CURRICULUM DEVELOPMET: A GUIDE FOR

TEACHERS AND STUDENTS

CURRICULUM PLANNING
“PRAYER”
ACTIVITY

Direction: 1/2 Yellow pad or any piece of paper

Answer the question. After 5 mins, the reporter will
randomly pick a piece were their name(s) is written.

Note: Only for the first one who will share his/her thoughts
about the given question.
QUESTION:

DISCUSS HOW THESE INFLUENCE THE CURRICULUM

IN TERMS OF:

• AIMS, GOALS, AND OBJECTIVES

• CONTENT
• LEARNING EXPERIENCES
• EVALUATION
OBJECTIVES:

This lesson provides informaation on the process of

curriculum planning as an important phase of curriculum
development. In this lesson, you should be able to:
1. Discuss different curriculum sources and influences
2. Identify different examples of curriculum design
3. Discuss the curriculum design qualities
4. Identify the approaches to curriculum design
 CURRICULUM SOURCES AND
INFLUENCES
AND
TYPES OF CURRICULUM DESIGN
Curriculum Design
• Refers to the arrangement of the elements of a
curriculum.
The four elements of a curriculum are the:
1. Aims, goals, and objectives
2. Subject matter or Content
3. Learning Activities
4. Evaluation
Curriculum Sources
Tyler (1949) Identified three major sources of curriculum:

1. Society as Source of Curriculum

Society - is an important source of curriculum. Teachers needs to understand
the culture, socio-economic, and political conditions of the people.
Understanding the context is important in developing a relevant and responsive
curriculum. It is useful in selecting curriculum goals and objectives, content, and
learning experiences.
2. Learner as Source of Curriculum
- Knowledge about the learners is one of the major sources of the curriculum.
Although the curriculum content is set by the DepEd, the CHED, the TESDA,
educators and curriculum developers have tried to align the curriculum to the
needs and nature of the students. This process tried to align the curriculum to
the needs and nature of the students.
- This process is done when faculty members plan their individuals syllabi, unit
plans, and lesson plans as an interpretation of the intended curriculum.
- As students come form different contexts, they have different cultures,
languages, learning styles, needs, and types adn levels of motivation. The
students are also different in terms of socio-economic status and educational
backgrounds (public or private institution).

3. Discipline or Subject matter as Source of Curriculum

- Tyler identified this is the main source of curriculum
- Different subjects are unique in terms of design and content. There are
specific skills and contents that should be emphasized in each of the
disciplines. - In some cases, there are similiarities in skills, concepts, and
strands in different subjects that may be possible points for intergration.
Curriculum Influences
Stark and Lattuca (1997) identifiesd three major factors that influence
curriculum development:

EXTERNAL INFLUENCES
Society/Government Discipline
Associations Marketplace/Alumni

ORGANIZATIONAL INFLUENCES
Program Relationships Resources ACADEMIC PLAN
Governance

INTERNAL INFLUENCES
Faculty, Students, Discipline and Figure 1. Factors Affecting Academic Planning (Stark & Lattuca 1997)
Program Mission
Curriculum Influences
• Students/Leaners
• College Philosphy, Vision, and Mission
• K-12 Basic Education Curriculum
• Admission and Retention Policies and School Rules
• Faculty Members
• School Administrators
• Requirements from Government Agencie
• Licensure Examinations (for Higher Education)
• Accreditation Standards
• Market Demands
• Alumni and Funding Services
• Media and Information and Communication Technologies (ICT)
• Church and Church-related Agencies (for religious schools)
• School Facilties and Other Resources
• Student Services
Different Curriculum Design
Print (1988) classified the different curriculum designs in four groups. According
to him, all curriculum designs can be classified as :

1. Subject-centered designs. Majority of the curricula used in schools are

arranged or organized in terms of subjects.
A. Subject design. Most of these subjects are offered in the elementary level.
MATH SCIENCE FILIPINO ENGLISH

B. Academic disciplines design. This type of design organizes the curriculum in

terms of disciplines.
BIOLOGY ALGEBRA EARTH SCIENCE ECONOMICS
C. Integrated design. This curriculum design is based on the principles that
learners learn in an integrated manner. This type of curriculum design tries to
merge two or more related subjects. Basically, there are 3 types of intergration:
i. Interdisciplinary- includes the merging of two related disciplines or subjects.

SCIENCE
HEALTH
ii. Multidisciplinary or broad fields- includes the
intergration of three or more related disciplines.

CIVICS ECONOMICS

GEOGRAPHY
HISTORY
iii. Core- requires that all subjects or disciplines in the
school curriculum be put together using a single theme.
Usually, this type of integrated curriculum design is used in
preschool where subjects are combined using curriculum
themes.

