Module III

Curriculum Planning
Implementing & Evaluating
Lesson 1 Curriculum Planning
Lesson 2 Curriculum Implementation
Lesson 3 Curriculum Evaluation
Lesson 4 Curriculum Change and Innovation

MODULE 3 topics revolve around the three (3) big processes in curriculum
development; namely, CURRICULUM PLANNING, CURRICULUM IMPLEMENTATION, AND
CURRICULUM EVALUATION. These are the core topics in Curriculum Development which
you must pour much attention to.

OBJECTIVES

Given the reading texts and tasks to work on for a period of four (4) weeks and with a
once-a-week online meet up (when possible) with your instructor, you must be able to do the
following with moderate competence:

A. Describe the process of curriculum planning with focus on key steps.

B. Identify and discuss at least 2 critical issues in curriculum implementation.
C. Cite and describe at least 2 models for curriculum evaluation.
D. Propose at least one curriculum innovation at the classroom level.

 Lesson 1- D Curriculum Design and Organization

Introduction

Lesson 1 (Curriculum Planning) includes a brief discussion on the prevailing

Curriculum Designs and Organization. We say prevailing because these curriculum designs
and organization have been in use for some time and are still being used and observed even
at present.

Under Module 3, this topic will be labelled Lesson 1-D.

Curriculum Designs and Organization will not be discussed in detail in this module.
However, they are described very briefly and illustrated in some way or another for easy
comprehension. This topic is very important so you will have a better understanding of how
to design a curriculum and organize it as well even if it is only at the school or classroom
level.

As you go over Lesson 1-D, you are supposed to highlight important points in the
reading material for obvious reasons; much so, you might want to do further readings from
sources in the internet. As usual, your resourcefulness will surely enrich the discussion
presented here.
Lesson 1-D Objectives:

When you are through with Lesson 1-D, you must be able to:
1. name and describe with confidence the various approaches to curriculum design;
2. cite and talk with confidence about some basic principles in designing curriculum;
3. show awareness of the principles in curriculum design in organizing daily topics;
4. demonstrate knowledge of the types of curriculum organization and design;
5. relate the dimensions and principles of curriculum design in the basic education
curriculum.

 Task 1. Test your knowledge.

Activity A. Directions. Write Yes if you agree on each of the following
statements; No if you don’t, and Uncertain if you are not sure, on the blank
provided before each item.

__________ 1. Every teacher is a curriculum planner and designer.

__________ 2. A school curriculum and a lesson plan have common component parts.
__________ 3. The subject design of curriculum is the most common design that is
used.
__________ 4. Needs and interests of learners can be bases for curriculum design.
__________ 5. The problem-centered design is based on common social problems.
__________ 6. Learner experiences can be the starting point of the curriculum.
__________ 7. The development of self is the ultimate objective of learning.
__________ 8. A child can learn through an interaction with his environment.
__________ 9. Crafting a curriculum is like writing a lesson plan.
__________10. In the subject design, learning may become compartmentalized.

Activity B. Directions. Read and study the following lecture notes regarding
the basic Curriculum Designs and Organization. Make notes on important points.

CURRICULUM DESIGN AND ORGANIZATION

A curriculum as a planned sequence of learning experiences should be at the heart and

mind of every teacher. Every teacher as a curricularists should be involved in designing a
curriculum. It is one of the teacher’s roles to design a curriculum as every teacher is a
curriculum designer, curriculum implementer, and curriculum evaluator. He plans,
implements, and evaluates the curriculum in school on a daily basis. It is important therefore
that as teachers to be, you should know how school curricula are being designed and crafted.

Curriculum DESIGN may be described as “the arrangement of the various curriculum

elements into a substantive whole.” This is similar to curriculum ORGANIZATION.
 Before anyone can DESIGN and ORGANIZE a curriculum, the following major elements
or components of a curriculum must have been formulated.

1. AIMS, GOALS / OBJECTIVES,

2. CURRICULUM CONTENT or SUBJECT MATTER
3. LEARNING EXPERIENCES and
4. EVALUATION PROCEDURES

The organization of the foregoing components of a curriculum into a coherent,

meaningful, curriculum plan is termed CURRICULUM DESIGN.

