GROUP MEMBERS:

Charmaine IV C. Tiosayco
Glenda E. Losaria
Feve A. Alimpuyo
Ma. Sol L. Pamplona
Babylyn B. Dioteles
Cynthia T. Avance
Jinefer L. Oraiz
Junalyn P. Dalumpines

Activity

Analysis
What are the similarities of these games
with curriculum design?
Need a goal or an outcome? A target?
Time consuming?
Need strategies?
Plan?

Teacher as a
Curriculum Designer

10 Axioms for
Curriculum
Designers

Curriculum change is
inevitable, necessary and
desirable
Curriculum should be dynamic.
Teachers should respond to the
changes that occur in schools and in
its context. Societal development and
knowledge revolution come so fast

Why are we now

implementing 12 years of
basic education?
The Philippines is the last country in Asia
and one of only three countries
worldwide with a 10-year pre-university
cycle (Angola and Djibouti are the other
two).
A 12-year program is found to be the best
period for learning under basic education.

 These two additional years will

equip learners with skills that will
better prepare them for the future,
whether it be:
Employment
Entrepreneurship
Skills Development
(Further Tech-Voc training)

Curriculum reflects as a
product of its time
For a curriculum to be relevant, it
should respond to changes brought
about by current social forces,
philosophical positions, psychological
principles, new knowledge, and

Curriculum changes made

earlier can exist concurrently
with newer curriculum
changes
A revision in curriculum starts and ends
slowly. More often, curriculum is gradually
phase in and phased out, thus the changes

Curriculum change depends

on people who will implement
the change
Teachers who will implement the curriculum
should be involved in its development,
hence should know how to design the
curriculum. Because the teachers are the
implementers of the curriculum, it is best
that they should design the changes. This

Curriculum development is a
cooperative group activity
Group decisions in some aspects of curriculum
development are suggested. Consultations with
stakeholders when possible will add a sense of
ownership. Even learners should participate in
some aspect of curriculum designing. Any
significant change in the curriculum should
involve a broad range of stakeholders to gain

Curriculum development is a
decision-making process
made from choices of
alternatives
A curriculum developer or designer must
decide what contents to teach, philosophy
or point of view to support, how to provide
multicultural groups, what methods or

Curriculum development is an
ongoing process
Continuous monitoring, examination,
evaluation, and improvement of curricula
are to be considered in the design. As the
needs of learners change, as society
changes, and as new knowledge and
technology appear, the curriculum must

Curriculum development is
more effective if it is a
comprehensive process,
rather than a piecemeal
It must be carefully planned, should clearly
establish intended outcomes, support
resources and needed time available and

Curriculum development is
more effective if it follows a
systematic process
A curriculum design is composed of desired
outcomes, subject matter content
complemented with references, set of
procedures, needed materials and resources
and evaluation procedure which can be placed

Curriculum development
starts from where the
curriculum is
Curriculum planners and designers
should begin with existing curriculum.
An existing design is a good starting
point for any teacher who plans to

Elements or Components
of a Curriculum Design

1.Behavioral objectives or Intended

Learning Outcomes
SMART( specific, measurable, attainable,
result oriented and time bound).
Express in action words by Blooms
taxonomy of objectives.

2. Content/ Subject Matter

Relevant to the outcome of the
curriculum
Appropriate to the level of the lesson or
unit
Up to date that reflect current
knowledge and concepts

4. Teaching and Learning

Method
Activities where learners derive
experiences and at the same time learn
from it
Example:
Cooperative Learning Activities
Independent Learning Activities
Cooperative Learning Activities
Use of various Delivery Models

5. Assessment/ Evaluation
Self Assessment
Peer Assessment
Teacher Assessment
Either Formative or Summative
Assessment

Application of the
Fundamental
Components in
Other Curriculum
Designs

Major components of
a Course Design or
Syllabus

Curriculum plays an
important role in an
educational system. It is
somehow a blueprint which
leads the teacher and the
learner to reach the desired

The four components of the

curriculum are :

1. Curriculum
Objectives
2. Curriculum
Matter
3. Curriculum
4. Curriculum

Aims, Goals and

Content or Subject
Experience
Evaluation

The components of a
curriculum are distinct but
interrelated to each other.
These four components should
be always present in a
curriculum.

Curriculum Models

 Ask students to teach others what they

have learned.
Promote dialogue.
Use authentic activities

3. Subject matter content is an integration of

cognitive, skill and affective elements

Approaches to
Curriculum Design

Child or Learner-Centered Approach

Subject Centered Approach
Problem-Centered Approach

Principles for Child-Centered Curriculum

Approach:
Acknowledgement and respect the
fundamental rights of the child.
All activities shall revolve around the overall
development of the learner.
Consider the uniqueness of every learner in a
multicultural classroom.
Provide a motivating supportive learning
environment for all the learner.

Principles for Subject-Centered

Curriculum Approach:
The primary focus is the subject matter.
The emphasis is on bits and pieces of information
which may be detached from life.
The subject matter serves as a means of identifying
problems of living.
Learning means accumulation of content, or
knowledge.
Teachers role is to dispense the content.

Principles for Problem-Centered Curriculum Approach:

This approach is characterized by the ff. views and beliefs:
The learners are capable of directing and guiding themselves
in resolving problems, thus developing every learner to be
independent.
The learners are prepared to assume their civic
responsibilities through direct participation in different
activities.
The curriculum leads the learners in the recognition of
concerns and problems in seeking solutions. Learners are
problem solvers themselves.

