CHAPTER 1: CURRICULUM ESSENTIALS charts, and posters, worksheets, or non-print materials like PPT, movies, slides,

models, realias, mock-ups and other electronic illustrations. Supported curriculum also
includes facilities where learning occurs outside or inside the four-walled building.
Module 1: The Teacher and the School Curriculum
These include the playground, science laboratory, audio visual room, zoo, museum,
market, or the plaza. These are the places where authentic learning through direct
Lesson 1: The Curricula in Schools
experience occurs.
Education Levels in the Philippines
5. Assessed Curriculum. Taught and supported curricula have to be evaluated to find
out if the teacher has succeeded or not in facilitating learning. In the process of
1. Basic Education
teaching and at the end of every lesson or teaching episode, as assessment in made. It
This Level Includes: Kindergarten, Grade 1 – Grade 6 (Elementary) Grade 7 – Grade 10
can be assessment for learning, assessment as learning, or assessment of learning. If
(Junior High School) Grade 11 – Grade 12 (Senior High School). Each level has its own
the process is to find the progress of learning, then the assessed curriculum is for
curriculum. The new basic education levels are provided in the K to 12 Enhanced
learning, but if it is to find out how much has been learned or mastered, then it is
Curriculum of the DepEd.
assessment of learning. Either way, such curriculum is the assessed curriculum.
2. Technical Vocational Education
6. Learned Curriculum. How do we know if the student has learned? We always believe
This is a post-secondary technical and vocational education taken care of TESDA. For
that if a student changed behavior, he/she has learned. For example, from a non-reader
TechVoc track in SHS of DepEd, DepEd and TESDA work in close coordination.
to a reader, or from not knowing to knowing or from being disobedient to being
obedient. The positive outcome of teaching is an indicator of learning. These are
3. Higher Education
measured by tools in assessment, which can indicate the cognitive, affective, and
Under the regulation of CHED. Includes the Baccalaureate or Bachelor’s degree and the
psychomotor outcome. Learned curriculum will also demonstrate high order and critical
Graduate degrees (Master’s and Doctorate)
thinking and lifelong skills.
Types of Curricula Simultaneously Operating in the Schools
7. Hidden/Implicit Curriculum. This curriculum is not deliberately planned but has a
great impact on the behavior of the learner. Peer influence, school environment, media,
1. Recommended Curriculum. Almost all curricula found in our schools are
parental pressure, societal changes, cultural practices, natural calamities, are some
recommended. For basic education, these are recommendations by the DepEd, for
factors that create the hidden curriculum. Teachers should be sensitive and aware of
higher education by CHED, and for vocational education by TESDA. These three
this hidden curriculum. Teachers must have good foresight to include these in the
recommendations come in form of memoranda or policies, standards, and guidelines.
hidden curriculum, in one to bring to the surface what are hidden.
Other recommendations come in form memoranda or policies, standards and
guidelines. Other professional organizations or international bodies like UNESCO also
Lesson 2: The Teacher as a Curricularist
recommended curricula in schools.
Curricularist – to describe a professional who is a Curriculum Specialist. A person who is
2. Written Curriculum. This includes documents based on the recommended curriculum.
involve in curriculum knowing, writing, planning. Implementing, evaluating, innovating, and
They come in the form of course of study, syllabi, modules, books, or instructional
initiating.
guides among others. A packet of this written curriculum is the teacher’s lesson plan.
The most recent written curriculum is the K-12 for Philippine Basic Education.
The teacher as a curriculist…
3. Taught Curriculum. From what has been written or planned, the curriculum has to be
1. Knows the curriculum. Learning begins with knowing. The teacher as a learner starts
implemented or taught. The teacher and the learners will put life into the written
with knowing about the curriculum, the subject matter, or the content. As a teacher, one
curriculum. The skill of the teacher to facilitate learning based on the written curriculum
has to master what are included in the curriculum. It is acquiring the academic
with the aid of instructional materials and facilities will be necessary. The taught
knowledge both formal (disciplines, logic) or informal (derived from experiences,
curriculum will depend largely on the teaching styles of the teacher and the learning
vicarious, and unintended). It is the mastery of the subject matter. (KNOWER)
styles of the learners.
