CURRICULUM AND THE TEACHER 6. Learned Curriculum.

We always believe that if a student

CURRICULUM IN SCHOOLS changed behaviour, he/she has learned. For example, from a
non-reader to a reader or from not knowing to knowing or
from disobedient to being obedient. The positive outcome of
“The Sabre-Tooth Curriculum by Harold Benjamin (1939) teaching is an indicator of learning. These are measured by
tools in assessment, which can indicate the cognitive, affective
The story was written in 1939. Curriculum then, was seen as a and psychomotor outcomes. Learned curriculum will also
tradition of organized knowledge taught in schools of the 19th demonstrate higher order and critical thinking and lifelong
century. Two centuries later, the concept of a curriculum has skills.
broadened to include several modes of thoughts or
experiences. 7. Hidden/Implicit Curriculum. This curriculum is not
deliberately planed, but has a great impact on the behaviour of
No formal, non-formal or informal education exists without a the learner. Peer influence, school environment, media,
curriculum. Classrooms will be empty with no curriculum. parental pressures, societal changes, cultural practices, natural
Teachers will have nothing to do, if there is no curriculum. calamities, are some factors that create the hidden curriculum.
Curriculum is at the heart of teaching profession. Every Teachers should be sensitive and aware of this hidden
teacher is guided by some sort of curriculum in the classroom curriculum. Teachers must have good foresight to include
and in schools. these in written curriculum in order to bring to the surface
what are hidden.