THEME
“MY FAMILY”
2. Learner-centered design. Focus on the needs, nature, and interests of the
learners in the curriculum. The aim of these designs is to develop the potential
and abilities of the learners and to make the curriculum relevant and responsive
to them.
A. Activity/Experience design. This concentrates on activities that are
meaningful and interesting to the learners.
B. Humanistic design. The curriculum is composed of topics and learning
experiences that focus on the holistic development of an individual. It also
addresses the needs and nature of the learners. The goal of the this design is
the development of a well-rounded individual.
3. Problem-centered designs. These curriculum designs focus on
understanding and finding solutions to individual and social issues and
problems. They require students t use their skills and knowledge of different
subjects and disciplines as they engage themselves in meaningful learning of
various social and individual problems like poverty, climate change, peace and
order or terrorism, disease, traffic, and economic recession, among others.

A. Thematic design. This design suggests the thematic approach to integration.

B. Problem design. The learners are exposed to different lessons in problem
solving involving real-life problems.
4. Core learning design. These curriculum design focus on learning a set of
common sujects, disciplines, courses, skills, or knowledge that is necessary for
studenyts to master. It aims to provide a uniform type of education based on
certain philosophy or educational theory.

A. Core Design. This is set of common sujects, disciplines, or courses that are
required for students to study before they graduate or move to different level.
B. National core curriculum design. This is a set of subject or courses that are
required to be taught to all students across the country. The national core
curriculum is prescribed by the state through the DepEd or the CHED.
 THE CURRICULUM DESIGN
QUALITIES
AND
APPROACHES TO CURRICULUM
DESIGN
CURRICULUM DESIGN QUALITIES
SCOPE

SEQUENCE

CONTINUITY

INTEGRATION

ARTICULATION

BALANCE
1. SCOPE

• All the content, topics, learning experiences, and

organizing threads compromising the educational plan.
(Ralph Tyler)
• Refers to the curriculum's horizontal dimension. (John
Goodlad & Zhisin Su)
Scope of the Curriculum

• Is usually structured in units and units are divide into

lesson plans.
• in simple words, scope is the coverage of the curriculum
2. SEQUENCE

• Order of topics overtime

• Also called vertical dimension
• Jean Piaget provided a framework for sequencing content
• Based on Piaget's Theory of Cognitive Development
 4 PRINCIPES FOR SEQUNCE
(Smith, Standby and Shore 1973)
• Simple to complex learning - content & exoeruences are organized from
simple to complex, easy to difficult.
• Prerequisite Learning - bits of information must be grasoed before other bits
can be comprehended.
• Whole to Part Learning - overview befre the specific content or topics.
• Chronological learning - refers to content whose sequence refleccts the time
of real world occurence.
Example:
History, Political science, and world events.
4 Types of Sequencing (Posner & Strike, 1976)

CONCEPT - RELATED INQUIRY-RELATED

SEQUENCE SEQUENCE
-- IT FOCUSES ON CONCEPTS --IT REFLECT THE STEPS
INTERRELATEDNESS OF SCHOLARLY I
INVESTIGATION

UTILIZATION-RELATED LEARNING-RELATED
SEQUENCE SEQUENCE
--FOCUSE ON HOW PEOPLE --WHERE INDIVIDUALS
WHO USE KNOWLEDGE OR LEARN THROUGH
ENGAGE IN A PARTICULAR EXPERIENCING CONTENT
ACTIVITY AND ACTIVITIES
3. CONTINUITY

• Refers to the smoothness or absences of disruption in the

curriculum over time.
CURRICULUM 1 CURRICULUM 2 CURRICULUM 3
A A A
B B B
C D
D D C
E E E
F F
G G H
H H G
• Sequence without continuity is possible but continuity
without sequence is not
• Continuity is mostly manifested in Jerome Bruner's
notiuon of the spiral curriculum
4. INTEGRATION
• Linking all types of knowledge and experiences within the
curriculum plan.
5. ARTICULATION
• Refers to the smooth flow of the curriculum on both
vertical and horizontal dimensions.
In vertical articulation, suggest sequencing of content
from one grade level to another.
Horizontal articulation - association among simultaneous
elements
6. BALANCE
• It is necessary to provide weight to each part of the
design
APPROACHES TO CURRICULUM DESIGN

