UNIT II: CURRICULUM PLANNING, DESIGN, AND ORGANIZATION

Overview
As pre-service teachers, and future educators you are expected to be exposed and be trained in
the fundamentals of curriculum planning, design, and organization at the classroom level. This unit
will help you prepare to assume the role of curricularists in the future. The discussion of every topic
starts with the general concept of curriculum planning, design, and organization leading to the
contextualized application of the concept in the classroom level. Demonstrating knowledge of the
topics covered such as Elements of curriculum design, Types, and Approaches of Curriculum design
and Curriculum mapping process will help you in the accomplishment of the intended learning
outcomes for this unit.
Have fun learning, future curricularists!

Learning Objectives
At the end of the Unit, I am able to:
Analyze the different elements of curriculum;
Gather insights on the following:
criteria for selecting learning content, and
principles of organizing content in the
curriculum;
prepare a developmentally-sequenced curriculum map
with appropriately-aligned learning outcomes and
competencies based on curriculum requirements.

Setting Up

Name: ______________________________________ Date: __________________

Course and Section: ______________________ Score: ________________
Direction: Provide a lesson plan of your choice. You may download one, or ask a copy
from a teacher who is a friend or a relative. Find a partner and exchange lesson plans
with each other. Read the lesson plan carefully and answer the following questions.

Can you consider a lesson plan as a curriculum? Why?

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What are the objectives of the lesson plan?

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Name: ______________________________________ Date: __________________
Course and Section: ______________________ Score: ________________
Continuation.

What strategies or methods of teaching are utilized?

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What evaluation procedure is used?

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Do the four elements fit or match one another? Explain.

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In what elements of the lesson plan did you find some

difficulties or weaknesses? Describe the weaknesses or
difficulties.
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Lesson Proper

ELEMENTS OF CURRICULUM DESIGN

There are four major components or elements of a curriculum and, the curriculum design
reflects the nature and the organization of these elements. As can be seen in Figure 2.1, the
elements are:
Behavioral
Objectives or
Intended
Learning
Outcomes

Assessment Content/
and Evaluation Subject Matter
Elements
of
Curriculum
Design

Teaching and
Learning
Reference
Methods s

Figure 1: Elements of Curriculum Design

These are the following:

1. Aims, Goals and Objectives

Educational aims are long-term goals. They are stated broadly on purpose because they are
designed for a general level of education and by society. They provide students with long-term
vision. Generally, aims are thought to be developed at the system level, such as in an education
department or in government documents. It is embedded in the 1987 Philippine Constitution,
which states that all schools shall aim to:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development
of the country
5. Strengthen ethical and spiritual values develop moral character and
personal discipline
6. Encourage critical and creative thinking
7. Broaden scientific and technological knowledge and promote
vocational efficiency
Aims, is compared to a compass that guides our students in general and point them in the
right direction. They can, however, never be fully realized.

Educational goals, like aims, are group expectations that can take several weeks, months, or
even years to achieve. Goals differ from aims in that they are attainable, but many were not.
Goals can be written at several levels of generalization, involving a large number of
curriculum developers such as principals, teachers, subject specialists, teacher trainers,
administrators, and others who may be involved in curriculum efforts on multiple levels at
the same time. The various models range from a broad educational philosophy to more
specific instructional objectives carried out at the classroom level.
In the framework of educational aims and goals, it is essential to formulate more specific
objectives. As stated earlier, aims and goals are long – term, objectives are short term.

The term objectives refer to what is expected of students in daily activities. This can also be
referred to as performance objectives. To fully understand objectives, remember the
following:
● Objectives should be clearly specified. Lesson plan objectives should clearly state
the intended learning outcomes.
● Objectives must also be appropriate. To determine the appropriateness of the
objectives, curriculum developers and educators must reflect on the students’ needs
and more importantly on the content to be included.
● Objectives should be arranged logically, in order to find out that units of instruction
are learned and for the purpose of evaluation.
● Objectives require regular revision. Teachers should occasionally revisit objectives
to analyze and to find out if they are still relevant and useful.

