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UNIVERSITY OF CALOOCAN CITY

Graduate School 1

PATTERN TO CONSIDER WHEN DESIGNING A CURRICULUM

Reporter: Ebuenga, Charol A.

There are different patterns to consider in designing a Curriculum. There is no such

thing as a curriculum that suites all students. So when designing a curriculum it is
important to consider the students developmental needs. Curriculum define as an
organized framework that delineates the content children are to learn, the processes
through which children achieve the identified curricular goals, what teachers do to help
children achieve these goals, and the context in which teaching and learning occur.
Curriculums should be fitting to each child’s interests, needs, and be culturally adaptive.
Students are going to be diverse not only in culture, but also in experiences, maturation,
learning styles, and parental status. Because of these many diversities it is important to
use a variety of sources when thinking of curriculums. Therefore, when planning a
curriculum it is important to consider a wide range of diversity, needs, and interests.
Curriculum is what happens in the classroom. The early childhood curriculum
encompasses a variety of subjects and activities. Within these subjects and activities are
standards that aid educators in instructing the correct materials. The idea of the standards
is to develop an education foundation for students. Curriculums in early childhood
education are linked to state and national standards. The significance of an early
childhood curriculum is reliant on a number of factors. The quality of the staff, an
appropriate environment, proper mixed age grouping practices, consistent schedules,
and parent involvement are all significant factors. One of the undertakings of a quality
curriculum should be to focus on continuous educational improvement.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 2

FACTORS TO CONSIDER IN DESIGNING A CURRICULUM.

Reporter: Remamba, May Ann A.
Designing a Curriculum has many things to consider for it to be holistically develop
and effective upon applying it in our education. Teachers can translate curriculum
intentions into reality, they understand the curriculum document or syllabus well to
implement if effectively. They have a big vital role in designing the curriculum and
they must involve in curriculum planning and development so that they can implement
and modify the curriculum for the benefit of our learners. Learner factor influences
teachers in their selection of learning experiences. The learners are the main focus of
the curriculum that’s why in designing curriculum we should consider the diverse
characteristics of learners in curriculum designing. To be able to achieve the learning
outcomes, we should also consider the resource materials and facilities in our
education, it includes a resource material like textbooks, teaching aids and stationery
to enable teachers and learners to play their role satisfactorily in the curriculum
implementation process. We must also provide physical facilities such as classroom,
laboratories, workshops, libraries, and sports fields to create an environment in which
implementation can take place. Interest groups and Instructional Supervision can also
help us in implementing our curriculum. Interest groups includes parents, PTA,
religious organization, local authorities, companies, and private school proprietors.
They Provide schools with financial resources to purchase required materials. Demand
the inclusion of certain subjects in the curriculum. Influence learners to reject courses
they consider detrimental to the interests of the group. Curriculum design
implementation cannot be achieved unless it has been made possible through the
supervisory function of the school head. School heads provides teaching and learning
materials and creating an atmosphere conducive to effective teaching and learning.
School Environment, Instructional Supervision and Assessment also takes place in
designing a curriculum. Always keep in mind the goal of curriculum design is to
improve student learning and considering different things makes it effective in our
student learning process.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 3

TYPES OF EARLY CHILDHOOD/PRE-SCHOOL CURRICULUM

Reporter: Bal, Precious Angela R.

A well-crafted curriculum serves as a reference to ensure that you're on the right track.