2. Writes the curriculum. A classroom teacher takes record of knowledge concepts,
4. Supported Curriculum. This is described as support materials that the teacher needs
subject matter or content. These need to be written or preserved. The teacher writes
to make learning and teaching meaningful. These include print materials like books,
 books, module, laboratory manuals, instructional guides, and reference materials in
paper or electronic media as a curriculum writer or reviewer. (WRITER)
3. Plans the curriculum. A good curriculum has to be planned. It is the role of the
teacher to make a yearly, monthly, or daily plan of the curriculum. This will serve as a
guide in the implementation of the curriculum. the teacher takes into consideration
several factors in planning a curriculum. these factors include the learners, the support
material. Time, subject matter or content, the desired outcomes, the context of the
learners among others. By doing this the teacher becomes a curriculum planner.
(PLANNER)
4. Initiates the curriculum. in cases where the curriculum is recommended to the
schools from DepEd, CHED, TESDA, UNESCO, UNICEF or other educational
agencies for improvement of quality education, the teacher is obligated to implement it.
Implementation of a new curriculum requires the open mindedness of a teacher, and
the full belief that the curriculum will enhance learning. There will be many constraints
and difficulties in doing things first or leading however, a transformative teacher will
never hesitate to try something novel and relevant. (INITIATOR)
5. Innovates the curriculum. Creativity and innovation are hallmarks of an excellent
teacher. A curriculum is always dynamic, hence it keeps on changing. From the content
strategies, ways of doing, blocks of time, ways of evaluating, kinds of students and
skills of teachers, one cannot find a single eternal curriculum that would perpetually fit.
A good teacher, therefore, innovates the curriculum and thus become a curriculum
innovator. (INNOVATOR)
6. Implements the curriculum. The curriculum remains recommended or written will
never serve it purpose. Somebody has to implement it. As mentioned previously at the
heart of schooling is the curriculum. it is the role where the teacher becomes the
curriculum implementor. As implementor gives life to the curriculum plan. The teacher is
at a height of an engagement with the learners, with support materials in order to
achieve the desired outcomes. It is where teaching, guiding, facilitating skills od the
teacher are expected to the highest level. It is here where teaching as a science and as
an art will be observed. It is here, where all the elements of the curriculum will come
into play. The success of a recommended, well written and planned curriculum depends
on the implementation. (IMPLEMENTOR)
7. Evaluates the curriculum. How can one determine the desired if the desired outcome
have been achieved? Is the curriculum working? Does it bring the desired results?
What do outcomes reveal? Are the learners achieving? Are there some practices that
should be modified? These are some few questions that need to help of a curriculum
evaluator. That person is the teacher. (EVALUATOR).
Module 2: The Teacher as a Knower of Curriculum
Lesson 1: The School Curriculum: Definition, Nature, and Scope.
Curriculum - originates from the Latin word ‘Currere’ referring to the oval track upon
which Roman Chariots raced. The New International Dictionary defines curriculum as the
whole body of course in an educational institution or by a department. While the Oxford
English Dictionary defines curriculum as courses taught in schools or universities.
Some Definitions of Curriculum
1. Curriculum is a planned and guided set of learning experiences and intended
outcomes, formulated through systematic reconstruction of knowledge and experiences
under the auspices of the school, for the learners’ continuous and willful growth in
personal social competence. (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned, objectives,
content, learning, learning activities, evaluation procedures, and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned activities, the
desired learning outcomes and experiences, product of culture and an agenda to
reform society make up a curriculum. (Schubert, 1987)
4. A curriculum includes “all of the experiences that individual learners have in a program
of education where purpose is to achieve broad goals an related specific objectives,
which is achieve broad goals and related specific objectives, which is planned in terms
of framework of theory and research or past and present professional practice. (Hass,
1987)
5. It is a programme of activities (by teachers and pupils) designed so that pupils will
attain so far as possible certain educational and other schooling ends or objectives.
(Grundy, 1987)
6. It is a plan that consists of learning opportunities for a specific time frame and place, a
tool that aims to bring about behavior changes in students as a result of planned
activities and includes all learning experiences received by students with guidance of
the school. (Goodland and Su, 1992)
7. It provides answers to three questions: 1. What knowledge skills and values are most
worthwhile? 2. Why are they most worthwhile? 3. How should the young acquire them?
(Cronbeth, 1992)
Curriculum from Traditional Points of View
 Robert M. Hutchins views curriculum as “permanent studies” where rules of grammar,
reading, rhetoric, logic, and math for basic education are emphasized. The 3Rs
(Reading, Writing, ‘rithmetic) should be emphasized in basic education while liberal
education should be the emphasis in college.
 Arthur Bestor as an essentialist believes that the mission of the school should be
intellectual training, hence curriculum should focus on the fundamental intellectual
disciplines of grammar and, literature and writing. It should include math, science,
history and foreign language.
 Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the
subject areas such as science, math, social studies, English and many more. In
college, academic disciplines are labelled as humanities, sciences, languages, math
among others. He coin the word discipline as a ruling doctrine for curriculum
development.
 Philip Phenix asserts that curriculum should consist entirely of knowledge which
comes from various disciplines.
Collectively from the traditional view of theorist, curriculum can be defined as a field
study. Curriculum is highly academic and is concerned with broad, historical, philosophical,
psychological, and social issues. From a traditional view, curriculum is mostly written
documents such as syllabus, course of study, books and references where knowledge is
found but is used as a means to accomplish intended goals.
Curriculum from Progressive Points of View
On the other hand, a listing of school subjects, syllabi, course of study, and specific
disciplines does not make a curriculum. In its Broadest terms, a progressive view of
curriculum is the total learning experiences of the individual.
 John Dewey believes that education is experiencing. Reflective thinking is a means
that unifies curricular elements that are tested by application.
 Holin Caswell and Kenn Campbell viewed curriculum as all experiences children
have under the guidance of teachers.
 Othaniel Smith, William Stanley, Harlan Shore likewise defined curriculum as a
sequence of potential experiences, set up in schools for the purpose of disciplining
children and youth in group ways of thinking and acting.
 Collin Marsh and Goerge Willis also viewed as well as all the experiences in the
classroom which are planned and enacted by the teacher and also learned by the
students.
SUMMARY: Curriculum is what taught in school, a set of subjects, content, a program of
studies, a set of materials, a sequence of courses, a set of performance objectives,
everything that goes within the school. It is what is taught inside and outside of school
directed by the teacher everything planned by school, a series of experiences undergone by
learners in school or what individual learner experiences as a result of school. In short,
curriculum is the total learning experiences of the learner under the guidance of the teacher.
Lesson 2: Approaches to School Curriculum
Three ways of Approaching a Curriculum
1. CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE
It is quite common for traditionalists to equate a curriculum as a topic outline, subject
matter, or concepts to be included in the syllabus or books. For example, a primary school
mathematics curriculum consists of topics on addition, multiplication, subtraction, division,
distance, weight and many more. Another example is in school science that involves the
study of biological science, physical science, environmental science and earth science.
Textbooks tend to begin with biological science such as plants and animals, physical
science with the physical elements, force and motion, earth science with the layer and
environmental science with the interaction of the biological and physical science and earth’s
phenomena, climate, vegetation followed by economic activities such as agriculture, mining,
industries, urbanization and so forth.
If curriculum is equated as content, then the focus will be the body of knowledge to be
transmitted to the students using appropriate teaching method. There can be a likelihood
that teaching will be limited the acquisition of facts, concepts, and principles of the subject
matter, however, the content or the subject matter can also be taken as a means to an end.
All curricula have content regardless of their design or models. The fund of knowledge
is the repository of accumulated discoveries and inventions of man from the explorations of
the earth and as products of research. It most educational setting, curriculum is anchored
on a body of knowledge or discipline.
Four ways of presenting the Curriculum
1. Topical Approach, where much content is based on knowledge and experiences
are included.
2. Concept Approach with fewer topics in clusters around major and sub-concepts
and their interaction, with relatedness emphasized.
3. Thematic Approach as a combination of concepts that develop conceptual
structures.
4. Modular Approach that leads to complete units of instruction.
Criteria in the Selection of Content
1. Significance. Content should contribute to ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum. It is
significant if content becomes the means of developing cognitive, affective or
psychomotor skills of the learner. As education is a way of preserving culture,
content will be significant when this will address the cultural context of the learner.
2. Validity. The authenticity of the subject matter forms its validity. Knowledge
becomes obsolete with the fast-changing times. Thus, there is a need for validity
 check and verification at a regular interval, because content which may be valid in
its original form may continue to be valid in the current times.
3. Utility. Usefulness of the content in the curriculum is relative to the learners who
are going to use these. Utility can be relative to time. It may have been useful in
the past, but may not be useful now or in the future.
4. Learnability. The complexity of the content should be within the range of
experiences of the learners. This is based on the psychological principles of
learning. Appropriate organization of content standards and sequencing of
contents are two basic principles that would influence learnability.
5. Feasibility. Can the subject content be learned within the time allowed, resources
available, expertise of the teachers and the nature of the learners? Are there
contents of learning which can be learned beyond the formal teaching-learning
engagement? Are there opportunities provided to learn these?