Example of an Institution’s articulation of Aims, Goals and Objectives

Vision: NEUST is a locally responsive and internationally recognized
University of Science and Technology (NEUST Vision)
Mission: To develop new knowledge and technologies and transform human
resources into productive citizenry to bring about development impact to local and
international communities (NEUST Mission).
Goals: Practice professional and ethical teaching standards to respond to the
demands of the local and international communities (College of Education Goals,
NEUST, Sumacab Campus).
Program Outcomes: Manifest skills in communication, higher order
thinking and use of tools and technology to accelerate learning and teaching.
(BEEd Program Outcome).
Course Outcomes
Apply principles and practices of curriculum planning and development
operating in schools with emphasis on training methodology. (Course Outcome (CO) for
Prof Ed 5).
Objectives: Prepare developmentally sequenced lesson plans with well-
aligned learning outcomes and competencies based on curriculum requirements
(Intended Learning Outcome (ILO) for Prof Ed 5).

From the given examples, take note that the formulation of the Behavioral
Objectives or Intended Learning Outcomes for a specific subject cascade from the
institution’s vision and mission, college goals and program outcomes and course outcomes.
The formulated objectives or intended learning outcomes will now serve as the starting
point of the teacher in designing instruction in the classroom.

In the classroom context, designing curriculum is designing instruction. In this case,

teachers should begin with an end in mind. The behavioral objectives or the intended
learning outcomes cascaded down from the curriculum aims, goals, and objectives will
provide teachers and students with a clear understanding of what they are intended to
accomplish after each learning episode.

The decision regarding the choice of meaningful learning experiences, appropriate

content, and assessment tasks will all be following the formulated behavioral objectives or
intended learning outcomes. More importantly, this constructive alignment is in accordance
with the OBE principle. See the illustration below.

Learning
BO/ILO Content Assessment
Experiences
 Figure 2. Constructive Alignment in Designing Curriculum

2. Content /Subject Matter

A curriculum will not be complete without this element. Curriculum content or
subject matter refers to the body of knowledge that needs to be taught and skills to be
acquired by learners.
Curriculum content takes many forms. To some, this refers to knowledge, or a
compendium of facts, concepts, generalizations, principles, and theories.
Curriculum content simply means the totality of what is to be taught in the school
system (https://hyattractions.wordpress.com retrieved: 07/07/2020).
The determination of curriculum content to be covered is based on the first
element- Behavioral Objectives or Intended Learning Outcomes.

Examples of Content or Subject Matter:

K to 12 Curriculum Guide in Science
Grade 3 – Living Things and Their Environment
SECOND QUARTER/SECONDGRADING PERIOD
Parts and Functions of Living Things
● Humans
● Animals
● Plants
● Characteristics of Living Things
Heredity: Inheritance and Variation
● Characteristics passed on from parents
✔ Humans
✔ Animals
✔ Plants
Ecosystems
● Basic Needs

In selecting content, Bilbao, et al (2015), remind us that:

1. subject matter should be relevant to the outcomes of the curriculum. An
effective curriculum is purposive and focused on the planned learning outcomes.
2. subject matter should be appropriate to the level of the lesson or unit. An
effective curriculum is progressive, leading students towards building on
previous lessons.
3. subject matter should be up-to-date and, if possible, should reflect current
knowledge and concepts.