Curriculum designers are greatly influenced by the characteristics of a good curriculum

and an understanding and adherence to the following foundations of a curriculum:

1. PHILOSOPHICAL FOUNDATION
2. PSYCHOLOGICAL FOUNDATION
3. SOCIOLOGICAL FOUNDATION
4. HISTORICAL FOUNDATION

A curriculum can be designed in at least TWO (2) WAYS:

1. VERTICAL ORGANIZATION.

This refers to the longitudinal arrangement of content which is reflected

in the presence of SEQUENCE, CONTINUITY, and VERTICAL ARTICULATION of
topics in the curriculum. Sequence, continuity, and articulation are also
observed in the arrangement of skills, and processes.

Let us talk about SEQUENCE.

SEQUENCE refers to the vertical arrangement of the curriculum content,

skills, and processes such that new learning is based on previous learning.

Illustration 1. The sequence of content in Mathematics starts from the

simplest concepts, principles, and operations to the most complex. This means
that one cannot understand calculus if he has not yet taken prerequisite courses
like algebra, trigonometry, and analytic geometry.
This is called LOGICAL SEQUENCING of topics.

Illustration 2. The subjects History, Political Science, and World Events

are presented as they occur or happen in the world. Philippine History, for
instance, may be presented starting from Pre-Spanish era to the present. This
describes a CHRONOLOGICAL SEQUENCING of topics.

Illustration 3. Content, skills, and processes may also be sequenced on

the basis of their maturity level and capabilities. Sequencing in these is based on
PSYCHOLOGICAL VIEWPOINT. With a few exceptions, reading is normally
introduced at the age of 6 or 7. Making a child start reading at an earlier age may
pose a problem.
 Proceeding from WHOLE-TO-PART, CONCRETE-TO-ABSTRACT, or SIMPLE-
TO-COMPLEX, and similar other learning principles also guide the sequencing of
the curriculum from the psychological viewpoint.

Now, let us discuss CONTINUITY

CONTINUITY refers to the repetition of related elements of contents which do not

directly follow one another (i.e., one element is temporarily separated from the first by one
or more unrelated elements).

Continuity allows for the recurrence of knowledge, skills, or processes, with

increased depth, breadth, and competence.

Illustration 1: (Mathematics) An example of continuity in the curriculum is

knowledge of concepts and skills in manipulating numerical fractions in elementary
mathematics and algebraic fractions in high school. The two courses do not successively
follow one another, but the learning experiences in algebraic fractions are built on past
experiences in numerical fractions, although to a greater complexity and abstraction.

Illustration 2: (English) The study of NOUNS and GERUNDS in English subjects do

not follow each other successively. However, one may be able to understand GERUNDS better
because of his knowledge of the uses of NOUNS.

Illustration 3: (Science) A lesson in Food Web may be taken under the topic
ECOLOGY or ECOSYSTEMS but may also be touched under the topic ENVIRONMENT.

Next, we talk about INTEGRATION (or simply VERTICAL ARTICULATION)

INTEGRATION refers to the arrangement of the curriculum in such a way that

relationships among topics or courses in a given field of study across grade/year levels are
emphasized. Vertical organization in the curriculum prevents unnecessary repetition of
content while gaps and overlaps in knowledge is avoided.

Gaps are created when topics required in the curriculum are missed or left
undiscussed.

Example of a GAP: Failure to introduce the idea of SINGULAR and

PLURAL form of VERBS may pose difficulty among students in understanding
SUBJECT-VERB Agreement.

Overlaps are created when topics taken in one subject are unnecessarily
repeated in another subject with the same level of complexity or discussed just like
how it was discussed in the previous subject.

Example of OVERLAP: The use of MODIFIERS (Single-word modifiers,

like adjectives) discussed in Grade 5 may overlap with the same topic in
Grade 6, with same level of complexity.