Guide in the Selection of the Content in the Curriculum
1. Content is commonly used in the daily life.
2. Content is appropriate to the maturity levels and abilities of the learners.
3. Content is valuable in meeting the needs and competencies of the future career.
4. Content is related to other subject fields or discipline for complementation and
integration.
5. Content is important in the transfer of learning in other disciplines.
BASIC Principles of Curriculum Content (Palma, 1952)
1. Balance - Content should be fairly distributed in depth and breadth. This will
guarantee that significant contents should be covered to avoid too much or too little
of the contents needed with in the time allocation.
2. Articulation - As the content complexity progresses with the educational levels,
vertically or horizontally across the same discipline smooth connections or bridging
should be provided. This will assure no gaps or: overlaps in the content.
Seamlessness in the content is desired and can be assured if there is articulation
in the curriculum. Thus, there is a need off team among writers and implementers
of curriculum.
3. Sequence - The logical arrangement of the content, refers to sequence or order.
This can be done vertically for deepening the content or horizontally for broadening
the same content. In both ways, the pattern usually is from easy to complex, what
is known to the unknown, what is current to something in the future.
4. Integration - Content in the curriculum does not stand alone or in isolation. It has
Some ways of relatedness or connectedness to other contents. Contents should
be infused in other disciplines whenever possible. This will provide a wholistic or
unified view of curriculum instead of segmentation. Contents which can be
integrated to other disciplines acquire a higher premium than when isolated.
5. Continuity - Content when viewed as a curriculum should continuously flow as it
was before, to where it is now and where it will be in the future. It should be
perennial. It endures time. Content may not be in the same form and substance as
seen in the past since changes and developments in curriculum occur. Constant
repetition, reinforcement and enhancement of content are all elements of
continuity.
2. CURRICULUM APPROACHED AS A PROCESS
Aside from being a content, curriculum can also be a process. It is the interaction
among the teachers, students, and content. As a process, curriculum happens in the
classroom as the questions asked by the teacher and the learning activities engaged in by
the students. It is active process with emphasis on the context in which the processes occur.
As a process, curriculum links from the content. While content provides materials on
what to teach, the process provides curriculum on how to teach the content. When
accomplished, the process will result to various curriculum experiences for the learners. The
intersection of the content and process is called the Pedagogical Content Knowledge or
PCK. It will address the question: If you have- this content, how will you teach it?
To teachers, the process is very critical. This is the other side of the coin: instruction,
implementation, teaching. These three words connote the process in the curriculum. When
educators ask teachers: What curriculum are you using? Some of the answers will be: 1.
Problem-based. 2. Hands-on, Minds On 3. Cooperative Learning 4. Blended Curriculum 5.
On-line 6. Case-based and many more. These responses approach curriculum as a
Process. These are the ways of teaching, ways of managing the content, guiding learning,
methods of teaching and learning and strategies of teaching or delivery modes. In all of
these, there are activities and actions that every teacher and learner do together, or learners
are guided by the teacher. Some of the strategies are time-tested traditional methods while
others are emerging delivery modes.
When curriculum is approached as a PROCESS, guiding principles are presented.
1. Curriculum process in the form of teaching methods or strategies are means to
achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the
desired learning outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners' desire to develop the cognitive,
affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An effective
process will always result to learning outcomes.
7. Both teaching and learning are the two important processes in the implementation
of the curriculum.
 3. CURRICULUM AS A PRODUCT
The product from the curriculum is a student equipped with the knowledge, skills and
values to function effectively and efficiently. Approach. The real purpose of education is to
bring about significant changes in students' pattern of behavior. It is important that any
statement of objectives or intended outcomes of the school should be a statement of
changes to take place in the students. Central to the approach is the formulation of
behavioral objectives stated as intended learning outcomes or desired products so that
content and teaching methods may be organized and the results evaluated. Products of
learning are operationalized as knowledge, skills, and values.
Lesson 3: Curriculum Development Processes and Models
Curriculum Development Process
Curriculum development 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. Usually it is linear
and follows a logical step-by-step fashion involving the following phases:
1. Curriculum planning considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these will
eventually be translated to classroom desired learning outcomes for the learners.
2. Curriculum designing is the way curriculum is conceptualized to include the
selection and organization of content, the selection and organization of learning
experiences or activities and the selection of the assessment procedure and tools
to measure achieved learning outcomes. A curriculum design will also include the
resources to be utilized and the statement of the intended learning outcomes.