Criteria in the Selection of Learning Content

In selecting developmentally – appropriate and valid content, teachers must be guided by
the following criteria (Bilbao, et al 2015):
1. Self-sufficiency
Do the contents selected help the learners to attain maximum self-sufficiency in
learning but in the most economical manner?
 Example: Self-learning modules that will lead students to learn on their own, and at
their own pace
2. Significance
Do the contents selected contribute to the development of the learning abilities,
skills, processes, and attitude of the learners? Select contents that will help learners
attain holistic learning.
3. Validity
Is the subject matter or content included authentic or is it already obsolete?
Always check for the authenticity of the content. Search for the recent findings of
researches and new trends in education, science, and technology.
4. Interest
Are the contents selected meaningful to the life of the learners?
The content is interesting if it is meaningful to the life of the learner. Let us find out
what is interesting for them by also considering their developmental level as well as
their background.
5. Utility
Ask yourself, “will it add meaning to my students’ life or will it develop his human
potential to be a better person”?
Teachers must make sure that the contents to be included will be useful in their life
at present or in the future.
6. Learnability
Ask yourself again, “is it within the learning range or of the experiences of the
learners”? In ensuring Learnability of our content, let us consider the grade and
developmental level of our students.
7. Feasibility
In checking on the feasibility of contents to be selected, answer this question, “can
the subject matter be learned within the time allowed, resources available, the
expertise of the teacher, and the nature of the learner”? If the answer to this
question is yes, then it is feasible.
Let us be realistic in including content to be taught to our class.
BASIC Principles in the Organization of Learning Content (Bilbao, et al 2015)
The Merriam Dictionary defines the organization as "the act or process of putting the
different parts of something in a certain order so that they can be found or used easily”.
In the case of curriculum designing, content is organized to ensure ease and efficiency of
learning on the part of the students. Effective organization of content will also guarantee that the
most learning competencies as stated in the curriculum will be acquired by students.

Consider the following principles in the effective organization of content:

1. Balance
Balance denotes the equitable and fair distribution of content among the different levels of
instruction.
The four distribution considers the number of units and the time allotment needed in
covering the content per subject area, per grading period (in the case of basic education
level) or term (in the case of tertiary level).

2. Articulation
Articulation means the provisions for establishing the vertical linkage from level to level.
Take note also that Articulation prevents the glaring gaps between levels. It simply means,
content Learned in the lower level shall lead students to learn content in the next grade or
year level.
3. Sequence
 It means sequential and graded arrangement of subject -matter. In this case, organization
of content considers the difficulty and complexity of content to be included. Less difficult
content is provided for the lower level while the more difficult and complex ones are
included in the higher level.
4. Integration
Integration means that horizontal link is present among the contents in all subject areas.
Integration blends the curriculum content of several subjects into a related subject area.
This principle in the effective organization of content prevents compartmentalization.
5. Continuity
Continuity is the constant repetition, review, and reinforcement of learning
(https://www.coursehero.com/file/p10t-4qpf/4-integration-The horizontal-connections-
needed-in-subject-areas-that-are/).

3. References
The reference follows the content. It tells where the content or subject matter has been
taken (https://www.scribd.com/document/327443094/Curriculum-Education). The reference
maybe a book, a module, or any publication
(https://www.scribd.com/document/354481487/Ppt-of-Curriculum-Development). It must
bear the author of the material and if possible, the publications (Bilbao, et al 2015).
Internet sources or materials are also used as references and must also be cited
properly. However, you are advised to exercise precaution in utilizing sources from the
internet. Obtain and use only those coming from legitimate sources and sites. A proper citation
must also be observed to avoid plagiarism issues.

Some examples are the following in APA format:

How to cite a book: one author (a book chapter)
Easton, B. (2008). Does poverty affect health? In K. Dew &
A. Matheson (Eds.), Understanding health inequalities in Aotearoa New Zealand (pp.
97–106). Dunedin, New Zealand: Otago University Press (Retrieved from
https://aut.ac.nz.libguides.com/APA6th/referencelist).

How to cite a website:

Mendeley, J.A., Thomson, M., & Coyne, R.P. (2017, January 16). How and when to
reference. Retrieved from https://www.howandwhentoreference.com (Retrieved
from https://aut.ac.nz.libguides.com/APA6th/referencelist).
How to cite a webpage:
Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017, January 25) APA citation. How and
when to reference. Retrieved
from https://www.howandwhentoreference.com/APAcitation