Seven Types of Curriculum Operating In The School

THE TEACHER AS A CURRICULARIST

Roles of a Teacher as Curricularist

1. Recommended Curriculum. Almost all curricula found in
our schools are recommended. For Basic Education, these are 1. knows the curriculum. Learning begins with knowing. The
recommended by the Department of Education (DepEd), for teacher as a learner starts with about the curriculum, the
Higher Education, by the Commission on Higher Education subject matter or the content. As a teacher, one has to master
(CHED) and for vocational education by TESDA. These three what are included in the curriculum. It is acquiring academic
government agencies oversee and regulate Philippine knowledge both formal (disciplines, logic) or informal
Education. The recommendations come in the form of (derived from experiences, vicarious, and unintended). It is the
memoranda or policies, standards and guidelines. Other mastery of the subject matter. (Knower)
professional organizations or international bodies like
UNESCO also recommend curricula in schools. 2. writes the curriculum. A classroom teacher takes record of
knowledge concepts, subject matter or content. These need to
2. Written Curriculum. This includes documents based on the be written or preserved. The teacher writes books, modules,
recommended curriculum. They come in the form of course of laboratory manuals, instructional guides, and reference
study, syllabi, modules, books or instructional guides among materials in paper or electronic media as a curriculum writer
others. A packet of this written curriculum is the teacher’s or reviewer. (Writer)
lesson plan. The most recent written curriculum is the K to 12
for Philippine Basic Education. 3. plans the curriculum. A good curriculum has to be planed. It
is the role of the teacher to make a yearly, monthly or daily
3. Taught Curriculum. From what has been written or planned, plan of the curriculum. This will serve as a guide in the
the curriculum has to be implemented or taught. The teacher implementation of the curriculum. The teacher takes into
and the learners will put life to the written curriculum. The consideration several factors in planning a curriculum. These
skill of the teacher to facilitate learning based on the written factors include the learners, the support material, time, subject
curriculum with the aid of instructional materials and facilities matter or content , the desired outcomes, the context of the
will be necessary. learners among others. By doing this, the teacher becomes a
curriculum planner. (Planner)
The taught curriculum will depend largely on the teaching
style of the teacher and the learning style of the learners. 4. initiates the curriculum. In cases where the curriculum is
recommended to the schools from DepEd, CHED,
4. Supported Curriculum. This is described as support TESDA,UNESCO, UNICEF or other educational agencies for
materials that the teacher needs to make learning and teaching improvement of quality education, the teacher is obliged to
meaningful. These include print materials like books, charts, implement. Implementation of a new curriculum requires the
posters, worksheets, or non-print materials like Power Point open mindedness of the teacher, and the full belief that the
presentation, movies, slides, models, realias, mock-ups and curriculum will enhance learning. There will be many
other electronic illustrations. Supported curriculum also constraints and difficulties in doing things first or leading,
includes facilities where learning occurs outside or inside the however, a transformative teacher will never hesitate to try
four-walled abuilding. These include the playground, science something novel and relevant. (Initiator)
laboratory, audio-visual rooms, zoo, museum, market or the
plaza. These are the places where authentic learning through 5. innovates the curriculum. Creativity and innovation are
direct experiences occur, hallmarks of an excellent teacher. A curriculum is always
dynamic, hence it keeps on changing. A good teacher
5. Assessed Curriculum. Taught and supported curricula have innovates the curriculum. (Innovator)
to be evaluated to find out if the teacher has succeeded or not
in facilitating learning. In the process of teaching and at the 6. Implements the curriculum. The curriculum that remains
end of every lesson or teaching episode, an assessment is recommended or written will never serve its purpose without
made. It can either be assessment for learning, assessment as implementing it. Thus it is the teacher who implements it. It is
learning or assessment of learning. If the process is to find the here where teaching as a science and art will be observed. It is
progress is to find the progress of learning, then the assessed here where all the elements of the curriculum will come into
curriculum is for learning, but if it is to find out how much has play. The success of a recommended, well written, and
been learned or mastered., then it is assessment of learning. planned curriculum depends on the implementation.
Either way, such curriculum is the assessed curriculum.’ (Implementation)
7. Evaluates curriculum. How can one determine if the desired • Joseph Schwab thinks that the sole source of curriculumis a
learning outcomes have been achieved? Is the curriculum discipline, thus the subject areas such as Science,
working? Does it bring the desired results? What do outcomes Mathematics, Social Studies, English and many more. In
reveal? Are the learners achieving? Should the curriculum be college, academic disciplines are labelled as humanities,
modified, terminated or continued? These are some few sciences, languages, mathematics among others. He coined the
questions that need the help of a curriculum evaluator. That word discipline as a ruling doctrine for curriculum.
person is the teacher. (Evaluator)
• Phillip Phenix asserts that curriculum should consist entirely
THE TEACHER AS A KNOWER OF CURRICULUM of knowledge which comes from various disciplines.
THE SCHOOL CURRICULUM: DEFINITION,
NATURE AND SCOPE Curriculum from Progressive Points of View

Like many concepts in education, there seems to be no • John Dewey believes that education is experiencing.
common definition of curriculum. Because of this, the concept Reflective thinking is a means that unifies curricular elements
of curriculum is sometimes characterized as fragmentary, that are tested by application.
elusive and confusing. However, the word originates from the
Latin word curere referring to the oval track upon which • Holin Caswell and Kenn Campbell viewed curriculum as all
Roman chariots raced. experiences children have under the guidance of teachers.

Some Definitions of Curriculum • Othaniel Smith, William Stanley and Harlan Shore likewise
defined curriculum as a sequence of potential experiences, set
1. Curriculum is a planned and guided set of learning up in schools for the purpose of disciplining children and
experiences and intended outcomes, formulated through the youth in group ways of thinking and acting.
systematic reconstruction of knowledge and experiences under
the auspices of the school, for the learners’ continuous and • Colin Marsh and George Willis also viewed curriculum as
wilful growth in personal social competence. (Daniel Tanner, well as all the experiences in the classroom which are planned
1980) and enacted by the teacher and also learned by the students.

