STEPS IN CURRICULUM ORGANIZATION

1. Considerations of Educational Aims to be achieved.

This is the phase wherein target learning competencies comprising the desired learning goals
and outcomes are being identified, consolidated and being taken into considerations with
reference to the learning needs, learning styles and modalities, and the learning experiences of
the learners.

2. Formulation of Educational Objectives:

When organizing a curriculum, it is necessary to establish the specific goals to be achieved. Here,
educational objectives need to be formulated. These includes the necessary or pre-requisite
knowledge, skills and attitudes inscribed in the learning attainment.

3. Selection and Organization of Content

This is the part where the content of the curriculum is being evaluated, scrutinized, categorized,
and finally being decided upon as to what subject matters have to included and which have to
be excluded- which is important and which is not. Then, core ideas and unit topics are being
determined and sequenced according to desired framework or structure.

4. Procedures and Methods to be used to accomplish aims

This is the part where feasible steps or strategies and methodologies are being determined as
the manual of the teaching-learning process in order to achieve the desired learning outcomes
of the curriculum. This involves also defining or selecting appropriate teaching strategies and
approaches directed towards academic performance and achievement.

5. Selection of Techniques for the Evaluation of Outcomes

This is the part whereupon Learning Assessment and Evaluation are being specifically defined
and logically selected. This pertains to various ways of measuring the learning outcomes against
learning objectives-as to whether or not the learning goals are achieved or met.

6. Selection of References and Materials to be used by Teachers and Learners

This step focuses on the part of identifying resources and equipment) necessary for the conduct
of the teaching-learning process. Here, needed books and other sources, including the required
materials and tools are being specifically selected – fittingly aligned to both performance and
content standards.

7. Determination of Specific Grade outcomes and standards of attainment

This final step involves identifying specific content and performance standards and their
respective learning competencies in each corresponding grade level following the desired
structure of the curriculum with considerations on preserving the logic of the subject matter and
the psychological sequence of the learning experiences. Meaning, do these learning
competencies and topics holistically fit to the psychological capacity and development of the
learners with regards to their experiences from the start to finish.