4. Teaching and Learning Methods

Curriculum experiences are the heart and core of the curriculum. The
curriculum should provide physical, mental, and emotional experiences or their
integration to the learners. Curriculum experiences may include all the approaches
and strategies of teaching so that students may embody and realize everything that
is stated in the curriculum aims, goals, and objectives. In curriculum design, learning
experiences are termed as Teaching and Learning Methods.
These are meaningful learning activities where students derive experiences
and learning which will help then internalize learning to arrive at the learning
outcomes.
The curriculum experiences answer what instructional strategies, resources,
and learner-centered activities will be employed in the classroom.
 According to Bilbao, et al (2015), the teaching and learning methods should
allow cooperation, competition as well as individualism, or independent learning
among our students. Examples are:
Cooperative learning activities help each of the learners learn and to work
together, allowing them to find solutions to the problems encountered along the
way.
Independent learning activities, allow learners to develop personal
responsibility, become independent and mature enough to discover learning on
their own. This is also an avenue for them to discover their talent and hone their
creative potentials.
Competitive activities, lead learners to test their own boundaries in terms of
learning and discovering things. Competitive activities also allow students to be
exposed to healthy competition not only with others, but more importantly with
themselves.
The use of various delivery modes to provide learning experiences is also
recommended.

5. Assessment/ Evaluation
Generally speaking, Curriculum Evaluation refers to an ongoing process of
collecting, analyzing, synthesizing, and interpreting information to aid in
understanding what students know and can do. It refers to the full range of
information gathered in the school to evaluate (make judgments about) student
learning and program effectiveness in each content area.
Regular evaluation of the total curriculum is necessary to ensure that the
written and delivered curriculum is having the desired effect for students
(https://www.grinell-k12.org, retrieved: 07/07/2020).
Moreover, Stufflebeam, (1991) as cited by Reyes, et al (2015) define
curriculum evaluation as the formal determination of the quality, effectiveness, or
value of the program, process, or product of the curriculum. Evaluation is the
systematic collection of evidence to determine whether certain changes are taking
place in the learner as well as to determine the amount or degree of change in the
learner. It can either be quantitative or qualitative. There are different models of
evaluation available. These models will be discussed in a separate unit.

In the classroom context, the teacher is responsible for designing the assessment tasks
together with the formulation of objectives, determination of meaningful learning experiences, and
appropriate content. As previously mentioned in this unit, assessment tasks are geared toward the
attainment of the intended learning outcomes.
The result of the assessment must be fed back to learners so that they are informed
regarding the range of learning that they have gained or not. This information will become the
premise if an adjustment has to be made. It could also be a basis for future instructional planning
and design.
Why do we need to assess?
According to De Guzman, E., et al (2015), there are three (3) interrelated purposes of
assessment. Knowledge of these purposes and how they fit in the learning process can result in
more effective classroom management.
1. Assessment for Learning
Assessment for learning pertains to diagnostic and formative assessment tasks that
are used to determine learning needs and monitor the academic progress of
students.
2. Assessment as Learning
Assessment as learning employs tasks or activities that provide students with an
opportunity to monitor and further their learning – to think about their learning
habits and how they can adjust their learning strategies to achieve their goals.
3. Assessment of Learning
 Assessment of learning is summative and done at the end of the unit, task, process
or period. Its purpose is to provide evidence of a student's level of achievement
concerning curricular outcomes.
APPROACHES AND TYPES TO CURRICULUM DESIGN
There are three types of curriculum design models. These are subject-centered design,
learner-centered design, and problem-centered design (Bilbao, et al 2015).
Subject-centered Design focuses on the content of the curriculum. It corresponds
mostly to the textbook written for the specific subject, thus, this type of design aims for
excellence in the subject matter content.
Under the subject-centered design model, there are three subtypes. These include
the subject design, the discipline design, the correlation design, and the Broadfield design.
The subject design focuses on the cluster of content. However, the drawback of this
design is that sometimes learning is so compartmentalized. It stresses so much on the
content that it forgets about students' natural tendencies, interests, and experiences.
The discipline design focuses on academic disciplines. Discipline, in this context,
refers to specific knowledge learned through a method which the scholars use to study a
specific content of their fields.
The correlation design comes from a core, correlated curriculum design that links
separate subject designs to reduce fragmentation. Subjects are related to one another, but
each subject maintains its identity.
The broad-field design is also known as interdisciplinary design. It is designed in
such a way that the compartmentalization of subjects is avoided. Instead, contents that are
related are integrated. A holistic curriculum, a broad-field design draws around themes and
integration.
Learner-centered Design advocates that the learner should be the center of the
educative process. It has three subtypes, namely, child-centered design, experience-
centered design, and humanistic design.
The child-centered design is anchored on the needs and interests of the child.
Here, the learner is not considered as a passive individual but as one who engages with
his/her environment. Thus, a child learns by doing.
Although the experience-centered design is similar to the child-centered design, it
proposes that the interests and needs of the learner cannot be pre-planned. Therefore, it is
the experiences of the learners which should become the starting point of the curriculum,
and thus, the school environment.
The humanistic design, on the other hand, draws on the development of self as the
ultimate objective of learning. It stresses the whole person and the integration of thinking,
feeling, and doing.
The problem-centered design draws on a more progressive view of the curriculum
and has two types, the life-situation design, and the core design.
Life-situation design ensures that the contents are organized in ways that allow
students to view problem areas. It uses the past and the present experiences of learners as a
means to analyze the basic areas of living.
The connection of subject matter to real life-situations increases the relevance of the
curriculum. On the other hand, the core design centers on general education, and the
problems are based on common human activities. The central focus of the core design
includes common needs, problems, concerns of the learners.