2. It is written document that systematically describes goals APPROACHES TO SCHOOL CURRICULUM

planned, objectives, content, learning activities, evaluation
Three Ways of Approaching a Curriculum
procedures and so forth. (Pratt, 1980)
1. Curriculum as a Content or body of Knowledge.
3. The contents of a subject, concepts and tasks to be acquired,
planned activities, the desired learning outcomes and It is quite common for traditionalists to equate a curriculum as
experiences, product of culture and an agenda to reform a topic outline, subject matter, or concepts to be included in
society make up a curriculum (Schubert, 1987) the syllabus or books. For example, a primary school
mathematics curriculum consists of topics on addition,
4. A curriculum includes “all of the experiences that individual
multiplication, subtraction, division, distance, weight and
learners have in a program of education whose purpose is to
many more. Another example is in school science that
achieve broad goals and related specific objectives, which is
involves the study of biological science, physical science,
planned in terms of a framework of theory and research or past
environmental science and earth science. Textbooks tend to
and present professional practice.” (Hass, 1987)
begin with biological science such as plants and animals,
5. It is a programme of activities (by teachers and pupils) physical science with the physical elements, force and motion,
designed so that pupils will attain so far as possible certain earth science with the layer and environmental science with
educational and other schooling ends or objectives. (Grundy, the interaction of the biological and physical science and
1987) earth’s phenomena, climate, vegetation followed by economic
activities such as agriculture, mining, industries, urbanization
6. It is a plan that consists of learning opportunities for a and so forth.
specific time frame and place, a tool that aims to bring about
behaviour changes in students as a result of planned activities Four Ways of Presenting the Content in the Curriculum
and includes all learning experiences received by students
1. Topical Approach, where much content is based on
with the guidance of the school. (Goodland and Su, 1992)
knowledge and experiences are included.
7. It provides answers to three questions: What knowledge,
2. Concept Approach with fewer topics in clusters around
skills and values are most worthwhile? 2. Why are they most
major and sub-concepts and their interaction, with relatedness
worthwhile? 3. How should the young acquire them?
emphasized.
(Cronbeth, 1992)
3. Thematic Approach as a combination of concepts that
develop conceptual structures.
Curriculum from Traditional Points of View
4. Modular Approach that leads to complete units of
• Robert M. Hutchins views curriculum as “permanent instruction.
studies” where rules of grammar, reading, rhetoric, logic and
mathematics for basic education are emphasized. The 3Rs
(Reading, Writing, “rithmetic) should be emphasized in basic Criteria in the Selection of Content
education while liberal education should be emphasized in
college. 1. Significance. Content should contribute to ideas, concepts,
principles and generalization that should attain the overall
• Arthurr Bestor as an essentialist believes that the mission of purpose of the curriculum. It is significant if content becomes
the school should be intellectual training, hence curriculum the means of developing cognitive, affective or psychomotor
should focus on the fundamental intellectual disciplines of skills of the learner. As education is a way of preserving
grammar, literature and writing, It should include culture, content will be significant when this will address the
mathematics, science, history and foreign language. cultural context of the learner.
2. Validity. The authenticity of the subject matter forms its 2. Curriculum as a Process As a process, curriculum links to
validity. Knowledge becomes obsolete with the fast changing the content. While content provides materials on what to
times. Thus there is a need for validity check and verification teach, the process provides curriculum on how to teach the
at a regular interval, because content which may be valid in its content. When accomplished, the process will result to various
original form may continue to be valid in the current times. curriculum experiences for the learners. The intersection of the
content and process is called the Pedagogical Content
3. Utility. Usefulness of the content in the curriculum is Knowledge or PCK. It will address the question: If you have
relative to the learners who are going to use these. Utility can this content, how will you teach it?
be relative to time. It may have been useful in the past, but
may not be useful now or in the future. When curriculum is approached as a PROCESS, guiding
principles are presented.
4. Learnability. The complexity of the content should be
within the range of experiences of the learners. This is based 1. Curriculum process in the form of teaching methods or
on the psychological principles of learning. Appropriate strategies are means to achieve the end.
organization of content standards and sequencing of contents
are two basic principles that would influence learnability. 2. There is no single best process or method. Its effectiveness
will depend on the desired learning outcomes, the learners,
5. Feasibility. Can the subject content be learned within the support material and the teacher.
time allowed, resources available, expertise of the teachers and
the nature of the learners? Are there contents of learning 3. Curriculum process should stimulate the learners’ desire to
which can be learned beyond the formal teaching-learning develop the cognitive, affective, psychomotor domains in each
engagement? individual.

