3 Phases of Curriculum

Construction

1. Candid analysis of the needs of mankind in

general and the community in particular.

2. Selection of the materials that is relevant to

mans physical, social, intellectual, aesthetic,
moral, political, vocational, and spiritual needs.

3. Logical arrangement and organization of these

materials in a manner that will enhance the
teaching and learning situation.

Criteria of a Good Curriculum

1. The curriculum is continuously
evolving.
There is no static curriculum. Every
curriculum undergoes constant revision to
ensure quality that catapults excellence. This
requires in-depth research and awareness of
individual and community life.

Criteria of a Good Curriculum

2. The curriculum is based on the needs
of the people.
Curriculum addresses variety of needs of
our people in different aspects or dimensions
in order to provide total development of
community life.

Criteria of a Good Curriculum

3. The curriculum is democratically
conceived.
A curriculum is not made by only one
person. It is democratically conceived among
the different stakeholders such as the teachers,
parents, students, government organizations,
non-government organizations, and other
prominent members of the community to ensure
quality. This is done in a strategic planning
called for by the school and other recognized
institutions.

Criteria of a Good Curriculum

4. The curriculum is the result of longterm effort.
The curriculum is not done instantly. It
undergoes various phases of development
before it is pilot-tested as basis for seamless
implementation, unless if the curriculum
becomes experimental.

Criteria of a Good Curriculum

5. The curriculum is a complex of
details.
There is no such thing as a skimpy
curriculum. It characterizes with complexity
of details ranging from the series of
consultation activities before its approval. It
has a required structure, design, format, and
style of its various elements.

Criteria of a Good Curriculum

6. The curriculum provides for the
logical sequence of subject matter.
A curriculum is not haphazardly done. It has a
required sequence or order of presentation
like from easy to difficult, from whole to
parts, from past to present, and clustered
concepts.

Criteria of a Good Curriculum

7. The curriculum complements and
operates with other programs in the
community.
A crafted curriculum complements with other
programs in the community. For instance the
offering of Development Communication
curriculum complements the demands of callcenter industry in the country. If the community
has environment programs, then colleges and
universities can offer a curriculum for Bachelor of
Science in Environmental Engineering.

Criteria of a Good Curriculum

8. The curriculum has educational
quality.
If the purpose of curriculum is to address the
needs of the community, and then it has a
pre-conceived notion of quality, meaning the
curriculum is crafted carefully. Minor
problems are to be responded right away.

Criteria of a Good Curriculum

9. The curriculum has administrative
flexibility.
School curricula need administrative decision
on when to abolish or to revise the
curriculum. It is expected that a regular time
is appropriated for the revision of the
curriculum.

Elements/Components
AIMS, GOALS and OBJECTIVES
What to do; School purpose provides direction
CONTENT or SUBJECT MATTER
What to include; meat of the curriculum
EXPERIENCES
What instructional strategies, resources and
activities to employ; meat; heart/core
EVALUATION
What methods/instruments to use to assess
the results of the curriculum
(efficacy/effectiveness)

Interrelationship of the
Components of a Curriculum
Aims
Objecti
ves
Evaluati
on
Methods
Strategie
s

Content
Subject
Matter

Lost in Translation
A good teacher is
someone who is
WORKAHOLIC
HARDWORKING
SERVICE

ORIENTED

Please do not translate

to someone who
Cannot work without
alcohol
Is very difficult to
make to work
Will not go anywhere
without a service
vehicle

Approaches to Curriculum
Design

Child or Learner-Centered Approach

(the child is the center of the educational
process)
Subject-Centered Approach (varied
subjects in one broad field)
Problem-Centered Approach (children
encounter problems in the process of living)

Handbook on Curriculum Development

Curriculum Approaches

Behavioral Approach (based on a

blueprint; change in behavior indicates
learning)
Managerial Approach (head of institution
leads the action/process)
Systems Approach (individual parts
functioning together to become whole)
Humanistic Approach (total development
of the individual)

Curriculum Development by Dr. Bilbao

CURRICULUM MODELS
Curriculum Design Models (Dr. Bilbao)
Subject-Centered Design Model
Subject design (oldest and most familiar)
Discipline design (specific knowledge)
Correlation design (links several subjects
to reduce fragmentation)
Broad field/interdisciplinary design
(integrate contents that are related to
each other)

CURRICULUM MODELS

Learner-Centered Design

Child-centered design (anchored on

the needs and interest of the child)
Experience-centered design (free to
make options)
Humanistic design (development of
self)
Curriculum Design Models (Dr. Bilbao)

CURRICULUM MODELS

Problem-Centered Design (based on

needs, concern and abilities of the students)
Life-situations design (contents are
organized to allow students to view
problem areas clearly)
Core design (centers on general
education and the problems are based
on common human activities)

Curriculum Design Models (Dr. Bilbao)

Perspectives on Curriculum
Designing
According to FOCUS (subject or student)
According to APPROACH (traditional or
innovative)
According to CONTENT (topic or
competency)
According to PROCESS (formative or
summative)
According to STRUCTURE (system, linear
or cyclic)
Handbook on Curriculum Development

CURRICULUM MODELS

Ralph Tylers Traditional Model (subject

centered)
Student Centered Model (learnerdriven, student-focused, or constructivists
approach)
Critical Model (education is a political act)
Structural Model (curriculum as a system,
linear or cyclic)

Handbook on Curriculum Development

Dimension and Principles of

Curriculum Design

SCOPE (all the contents, topics, learning

experiences and organizing threads; the
coverage of the curriculum)
SEQUENCE (orderly, hierarchical arrangement)
CONTINUITY (progressive presentation; vertical
repetition and recurring appearances of content)
INTEGRATION (everything is interconnected)
ARTICULATION (vertical/horizontal increment)
BALANCE (equitable assignment of content,
time, experiences and other elements)

Curriculum Development
System
An integrated, coherent and comprehensive
program for continually updating and
improving curriculum and instruction in a
school so that it can better attain its
purpose.
A system is the integration of separate but
interdependent and interacting parts into an
organic whole which meant to accomplish a
certain purpose or perform a specific
function.