Its components are designed to develop concepts, from a basic level to increasingly
complex topics or skills. Considering different studies and theories in Early
Childhood/Pre-school Curriculum gives us an idea on why we need to use different
strategies, techniques, and instructional materials for these children to enjoy their
learning in Pre-school. Different types of Early Childhood Curriculum help us to build
our learning and teaching process holistically. Some of the theories in Early Childhood
Curriculum are: Developmental Curriculum, it is based typical developmental
sequence. Abilities are developed naturally in a rich environment. Cognitive
Curriculum, which has active engagement for learning and it also engages problem
solving and thinking skills are developed through direct experience and activities.
Constructivist Curriculum, the goal of education supports the rights of children parents
and teachers, children need to construct their own learning and critical thinking is
encouraged within a supportive and nurturing environment. Ecological/Functional
Curriculum, learners must live and learn in many different environments just like
home school, neighborhood and so on, each child’s environment affects the child and
it also promotes family priorities: diversity, family cultures, languages, values an
ethnic background. Behavioral Curriculum, A child's behavior can be enhanced by
changing and managing the events in the child's environment. The faster effective
learning the environment should be: Structured, Manipulated and Manage. Teachers
implement structured direct instruction in behavioral management techniques:
shaping, prompting, and enforcing. These theories serve as our guide on developing
our learners holistically. As a teacher, we should always look for the instructional idea
to apply in our learning process for our children also to be holistically develop o their
own. It our passion to build learners not just through mind and hand but also in heart.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 4

CURRICULUM AND THE TEACHER

Reporter: Fernandez, Leoben A.

Teachers hold the key to the curriculum process. Using a wide variety of techniques,
teachers encourage learning by delivering content in creative and impactful ways.
Whole-group instruction, individualized attention, experiential education and using a
global lens, are methods that provide teachers with avenues for success in the
curriculum process. The role of teachers in the curriculum process is to help students
develop an engaged relationship with the content. Active learning will increase the
focus and retention of the curriculum, resulting in an exciting learning environment.
Teachers build lessons that include simulations, experiments, case studies and
activities to deliver curriculum. This interactive approach intertwines curriculum and
practical experiences that immerse students in learning. The curriculum process
provides opportunity for teachers to be creative and put their unique stamp on the
classroom experience. During the curriculum process, teachers use a prescribed
curriculum to build lessons that have global impact. For example, teachers integrate
examples of diverse people who have made significant contributions in the content
area. The intentionality of building inclusion helps dispel stereotypes and to
encourage students to look favorably upon diverse groups. If district-issued books or
materials do not highlight historically underrepresented groups, teachers can provide
supplemental materials during the curriculum process. teachers consider how they
can incorporate student choice into classroom learning. Teachers can help students
connect content to an individualized plan that reflects a career interest. Project-based
learning is a dynamic option that teachers must plan, during the curriculum process.
This hands-on technique immerses students in a practical project that brings alive
the classroom curriculum. Providing a wide variety of learning options speaks to the
needs of all students and optimizes learning potential. Teachers plays a big vital role
in curriculum development; they do everything just to achieve our goals in every
child’s learning process.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 5

CURRICULUM IN THE SCHOOL

Reporter: Yanos, Ferlina D.

An essential feature of the school curriculum is the specification of what teachers are
to teach and students are to learn at particular times in the schooling process. In other
words, the curriculum spells out not only what  teachers are to teach, and students are
to learn, but also when this is to occur. Designing a Curriculum in the school is
important in different manner. First, the curriculum should be steady and organized.
The curriculum serves as the outline of your lesson. It is essentially a series of activities
that is related to your subject. With an effective curriculum, your subject will be much
defined, and you can see a steady growth among your students. Second, the curriculum
should have a progress. an effective curriculum will create a steady growth and progress
among students. To create such, you must know that a curriculum is not isolated, rather
it is a part of a bigger puzzle that is connected in every grade level. Third, it should
have a common goal. The goals are not only for learners, but also for the educators. The
curriculum sets up what teachers must teach, and what pupils must learn. Because of
this common goal, teachers can align their teaching methods to the academic needs of
learners. And lastly, the curriculum in the school should always changing. “There’s no
permanent thing in this world other than change.” As our technology and knowledge
grow, the curriculum must be updated. Some lessons maybe removed, and some added.
Because of this, our students learn more pertinent lessons, rather than lessons that do
not affect the new era. Having a curriculum and implementing it in our school gives us
a big responsibility. We as implementers, should focus on the different factors that can
affect to the implementation of the changing curriculum in our school through this we
can give the needs of our learners and solve the different problems in our school. As we
all face the changing curriculum in our school, we should also help one another in
finding a solution in any problems because a united society has a characteristic of being
united, cooperative and goal-oriented.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 6

THE SCHOOL CURRICULUM: DEFINITION, NATURE AND SCOPE

Reporter: Franco, Haidee T.