Are there opportunities provided to learn these? 4. In the choice of methods, learning and teaching styles
should be considered.
6. Interest. Will the learners take interest in the content? Why?
Are the contents meaningful? What value will the contents 5. Every method or process should result to learning outcomes
have in the present and future life of the learners? Interest is which can be described as cognitive, affective and
one of the driving forces for the students to learn better. psychomotor.

Guide in the Selection of the Content in the Curriculum 6. Flexibility in the use of the process or methods should be
considered.
1. Commonly used in the daily life.
2. Appropriate to the maturity levels and abilities of the 7. Bothe teaching and learning are the two important processes
learners. in the implementation of the curriculum.
3. Valuable in meeting the needs and competencies of the
future career. 3. Curriculum as a Product
4. Related to other subject fields or discipline for
complementation and integration. The product from the curriculum is a student equipped with
5. Important in the transfer of learning to other disciplines. the knowledge, skills and values to function effectively and
efficiently. The real purpose of education is to bring about
significant changes in students’ pattern of behaviour. Central
to the approach is the formulation of behavioral objectives
Basic Principles of Curriculum Content stated as intended learning outcomes or desired products so
that content and teaching methods may be organized and the
1. Balance. Content should be fairly distributed in depth and results evaluated. Products of learning are operationalized as
breadth. This will guarantee that significant contents should be knowledge, skill, and values.
covered to avoid too much or too little of the contents needed
within the time allocation. Curriculum product is expressed in form of outcomes which
are referred to as the achieved learning outcomes.
2. Articulation. As the content complexity progresses with the
educational levels, vertically or horizontally, across the same
discipline, smooth connections or bridging should be
provided. CURRICULUM DEVELOPMENT: PROCESSES AND
MODELS
3. Sequence. The logical arrangement of the content refers to
sequence or order. This can be done vertically for deepening
the content or horizontally for broadening the same content. In
both ways, the pattern usually is from easy to complex, what is Curriculum Development Process
known to the unknown, what is current to something in the
1. Curriculum planning. Considers the school vision, mission
future.
and goals. It also includes the philosophy or strong education
4. Integration. Content in the curriculum does not stand alone belief of the school. All of these will eventually be translated
or isolation. It has some ways of relatedness or connectedness to classroom desired learning outcomes for the learners.
to other contents. Contents should be infused in other
2. Curriculum designing is the way curriculum is
discipline whenever possible.
conceptualized to include the selection and organization of
5. Continuity. Content when viewed as a curriculum should content, the selection and organization of learning experiences
continuously flow as it was before, to where it is now, and or activities and the selection of assessment procedure and
where it will be in the future. It should be perennial. It endures tools to measure achieved learning outcomes. It will also
time. Content maybe not be in the same form and substance as include the resources to be utilized and the statement of the
seen in the past since changes and developments in curriculum learning outcomes.
occur. Constant repetition, reinforcement and enhancement of
the content are all elements of continuity.
3. Curriculum implementing is putting into action the plan 2. Curriculum Designing. Designing a curriculum follows
which is based on the curriculum design in the classroom after appropriate learning opportunities are determined and
setting or the learning environment. The teacher is the how each opportunity is provided.
facilitator of learning and, together with the learners, uses the
curriculum as design guides to what will transpire in the 3. Curriculum Implementation. A designed curriculum is now
classroom with the end in view of achieving the intended ready for implementation. Teachers then prepare instructional
learning outcomes. Implementing the curriculum is where plans where instructional objectives are specified and
action takes place. appropriate teaching methods and strategies are utilized to
achieve the desired learning outcomes among students.
4. Curriculum evaluating determines the extent to which the
desired outcomes have been achieved. This procedure is on- 4. Evaluation. The last step of the curriculum model is
going as in finding out the progress of learning (formative) or evaluation. A comprehensive evaluation techniques are used to
the mastery of learning (summative). Along the way, evaluate the total programme of the school and the curriculum
evaluation will be determine the factors that have hindered or plan, the effectiveness of instruction and the achievement of
supported the implementation. It will also pinpoint where the students. Through evaluation process, curriculum planner
improvement can be made and corrective measures, and developers can determine whether or not the goals of the
introduced. The result of evaluation is very important for school and the objectives of instruction have been met.
decision making of curriculum planners, and implementers.
All the models discussed utilised the processes of 1)
curriculum planning, 2) curriculum designing, 3) curriculum
implementing, and 4) curriculum evaluating.
Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles. It is based on