Approaches to Curriculum Design

From the above-mentioned types of curriculum design, how would a teacher approach each
curriculum design? Each curriculum is to be approached by the teacher base on its type.
1. Child-centered or Learner-centered Approach
● Based on the underlying philosophy that the child is the center of the educative
process (https://www.coursehero.com/file/p7f147c/Approaches-to-Curriculum-Design-1-Child-
Learner-Centered-Approach-This-approach/)
 ● The curriculum is constructed based on the needs, interests, purposes, and abilities
of the (https://newyorkessays.com/essay-approaches-to-curriculum-design/) learner as well as the
knowledge, skills, learning, and potentials of the learner
2. Subject-centered Approach
● Anchored on the curriculum design which prescribes different and separate subjects
into one broad field (https://www.coursehero.com/file/p7f147c/Approaches-to-Curriculum-Design-1-
Child-Learner-Centered-Approach-This-approach/)
● The primary focus is the subject matter and emphasis is on bits and pieces of
information which are detached from life
● Learning takes place inside the classroom only and subject matter serves as a means
of identifying problems in living
3. Problem-centered Approach
● Based on the curricular 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.
● Learners are independent learners that are capable of directing and guiding
themselves in resolving problems, they are problem solvers

CURRICULUM MAPPING PROCESS (Bilbao, et al 2015)

Curriculum mapping is a process for collecting and recording curriculum-related data that
identifies core skills and content taught, processes employed, and assessments used for each subject
area and grade or program level. The completed curriculum map then becomes a tool that helps
teachers keep track of what has been taught and plan what will be taught.
A curriculum map is a planning tool, a procedure for examining and organizing a curriculum that
allows educators to determine how content, skills, and assessments will unfold over the year. It is a
visual timeline that outlines the desired learning outcomes to be achieved, the lesson content, skills, and
values to be taught, the strategies to be utilized, and how the progress of the students will be measured .
A curriculum map can be designed individually by a teacher, or it can be a collaborative effort by
teachers belonging to the same department or program. It can also be done at the level of the whole
school or the educational system. The curriculum map, like the curriculum itself, is not rigid. It is a
continuous work in progress that serves as a basis for the development or enhancement of a curriculum.
At the tertiary level, a curriculum map is a tool to validate if a match exists between core
program outcomes (competencies) and the content of a curricular program (on a per course or subject
basis).
Curriculum Mapping Process
● Make a matrix/spreadsheet (use you Microsoft excel).
● Place a timeline that you need to cover. (E.g. One quarter, one semester, one year)
● Enter the intended learning outcomes, skills needed to be taught.
● Enter the content areas/ subject areas to be covered.
● Enter and align the name of the resources available.
● Enter the teaching-learning methods to achieve outcomes.
● Enter and Align the assessment procedure and tools to the intended learning out6comes,
content areas, and resources.
● Circulate the map among all involved personnel for their inputs.
● Revise and refine map based on suggestions and distribute to all concerned.