Identify what kind of approach is utilized in the

following items.
University of Luzon aims to produce the best graduates in
the school district. Every learner must excel in all academic
subjects to be on top of every academic competition. The higher
level of cognitive intelligence, the better the learner. Hence, the
focus of learning is mastery of the subject matter in terms of
content. Every student is expected to be always on top in terms
of mastery of the discipline. Memorization, and drill are important
learning skills. The school gives emphasis on intellectual
development, and sets aside emotional, psychomotor and even
value development. Success means mastery of the content.

Identify what kind of approach is utilized in

the following items.

University of Visayas believes that a

learner should be trained to solve real life
problems that come about because of the
needs, interest and abilities of the
learners.

Identify what kind of approach is

utilized in the following items.
University of Mindanao is anchored on the theory of
multiple intelligences in all its curricular and co-curricular
activities. Every classroom provides activity center where the
children can learn on their own with the different learning
materials. Learners can just choose which learning center to
engage in with different resources. This arrangement allows
for the capacity of every learner to be honed. It also allows
learning how to learn, hence will develop independence. The
teacher acts as guide for every learner. The learner sets the
goal that can be done within the frame of time.

Curriculum Mapping

What is a Curriculum Mapping?

a process or procedure that follows curriculum designing.
it provides the basics for authentic examination of a
certain curriculum.
it allows teachers to provide guides and direction to
learners.
provides quality control of what are taught in schools to
maintain:
Excellence
Efficiency
Effectiveness.

Heidi Hayes Jacobs introduced this process in

her book Getting Results with Curriculum
Mapping (ASCD 2004)
Who initiates curriculum mapping?
teacher
group of teachers teaching the same subject
department
whole school or district
whole educational system

Curriculum map
Curriculum map is a
process that helps
teachers keep track
of what has
actually been
taught throughout
an entire year

Why Curriculum Map?

The map becomes a
tool that is used to
help modify and refine
next years instruction

A Curriculum Map
is an outline of the
implemented curriculum

Steps for mapping...

1. Collect data (record what was
actually taught) using a
calendar-based format:
Content
Skills
Activities
Assessments

Steps for mapping...

2. Review data
This analytic tool can be used by:
An individual teacher
A group of teachers of the same grade
level or the same course
A group of teachers from varied grade
levels or varied courses within a

Steps for mapping...

3. Identify changes that can be

made to curriculum alignment
or curriculum pacing guides to
correct deficiencies

Grade Level ___3__

Month

Subject ______Math_______

#
Days

SOLs

Strand

3.8

Comp.
& Est.

Content
Review addition facts
Vocabulary:
addend
sum
number
sentences

August

School _____________________

Skills

Name _________________

Activities

Assessments

Addition strategies:
recall strategies
make a ten
doubles

Board practice
Seatwork
Flash cards
Addition Bingo

Homework
Mad Minutes

Understand a minute
In relation to an hour or
a day

Compare equivalent
times
Things You Can Do
In A Minute

Mad Minutes

Order and zero

properties
1

3.16

Meas.

Time

time

Sept.

3.22

Prob.
& Stat.

Graphs

Read and interpret

graphs

Favorite movie graph

Weekly Reader bar
graph

Weekly Reader
science graph

3.8

Comp.
& Est.

3.4

Review subtraction
facts; vocabulary
Fact families

Subtraction strategies:
recall strategies
counting back

3.10

Word problems

Problem solving:
Act it out strategy

Board practice
Seatwork
Flash cards
Subtraction Bingo

Homework
Mad Minutes
Silent Math Contests

Group work

Centers
Measure individual
students heights
record on growing
tree

3.14

Meas.

Standard units of
measurement for
length

Measuring to nearest
inch

Pam Heath, Va. Dept. of Education, Governors Best Practice Center Region 6, Chatham

Chapter 1 Math Test

addition
subtraction
fact families
word problems
Observation

As an individual
teacher...
Can review timing, sequence, level of

instruction
Serves as documentation of successful
instructional activities
Assists in monitoring types of
instructional methods used (ex.,
cooperative learning, direct instruction,
etc.)

As a group of teachers of
the same grade level or
course...

Can share activities and assessments

(both successful and unsuccessful)
Collaboration enhances team feeling
Can serve as a guide for new teachers

As a group of teachers of
varied grade levels or
varied courses within a
department...
Can examine for gaps in the
curriculum
Can note repetitions in the curriculum
Provides opportunity to collaborate with
colleagues across grade levels and
courses

3. Identify changes that can be

made to curriculum alignment or
curriculum pacing guides to
correct deficiencies

CURRICULUM MAPPING REVIEW

Individual Teacher

Description
(What?)

Analysis
(So What?)

Reflection
(Now
What?)

(Individual maps
describe each teachers
implemented
curriculum)

Same Grade Level

or Course
(Horizontal)

Varied Grade Levels

or Courses
(Vertical)

How does our school get

from here...

to here?

Standards
of
Learning

Student
Achievement

curriculum

Instruction

Standard of learning

Assessment

Standard of learning

u
c
i
r
ur

m
u
l

g
n
i
p
ap

Standard of learning

t
n

i
ch

m
e
v
e

t
en

a
t
a
D

Curriculum Alignment,
Pacing, and Mapping
Can Put You On Target
for Success

Assessment