four fundamental principles which are illustrated as answers to FOUNDATIONS OF CURRICULUM DEVELOPMENT
the following questions?
Foundations of Curriculum
a. What education purposes should schools seek to attain?
1. Philosophical Foundations
b. What educational experiences can be provided that are A. Perennialism
likely to attain these purposes? • Aim: To educate the rational person; cultivate intellect
• Role: Teachers assist students to think with reasons (critical
c. How can these educational experiences be effectively thinking HOTS)
organized? • Focus: Classical subjects, literary analysis. Curriculum is
enduring
d. How can we determine whether these purposes are being • Trends: Use of great books (Bible, Koran, Classics) and
attained or not? Liberal Arts

Tyler’s model shows that in curriculum development, the B. Essentialism

following considerations should be made: • Aim: To promote intellectual growth of learners to become
competent
1. Purposes of the school • Role: Teachers are sole authorities in the subject area
2. Educational experiences related to the purposes • Focus: Essential skills of the 3Rs; essential subjects
3. Organization of the experience • Trends: Back to basic, excellence in education, cultural
4. Evaluation of the experience literacy

C. Progressivism
2. Hilda Taba Model: Grassroots Approach. She improved the
• Aim: Promote democratic social living
Tyler’s model. She believed that teachers should participate in
• Role: Teacher leads growth and development of lifelong
developing a curriculum. As grassroots approach Taba begins
learners
from the bottom, rather than from top as what Tyler proposed.
• Focus: Interdisciplinary subjects. Learner-centered,
She presented seven major steps to her linear model which are
Outcomes-based
the following:
• Trends: Equal opportunities for all, Contextualized
1. Diagnosis of learners’ needs and expectations of the large curriculum, Humanistic education
society.
2. Formulation of learning objectives. D. Reconstructionism
3. Selection of learning contents • Aim: To improve and reconstruct society. Education for
4. Organization of learning contents change
5. Selection of learning experiences • Role: Teacher acts as agent of change and reforms
6. Determination of what to evaluate and the means of doing • Focus: Present and future educational landscape
it. • Trends: School and curricular reform, Global education,
Collaboration and Convergence, Standards and Competences
3. Galen Saylor and William Alexander Curriculum Model.
According to them curriculum is a plan of providing sets of
learning opportunities to achieve broad educational goals and
2. Historical Foundations.
related specific objectives to an identified population served
by a single school center. There are four steps in this model: 1. Franklin Bobbit (1876-1956).
• He started the curriculum movement
1. Goals, Objectives and Domains. Curriculum planner begin
• Curriculum is a science that emphasizes students’ needs
by specifying the major educational goals and specific
• Curriculum prepares learners for adult life.
objectives they wish to accomplish. The goals, objectives and
• Objectives and activities should group together when tasks
domain are identified and chosen based on research findings,
are clarified.
accreditation standards, and views of different stakeholders.
2. Werret Charters (1875-1952)
• Like Bobbit, he posited that curriculum is a science and
emphasizes students’ needs 5. Lev Vygotsky (1896-1934)
• Objectives and activities should match. Subject matter or • Theories of Lev Vygotsky
content relates to objectives - Socio-cultural development theory

