problems, needs, interest and abilities of the
learners. 3. Problem- Centered Approach. This approach
is based on a design which assumes that in a
3.1. Life situations design. What makes the process of living, children experience problems.
design unique is that the contents are organized This approach is characterized by the following
in ways that allow students to clearly view views and beliefs:
problem areas. The connection of subject
matter to real situations increases the relevance • The learners are capable of directing and
of the curriculum. guiding themselves in resolving problems, thus
developing the learner to be independent.
3.2. Core problem design. It centers on general • The learners are prepared to assume their
education and the problems are based on the civic responsibilities through direct participation
common human activities. in different activities.
• The curriculum leads the learners in the
Approaches to Curriculum Design recognition of concerns and problems in
seeking solutions.
1. Child or Learner-Centered Approach. Child or
learner is the center of the educational process. CURRICULUM MAPPING
The curriculum is constructed based on the
needs, interest, purposes and abilities of the Curriculum mapping is a process or procedure
learners. Principles of Child-Centered that follows curriculum designing. It is done
Curriculum Approach before curriculum implementation or the
operationalization of the written curriculum.
• Acknowledge and respect the fundamental Curriculum mapping can be done by teacher
rights of the child. alone, a group of teachers teaching the same
• Make all the activities revolve around the subject, the department, the whole school or
over-all development of the learner. district or the whole educational system.
• Consider the uniqueness of every learner in a Some curricularists would describe curriculum
multicultural classroom. mapping as making a map to success. There are
• Consider using differentiated instruction or common questions that are asked by different
teaching. stakeholders, like teachers, colleagues, parents,
• Provide a motivating supportive learning school officials and the community as well.
environment for all the learner.
These questions may include:
2. Subject Centered Approach. This is anchored 1. What do my students learn?
on a curriculum design which prescribes 2. What do they study in the first quarter?
separate distinct subjects for every educational 3. What are they studying in the school
level: basic education, higher education, or throughout the year?
4. Do my co-teachers who handle the same Curriculum Implementation Defined
subject, cover the same content? Achieve the
same outcomes? Use similar strategies? 1. This is the phase where the teacher action
5. How do I help my students understand the takes place. It means putting into practice the
connections between my subjects within the written curriculum that has been designed in
year? Next Year? syllabi, course study, curricular guides, and
subjects. It is a process wherein the learners
Suggested Steps to Follow in Curriculum acquire the planned or intended knowledge,
Mapping skills, and attitudes that are aimed at enabling
1. Make a matrix or a spread sheet. the same learners to function effectively in
society. (SADC M0E Africa, 2000)
2. Place timeline that you need to cover. (one
quarter, one semester, one year). This should 2. Ornstein and Hunkins in 1998 defined
be independent on time frame of a particular curriculum implementation as the interaction
curriculum that was written. between the curriculum that has been written
and planned and the persons (teachers) who
3. Enter the intended learning outcomes, skills are in charge to deliver it.
needed to be taught or achieved at the end of
the teaching. 3. Loucks and Lieberman (1983) define
curriculum implementation as the trying out of
4. Enter in the same matrix the content a new practice and what it looks like when
areas/subject areas to be covered. actually used in a school system. It simply
means that implementation should bring the
5. Aligned and name each resource available desired change and improvement.
such as textbooks, workbooks, module next to
subject areas. Categories of Curriculum Change
1. Substitution. The current curriculum will be
6. Enter the teaching-learning methods to be replaced or substituted by a new one.
used to achieve the outcomes. 2. Alteration. There is a minor change to the
current or existing curriculum.
7. Align and enter the assessment procedure 3. Restructuring. Major change or modification
and tools to the intended learning outcomes, in the school system. Example is the K to 12
content areas, and resources. curriculum.
4. Perturbations. These are changes that are
8. Circulate the map among all involved disruptive, but teachers have to adjust to them
personnel for their inputs. within a fairly short time.
5. Value orientation. This is a type of curriculum
9. Revise and refine map based on suggestions change through which is given to the teachers
and distribute to all concerned. in response to shift in emphasis.

IMPLEMENTING A CURRICULUM DAILY IN THE

IMPLEMENTING THE CURRICULUM CLASSROOM
THE TEACHER AS CURRICULUM IMPLEMENTER I. Objectives
AND MANAGER II. Subject Matter
III. Procedure
IMPLEMENTING THE DESIGNED CURRICULUM A IV. Assessment
CHANGE PROCESS. V. Assignment