ELEMENTARY SCIENCE GRADE 3

Note: For Quarter 2, there are still two major content which are 3. Living Things 3.1 Plants and 4.
Heredity: Inheritance and Variation

Content Content Performance Learning Learning

Standards Standards Competency Materials
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Properties The Learners The learners The learners Learning Guide in
1.1 demonstrate should be able to.. should be able to.. Science & Health:
understanding of..
Characteristics of Ways of sorting Mixtures
solids, liquids, materials and Group common Describe the
gases describing them objects found at different objects
as solid, liquid or BEAM – Grade 3
home and in based on their Unit 4 Materials
gas, based on school according characteristics
observable LG – Science 3
to solids, liquids (e.g. Shape, materials Module
properties and gas. Weight, Volume, 1
Ease of Flow)
Classify objects
and materials as
solid, liquid, and
gas based on
some observable
characteristics.
Describe ways on
the proper use
and handling
solid, liquid and
gas found at
home and in
school.
Changes that Effects of Investigate the Describe changes BEAM -G3 Unit 3
materials temperature on different changes in materials Materials-
undergo materials in materials as based on the Distance Learning
affected by effect of Module
temperature temperature: BEAM G3 Unit 3
4.1 solid to liquid Materials Module
4.2 liquid to solid 44-49
4.3 liquid to gas
4.4 solid to gas
Grade 3-Living Things and Their Environment
SECOND QUARTER/SECOND GRADING
1. Living Things The learners The learners The learners
1.1 Humans demonstrate should be able to.. should be able to..
understanding of..
1.2 A sense
Organs Practice healthful 1. describe the
Parts and habits in taking parts and
functions of the care of the sense functions of the
sense organs of organs. sense organs of
the human body. the human body;

1.
2. enumerate
healthful habits to
protect the sense
organs;
2. Living Things Parts and Enumerate ways 3. describe the BEAM – Grade 3 –
2.1 Animals functions of of grouping animals in their Unit 2 Animals
animals and animals based on immediate DLP Science 3
importance to their structure surrounding; DLP 19 Beam-
humans and importance. Grade 3 – Unit 2
4. identify the Animals DLP
parts and Science 3 31-32
function of Learning Guide in
animal; Science & Health:
The Body Guards
5. classify animal
according to parts
and use;
 6. state the
importance of
animals to
humans;
7. describe ways
of proper
handling of
animals.

Note: There are different formats of curriculum map available depending on the its purpose and
objective of the teacher or of the one who will do the mapping process.

References
Books
Bilbao, Purita P., Dayagbil Filomena T., Corpuz, Brenda B. (2015). Curriculum Development for
Teachers. Cubao, Quezon City: Lorimar Publishing Co., Inc.
De Guzman, Estefania S., Adamos, Joel L. (2015). Assessment of Learning. Cubao, Quezon City: Adiana
Publishing Co., Inc.
Reyes, Emerita D., Dizon, Erlinda (2015). Curriculum Development. Assessment of Learning. Cubao,
Quezon City: Adiana Publishing Co., Inc.
Webliography

1. www.ibe.unesco.0rg, retrieved: 07/07/2020)

2. https://www.grinell-k12.org, retrieved: 07/07/2020
3. https://www.slideshare.net/lalynEspanola/chapter-2-174763741).
4. https://www.scribd.com/document/354481487/Ppt-of-Curriculum-Development).
5. https://www.scribd.com/document/327443094/Curriculum-Education
6. https://www.coursehero.com/file/p10t-4qpf/4-integration-The horizontal-connections-needed-in-
subject-areas-that-are/
7. http://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/curriculum-aims-goals
8. https://www.slideshare.net/vbdeocampo/vision-mission-and goals-of-the-curriculum
9. https://www.coursehero.com/file/p10tqpf/4-integration-The-horizontal-connections-needed-in-
subject-areas-that-are
10. https://aut.ac.nz.libguides.com/APA6th/books
11. https://www.scribd.com/presentation/322559431/subject-centered-design-ppt
12. Leslie Owen Wilson 1990, 1997, 2003, 2017pdf file, lifted from
https://thesecondprinciple.com/instructional-design/writing-curriculum/