3. William Killpatrick (1875-1952) 6. Howard Gardner

• Curricula are purposeful activities which are child- centered - Gardner’s Multiple Intelligences
• The purpose of the curriculum is child development and - Humans have several different ways of processing
growth. He introduced the project method where teacher and information and these ways are relatively independent of one
student plan the activities. another
• Curriculum develops social relationships and small group
instruction. 7. Daniel Goleman
• Emotion contains the power to affect action.
4. Harold Rugg (1886-1960)
• Curriculum should develop the whole child. IT IS CHILD 8. Gestalt
CENTERED. • Gestalt Theory
• With the statement of objectives and related learning - Learning is explained in terms of “wholeness” of the
activities, curriculum should produce outcomes. problem
• Emphasized social studies and suggested that the teacher
plans in advance. 9. Abraham Maslow (1902-1970)
• He advanced the Self-Actualization Theory and classic
5. Hollis Caswell (1901-1989) theory of human needs
• Curriculum is organized around social functions of themes,
organized knowledge and learner’s interest. 10. Carl Rogers (1902-1987)
• Curriculum, instruction and learning are interrelated Non-directive and Therapeutic Learning
• Curriculum is a set of experiences. Subject matter is
developed around social functions and learning interests. 11. John Dewey (1859-1952)
Considered two fundamental elements - schools and civil
6. Ralph Tyler (1902-1994) society - to be major topics needing attention and
• Curriculum is a science and an extension of school’s reconstruction to encourage experimental intelligence and
philosophy. It is based on students’ needs and interest. plurality.
• Curriculum is always related to instruction. Subject matter is
organized in terms of knowledge, skills and values. 12. Alvin Toffler
• The process emphasizes problem solving. Curriculum aims Wrote the book Future Shock
to educate generalists and not specialists. Believed that knowledge should prepare students for the future

7. Hilda Taba (1902-1967)

• She contributed to the theoritical and pedagogical
foundations of concepts development and critical thinking in CRAFTING THE CURRICULUM
social studies curriculum. THE TEACHER AS A CURRICULUM DESIGNER
• She helped lay foundation for diverse student population FUNDAMENTALS OF CURRICULUM DESIGNING

8. Peter Oliva (1992-2012)

• He described how curriculum change is a cooperative General Axioms as a Guide in Curriculum Development
endeavor. (Oliva, 2003)
• Teachers and curriculum specialist constitute the
professional core of planners. 1. Curriculum change is inevitable, necessary, and desirable.
• Significant improvement is achieved though group activity. Curriculum is dynamic.