Curriculum defined as a planned and guided set of learning experiences and

intended outcomes, formulated through the systematic reconstruction of
knowledge and experiences under the auspices of the school, for the learners’
continuous and willful growth in personal social competencies. Curriculum also
is needed for appropriate selection and organization of learning experiences. It
helps in the selection of study matter and other activities so that learners can
acquire goals and objectives of teaching. Curriculum has its nature, there is a
study says that the curriculum should categorizes deciding what can and should
be select in giving solutions in curriculum decision. These are the content that
comes from the disciplines or other organized bodies of knowledge and can take
several forms, such as facts, concepts, and generalization. Goals, Objectives &
Purposes, in which are labels applied to the results of students’ participation in
purposeful learning activities. Materials & Resources that includes “the objects,
places and people used to facilitate the learning process- the tools used with
students to assist learning. Activities & Teaching Strategies that are ways in
which students become involved in learning the curriculum. Evaluation that
includes the procedures for determining how well the curriculum works. And
lastly, Grouping, Time, and Space – are all important issues in the use of curricula
in classrooms. On the other half, scope refers to the areas of development
addressed by the curriculum, it also refers to the breadth of the curriculum. The
Scope is important because for the curriculum to be effective, curricula must be
comprehensive in scope and provide learning experiences specifically designed to
support children at various levels of development. A scope and sequence can be a
helpful tool that education staff use to plan learning experiences tailored to
children’s ages and developmental levels.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 7

APPROACHES TO SCHOOL CURRICULUM

Reporter: Obusan, Maria Love Lee C.

Curriculum is broad. It gives us a lot of idea to be able for our curriculum to be

effective like theories, factors to consider, techniques and there are also approaches in
implementing or applying a school curriculum. First one is the curriculum as a
content, curriculum as a content is planned for learners. It focuses on the body of
knowledge that has to be transmitted to the learners. There are ways in presenting the
content of the curriculum; Topical Approach, much content is based on knowledge and
experiences are included. Concept Approach, fewer topics in the clusters among major
and sub-concepts and their interaction, with relatedness emphasized. Thematic
Approach, combination of concepts that develop conceptual structures. Modular
Approach leads to complete units of instruction. Having this different approach, we
should also take note about the criteria in selecting of Content for example, the
significance, validity, utility, learnability, feasibility, and the interest of our learners.
Second, A curriculum as a process, curriculum as a process is what we delivered to the
learners. These are the topics that they need to learn and apply to their everyday lives
that’s why in curriculum process we are take into consider if the subjects or topics that
we are teaching in our learners are really important for them to always remember it in
the long process. And the process of the teaching and learning process becomes the
central concern of teaching. And lastly in curriculum approach is the curriculum as a
Product. Curriculum as a product is what our learners experience during the learning
process. It very important to see the outcomes of our teaching process for us to
identify if our curriculum is effective or not. Always remember that curriculum is
always changing. That’s why as a curriculum implementer we should have an
assessment or evaluation to see if we achieve the targeted goals in our school
curriculum.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 8

CURRICULUM DEVELOPMENT, PROCESS AND MODEL

Reporter: Batac, Jan Kris A.