THE SIX (6) FEATURES OF A CURRICULUM

• Who teaches?
• Who do the teachers teach?
• What do the teachers teach?
• How do teachers teach?
• How much of the teaching was learned?
• With whom do we teach?
 WHO TEACHES?
THE TEACHER
• Quality Education requires quality teachers. Good
teachers bring a shining light into the learning
environment. They are ideal companions of the learners.
With the advances in communication technology, good
teachers are needed to sort out the information from the
data that surround the learners. Good teachers are
needed to sort out the knowledge from the info. but even
more important, excellent teachers are needed to sort the
wisdom from the knowledge. Institutions are as good as
its teachers.
 WHO DO THE TEACHERS TEACH?
THE LEARNERS
The learners are at the center stage in the educative
process. They are the most important factors in the learning
environment. There is no teaching without them. Hence,
teachers should understand and accept the learner’s
diverse background. Each one of them is unique individual.
Considering the domain of diversity of learners will allow the
individual learner to develop his multiple intelligences at his
own pac
 WHAT DO THE TEACHERS TEACH?
KNOWLEDGE, SKILLS AND VALUES
To help the learners cope with rapid changes to understand and
to succeed in the new work in the workplace, we must design a
curriculum oriented to tomorrow.” It should be remembered that
what students learn will be obsolete in ten years, and half of
what they need to know to succeed in work and in life has not
yet been fully developed and will have to be learned as they go
along in the future. The learning episode influences the
teaching-learning process. The teacher is expected to prepare
his/syllabus or a course of study as his vehicle for instruction.
There must be a balance of theory and practice.
 HOW DO TEACHERS TEACH?
STRATEGIES & METHODS
Researches show that there is no best strategy that could
work in a million of different student background and
characteristics. However, for teachers to teach effectively,
they must use appropriate methodologies, approaches and
strategies “capped with compassionate and winsome
nature”. Teachers should select teaching methods, learning
activities and instructional materials or resources
appropriate to learners and aligned to objectives of the
lesson.
HOW MUCH OF THE TEACHING WAS LEARNED?
PERFORMANCE
When teachers teach, they formulate objectives to be
accomplished by the learners. A curriculum should be clear
at the beginning with what knowledge, skills and values
should be developed by the learners At the end of the
teaching act, it is necessary to find out if the objectives set
were accomplished. Performance is a feature of a
curriculum that should be given emphasis. However, if the
performance of the learners is low then it follows that the
curriculum has failed. A good curriculum is one that results
in high or excellent performance
 WITH WHOM DO WE TEACH?
COMMUNITY PARTNERS
Teaching is a collaborative undertaking. While teachers are the
focal point in the learning process, they must draw upon the
resources of their environment and of their partners to be
effective. Teachers must established relationship with parents,
NGO’s and their takeholders.
An absence of partnership often means a poor definition of
education ends. However, as society changes, teachers will
have a new beginning, an opportunity to recast their role in their
communities, to change their attitude to their communities, to
change the attitude of their communities and societies about
them.
THE COMMON APPROACHES TO CURRICULUM
DESIGN INCLUDES:
• Child or Learner-Centered Approach
this approach to curriculum design isbased on the
underlying philosophy that the child is the center of the
educational proces. It means that the curriculum is
constructed based on the needs, interest, purposes and
abilities of the learners. The curriculum is also built upon the
learner’s knowledge, skills, learnings and potentials
From its design how should a child-centered be
approached? Let us consider these:
1) a new respect for the child is fundamental.
2) a new freedom of action is provided.
3) the whole activity is divided into units of work.
4) the recognition of the need for using and exploring many
media for selfdiscovery and self-direction is embraced.
• Subject-Centered Approach
Anchored on the curriculum design which prescribes different
and separate subjects into one broad field, this approach
considers the ff. :
1) the primary focus is the subject matter.
2) the emphasis is on bits and pieces of information which are
detached from life.
3) the continuing pursuit of learning outside the school is not
emphasized. Learning should only take place inside the
classroom.
4) the subject matter serves as means of identifying problems in
living.
• Problem-centered and human relation-centered
approach
this approach is based on a curriculum design which
assumes that in the process of living, children experience
problems. Thus, problem solving enables the learners to
become increasingly able to achieve complete or total
development as individuals.
This approach is characterized by the ff. views and
beliefs
1) the learners are capable of directing and guiding
themselves in resolving problems, thus they become
independent learners.
2) the learners are prepared to assume their civic
responsibilities through direct participation and different
activities.
3) the curriculum leads the learners in the recognition of
concerns and problems and in seeking solutions. The
learners are consideres problem solvers
EVALUATION

Essay: Answer the following question.

1. In terms of Curriculum: How important is the curriculum

design in the Universities/ School?

2. What should a teacher do when students' behavior

disrupts her or his carefully designed curriculum?