2. Curriculum is a product of its time. Curriculum responds

changes brought about by current social forces, educational
3. Psychological Foundation of Curriculum
reforms, principles of new knowledge, etc.
1. Ivan Pavlov (1849-1936)
3. Curriculum changes made earlier can exist concurrently
• He is the Father of the Classical Conditioning Theory, the S-
with newer curriculum changes. A revision in curriculum
R Theory
starts and ends slowly. The changes that occur can coexist and
• The key to learning is early years of life is to train them what
oftentimes overlap for long periods of time.
you want them to become.
• S-R Theory is a foundation of learning practice called 4. Curriculum change depends on people who will implement
indoctrination. the change. The teachers are the implementers of the
curriculum , it is best that they should design and own the
2. Edward Thorndike (1874-1949) changes.
• He championed the Connectionism Theory
5. Curriculum development is a cooperative group activity.
3. Robert Gagne (1916-2002) Consultation with stakeholders is necessary.
• He proposed the Hierarchical Learning Theory. Learning
followsa hierarchy 6. Curriculum development is a decision-making process made
from choices of alternatives. A curriculum designer or
developer must decide what contents to teach, philosophy or
4. Jean Piajet (1996-1980) point of view to support, how to provide for multicultural
• Theories of Jean Piajet groups, what methods or strategies, and what type of
- Cognitive development has stages from birth to maturity: evaluation to use.
Sensorimotor stage (0-2), preoperational stage (2-7) concrete
operations stage (7-11) and formal operations (11- onward) 7. Curriculum development is an on-going process.
Continuous monitoring, examination, evaluation and
improvement of curricula are to be considered in the design of 2.3. Humanistic design. The development of self is the
curriculum. ultimate objective of learning. It stresses the whole person and
the integration of thinking, feeling and doing.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a “piecemeal”. Curriculum 3. Problem-Centered Design. Generally, problem-centered
design is based on careful plan, with clearly established design draws on social problems, needs, interest and abilities
learning outcomes, support resources and needed time. of the learners.

9. Curriculum development is more effective when it follows a 3.1. Life situations design. What makes the design unique is
systematic process. A curriculum design is composed of that the contents are organized in ways that allow students to
desired outcomes, subject matter content complemented with clearly view problem areas. The connection of subject matter
references, set of procedures, needed materials and resources to real situations increases the relevance of the curriculum.
and evaluation procedure which can be placed in a matrix.
3.2. Core problem design. It centers on general education and
10. Curriculum development starts from where the curriculum the problems are based on the common human activities.
is. An existing design is a good starting point for any teacher
who plans to enhance and enrich a curriculum. Approaches to Curriculum Design

1. Child or Learner-Centered Approach. Child or learner is the

center of the educational process. The curriculum is
Elements or Components of a Curriculum Design constructed based on the needs, interest, purposes and abilities
of the learners.
There are many labels or names for curriculum design. Some
would call it a syllabus , or a lesson plan. Some would call it a Principles of Child-Centered Curriculum Approach
unit plant or a course design. Whatever is the name of the
design, the common components for all of them are almost the • Acknowledge and respect the fundamental rights of the
same. child.
• Make all the activities revolve around the over-all
Let us take the Lesson Plan as a miniscule curriculum. A development of the learner.
lesson plan or teaching guide includes (1) Intended Learning • Consider the uniqueness of every learner in a multicultural
Outcomes (ILO) or Desired Learning Outcome (DLO) classroom.
formerly labelled as behavioural objectives, (2) Subject Matter • Consider using differentiated instruction or teaching.
or Content, (3) Teaching and Learning Methods, and (4) • Provide a motivating supportive learning environment for all
Assessment Evaluation. the learner.

2. Subject Centered Approach. This is anchored on a

curriculum design which prescribes separate distinct subjects
APPROACHES TO CURRICULUM DESIGN for every educational level: basic education, higher education,
or vocational principles-technical education. This approach
Types of Curriculum Designs considers the following:
1. Subject-Centered Design. It focuses on the content of the • The primary focus is the subject matter.
curriculum. Subject - centered curriculum design has also • The emphasis is on bits and pieces of information which may
some variations which is focused on the individual subject, be detached from life.
specific discipline and a combination of subjects or disciplines • The subject serves as a means of identifying problems of
which are a broad field or interdisciplinary. living.
• Learning means accumulation of content, or knowledge.
1.1. Subject Design. What subject are you teaching? What
• Teacher’s role is to dispense the content.
subject are you taking?