NOTE: If VERTICAL ARTICULATION is observed, the topic MODIFIERS

may be discussed at a much HIGHER LEVEL; say: PHRASE MODIFIERS and CLAUSE
MODIFIERS. In this situation, learning progresses or levels up.
2. HORIZONTAL ORGANIZATION. This refers to the arrangement of content, skills,
and processes from the viewpoints of SCOPE and HORIZONTAL INTEGRATION
(Reyes, 2000).

Let us talk about SCOPE and HORIZONTAL INTEGRATION.

A. SCOPE refers to the boundaries or coverage of the curriculum in terms

of breadth and depth.

It answers questions like: “What topics, themes, ideas,

concepts, principles, theories, and other forms of knowledge (subject
matter) as well as skills, competencies, and activities should be
covered?”

B. INTEGRATION

INTEGRATION refers to the arrangement of content based on the

relatedness of topics, themes, skills, or processes in two or more
subjects/courses in the same grade/year, semester, or trimester.

Illustration 1: Integrate subjects that are related (e.g., Arithmetic,

Geometry, Statistics, and Algebra are integrated in Mathematics I, II,III,
and IV under the New Secondary Curriculum.

Illustration 2: Integrate Phonics, Reading, Spelling, Writing, and

Literature under Communication Arts.

Illustration 3: Integrate related concepts, principles, or themes

from two or more subjects. For example, Global or Peace Education can be
a minicourse that integrates lessons in science, mathematics, history and
government.

3. BALANCE is another important consideration in curriculum organization.

Balance refers to the appropriate emphasis placed on different aspects of

content, learning experiences, and intended outcomes of the curriculum.

How do we achieve BALANCE in the curriculum? Balance in the curriculum

design can be achieved by:

1. Giving equal focus on each of the learning domains:

a. COGNITIVE
b. PSYCHOMOTOR
c. AFFECTIVE
 2. Giving equal provision for the development of all intelligences instead of
just one or two
3. Making provisions for the needs and interests of the learners and their total
development

Here are some important questions to consider when we want to achieve a

BALANCED CURRICULUM:

1. “How much of curriculum content and learning experiences must be devoted

to social, economic, political, and other social concerns and to the
transmission of the cultural heritage of a country?

2. How much will be devoted to the accumulated body of knowledge in the

different courses and fields of study that comprise the curriculum?

3. How much emphasis must be given to the learners’ interests, needs, and
demands?

4. What should be the ratio of general education courses to the major courses?
The elective and the optional courses? What should those courses be?”

IMPORTANT: Balance does not mean equal emphasis, but

rather, covering what is deemed essential and important for the learners
and for society.
In the last analysis, balance is relative, and it takes objectivity or
freedom from biases and a broad perspective to design a balanced
curriculum.

 Task 2. Look into the major points.

Activity A. Directions. What are the perceived roles of teachers in
curriculum development? (Fill out the blanks; one is given for you)

Teachers are curricularists; as such they are:

1. Curriculum Designers
2. __________________________________
3. __________________________________

Activity B. Directions. Cite the prerequisites to curriculum design.

1. __________________________________
2. __________________________________
3. __________________________________
4. __________________________________

Activity C. Directions. Name the four foundations of curriculum.

 1. __________________________________
2. __________________________________
3. __________________________________
4. __________________________________

 Task 3. Look into details.

Activity A. Directions. Name the three requisites of VERTICAL ORGANIZATION
of curriculum content.

1. __________________________________
2. __________________________________
3. __________________________________

Activity B. Directions. Name the two (2) parameters for HORIZONTAL

ORGANIZATION of curriculum content.

1. __________________________________
2. __________________________________

 Task 4. Find some Application.

Activity. Directions. Cite three (3) topics, or skills in your respective major
field of specialization that logically follow one another and that
changing the order of presenting these topics will create problems
among students in some ways.

Example in English Grammar

Singular and Plural Forms of Nouns and Pronouns

Singular and Plural Forms of Verbs
Subject-Verb Agreement Rules

 Task 5. Give your insights.

Activity. Do you think the subjects you are taking now are balanced?
What makes you say so?
Module 3 Lesson 1-D ends here.