Curriculum development can be defined as a kind of step-by-step process used to

create positive improvements in the courses offered in higher education. Curriculum
development involves the implementation of different types of instructional strategies
and organizational methods that are focused on achieving optimal student
development and student learning outcomes. Curriculum is a dynamic process
involving many different people and procedures. Development connotes changes
which is systematic. A change for the better means alteration, modification, or
improvement of existing condition. To produce positive changes, development should
be purposeful, planned, and progressive. It involves different phases, first in the
curriculum planning which considers the school vision, mission, goals and includes
the philosophy of strong education belief of the school. The curriculum design, in
which the selection and organization of learning experiences or activities and the
selection of the assessment procedure and tools to measure achieved learning
outcomes. Include the resources to be utilized and the statement of the intended
learning outcomes. Curriculum Implementation where things are putting into action
the plan which is based on the curriculum design in the classroom setting or the
learning environment. Implementing the curriculum is where action takes place. And
lastly, Curriculum Evaluation, this procedure is on-going as in finding out the progress
of learning (formative) or the mastery of learning (summative). The Evaluation will
determine the factors that have hindered or supported the implementation. The result
of evaluation is very important for decision making of curriculum planners and
implementers.

Curriculum Development has also its models. Ralph Tyler Model: Tyler’s model
shows different considerations in curriculum development. Curriculum Development
should determine the school’s purposes, identify educational experiences related to the
purposes, organization of the experiences and evaluate the purpose. There is also the
Hilda Taba Model or the Grassroots Approach which presented a six major linear
model and Galen Saylor and William Alexander Model that promotes a long-term
process in curriculum development. Developing, designing, and implementing a
curriculum is no easy task. With the rise of educational technology and the diverse
types of students attending higher educational institutions these days, teachers have
their work cut out for them. But by following the fundamental guidelines and
framework of curriculum development, teachers will be setting themselves and their
students up for long-term success.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 9

FOUNDATION OF CURRICULUM DEVELOPMENT

Reporter: Ferrer, Elvie F.

Curriculum is organized around social functions of themes organized knowledge and

learner's interest. Curriculum, instruction, and learning are interrelated. Curriculum is
a set of experiences. Subject matter is developed around social functions and learners'
interests. Foundations are the forces that influence the minds
of curriculum developers, which affect the content and structure of the curriculum.
These forces are beliefs and orientations as well as conceptions of learning and the
needs of society. Foundation of curriculum is rooted with the foundation of education.

THE TEACHER AS A CURRICULUM DESIGNER

Reporter: Mativo, Ivy B.

FUNDAMENTAL OF CURRICULUM DESIGNER

Reporter: Rubinos, Mary Grace G.

APPROACHES OF CURRICULUM DESIGNER

Reporter: Tibar, Jetsy Marie V.

CURRICULUM MAPPING
Reporter: Pinili, Ma. Carlota I.

TEACHER AS IMPLEMENTER – MANAGER OF CURRICULUM

Reporter: Bagnol, Jocelyn B.

IMPLEMENTATION OF THE DESIGNED CURRICULUM IN THE CLASSROOM

Reporter: Corpes, Myra V.
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UNIVERSITY OF CALOOCAN CITY

Graduate School 10

ROLE OF TECHNOLOGY ON CURRICULUM DELIVERY

Reporter: Balatbat, Famela B.

STAKEHOLDERS IN THE IMMPLEMENTATION OF THE CURRICULUM

Reporter: Fabila, Michelle D.

CURRICULUM EVALUATION AND THE TEACHER

Reporter: Dominguez, Sabrina I.

CURRICULUM EVALUATOR THROUGH LEARNING ASSESSMENT

Reporter: Camacho, Cherry Ann T.

OUTCOME-BASED EDUCATION FOR TEACHER PREPARATION CURRICULUM

Reporter: Caram, Lina J.

ENCHANCEMENT OF BASIC EDUCATION ACT OF 2013 (K-12)

Reporter: Barrina, Joylyn S.

CURRICULUM LANDSCAPE IN 21ST CENTURY CLASSROOM

Reporter: Narvaez, Almira Abigael S.

ACTION FOR A CURRICULAR MATERIAL IN THE 21ST CENTURY CURRICULUM

LEARNING
Reporter: Dalog, Maricel G.

MELC CURRICULUM
Reporter: Torregosa, Jessalyn G., Samudio, Lea S., Villanueva, Geraldine M.