1.2. Discipline design. It is related to the subject design that 3. Problem- Centered Approach. This approach is based on a
centers only on the cluster content, but discipline design design which assumes that in a process of living, children
focuses on academic disciplines. Discipline refers to specific experience problems.
knowledge learned through a method which the scholars use to
This approach is characterized by the following views and
study a specific content of their fields. This design model of
beliefs:
curriculum is often used in college, but not in the elementary
or secondary levels. • The learners are capable of directing and guiding themselves
in resolving problems, thus developing the learner to be
1.3. Correlation design. Subjects are related to one another and
independent.
still maintain their identity.
• The learners are prepared to assume their civic
1.4. Broad field design/interdisciplinary. This design was responsibilities through direct participation in different
made to cure compartmentalization of the separate subject activities.
subjects and integrate the contents that are related to one • The curriculum leads the learners in the recognition of
another. concerns and problems in seeking solutions.

2. Learner-Centered Design.

2.1. Child-Centered design. This curriculum design is CURRICULUM MAPPING

anchored on the needs and interests of the child.
Curriculum mapping is a process or procedure that follows
2.2. Experience-centered design. This design is similar to curriculum designing. It is done before curriculum
child-centered design. Experiences of the learners is used as implementation or the operationalization of the written
starting point of the curriculum. curriculum. Curriculum mapping can be done by teacher
alone, a group of teachers teaching the same subject, the
department, the whole school or district or the whole
educational system. Some curricularists would describe
curriculum mapping as making a map to success. There are 4. Perturbations. These are changes that are disruptive, but
common questions that are asked by different stakeholders, teachers have to adjust to them within a fairly short time.
like teachers, colleagues, parents, school officials and the
community as well. These questions may include: 5. Value orientation. This is a type of curriculum change
through which is given to the teachers in response to shift in
1. What do my students learn? emphasis.
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year? IMPLEMENTING A CURRICULUM DAILY IN THE
4. Do my co-teachers who handle the same subject, cover the CLASSROOM
same content? Achieve the same outcomes? Use similar
strategies? I. Objectives
5. How do I help my students understand the connections
between my subjects within the year? Next Year? II. Subject Matter

III. Procedure
Suggested Steps to Follow in Curriculum Mapping
IV. Assessment
1. Make a matrix or a spread sheet.
2. Place timeline that you need to cover. (one quarter, V. Assignment
onesemester, one year). This should be independent on time
frame of a particular curriculum that was written.
3. Enter the intended learning outcomes, skills needed to be
taught or achieved at the end of the teaching.
4. Enter in the same matrix the content areas/subject areas to
be covered.
5. Aligned and name each resource available such as
textbooks, workbooks, module next to subject areas.
6. Enter the teaching-learning methods to be used to achieve
the outcomes.
7. Align and enter the assessment procedure and tools to the
intended learning outcomes, content areas, and resources.
8. Circulate the map among all involved personnel for their
inputs.
9. Revise and refine map based on suggestions and distribute
to all concerned.

IMPLEMENTING THE CURRICULUM THE TEACHER AS

CURRICULUM IMPLEMENTER AND MANAGER

IMPLEMENTING THE DESIGNED CURRICULUM A CHANGE

PROCESS.

Curriculum Implementation Defined

1. This is the phase where the teacher action takes place. It

means putting into practice the written curriculum that has
been designed in syllabi, course study, curricular guides, and
subjects. It is a process wherein the learners acquire the
planned or intended knowledge, skills, and attitudes that are
aimed at enabling the same learners to function effectively in
society. (SADC M0E Africa, 2000)

2. Ornstein and Hunkins in 1998 defined curriculum

implementation as the interaction between the curriculum that
has been written and planned and the persons (teachers) who
are in charge to deliver it.

3. Loucks and Lieberman (1983) define curriculum

implementation as the trying out of a new practice and what it
looks like when actually used in a school system. It simply
means that implementation should bring the desired change
and improvement.

Categories of Curriculum Change

1. Substitution. The current curriculum will be replaced or

substituted by a new one.

2. Alteration. There is a minor change to the current or

existing curriculum.

3. Restructuring. Major change or modification in the school

system. Example is the K to 12 curriculum.