3. Curriculum implementing in the classroom setting or the learning environment.
The teacher who is the facilitator of learning, leads in putting into action the plan
which is based on the curriculum design. Together with the learners, the curriculum
design guides what will transpire in the classroom with the end in view of achieving
the intended learning outcomes. Implementing the curriculum is where action takes
place. It involves the activities that transpires in every teacher's classroom where
learning becomes an active process.
4. Curriculum evaluating determines the extent to which the desired outcomes have
been achieved. This procedure is on going as in finding out the progress of
learning (formative) or the mastery of learning (summative). Along the way,
evaluation will determine the factors that have hindered or supported the
implementation. It will also pinpoint where improvement can be made and
corrective measures introduced. The result of evaluation is very important for
decision making of curriculum planners, and implementors.
Curriculum Development Process Models
1. Ralph Tyler Model: Four Basic Principles
Also known as Tyler's Rationale, the curriculum development model emphasizes the
planning phase. This is presented in his book Basic Principles of Curriculum and Instruction.
He posited four fundamental principles which are illustrated as answers to the following
questions:
1. What education purposes should school seek to attain?
2. What educational experiences can be provided that are likely to attain these
purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
Tyler's model shows that in curriculum development, the following considerations
should be made:
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience
2. Hilda Taba Model: Grassroots Approach
Hilda Taba improved on Tyler's model. She believed that teachers should participate in
developing a curriculum. As a grassroots approach Taba begins from the bottom, rather
than from the top as what Tyler proposed. She presented seven major steps to her linear
model which are the following:
1. Diagnosis of learners needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it
3. Galen Saylor and William Alexander Curriculum Model
Galen Sylor and William Alexander (1974) viewed curriculum development as
consisting of four steps. Curriculum is "a plan for providing sets of leaming opportunities to
achieve broad educational goals and related specific objectives for an identifiable population
served by a single school center."
1. Goals, Objectives and Domains: Curriculum planners begin by specifying
the major educational goals and specific objectives they wish to accomplish.
Each major goal represents a curriculum domain:-personal development,
human relations, continued learning skills and specialization. The goals,
objectives and domains are identified and chosen based on research findings,
accreditation standards, views of the different stakeholders.
2. Curriculum Designing: Designing of a curriculum follows where appropriate
learning opportunities are determined and how each opportunity is provided.
Will the curriculum be designed along the lines of academic disciplines, or
according to student needs and interests or along themes? These are some of
 the questions that need to be answered at this stage of the development
process.
3. Curriculum Implementation: A designed curriculum is now ready for
implementation. Teachers then prepare instructional plans where instructional
objectives are specified and appropriate teaching methods and strategies are
utilized to achieve the desired learning outcomes among students.
4. Evaluation: The last step of the curriculum model is evaluation. A
comprehensive evaluation using a variety of evaluation techniques is
recommended. It should involve the total educational programme of the school
and the curriculum plan, the effectiveness of instruction and the achievement
of students. Through the evaluation process, curriculum planner and
developers can determine whether or not the goals of the school and the
objectives of instruction have been met.
Lesson 4: Foundations of Curriculum Development
1. PHILOSOPHICAL FOUNDATIONS
The various activities in school are influenced in one way or another by a philosophy.
John Dewey influenced the use of "learning by doing", he being a pragmatist. Or to an
essentialist, the focus on the fundamentals of reading, writing and arithmetic are essential
subjects in the curriculum.
There are many philosophies in education but will only have few to illustrate as presented
by Omstein and Hunkins in 2004.
A. Perennialism
• Aim: To educate the rational person; cultivate intellect.
• Role: Teachers assist students to think with reason (critical thinking: HOTS)
• Focus: Classical subjects, literary analysis. Curriculum is enduring.
• Trends: Use of great books (Bible, Koran, Classics) Liberal Arts
B. Essentialism
• Aim: To promote intellectual growth of learners to become competent
• Role: Teachers are sole authorities in the subject area.
• Focus: Essential skills of the 3Rs; Essential subjects
• Trends: Back to Basics. Excellence in Education. Cultural Literacy
C. Progressivism
• Aim: Promote democratic social living.
• Role: Teacher leads for growth and development of lifelong learners.
• Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based.
• Trends: Equal opportunities for all. Contextualized curriculum. Humanistic
education.
D. Reconstructionism
• Aim: To improve and reconstruct society. Education for change.
• Role: Teacher acts as agent of change and reforms.
• Focus: Present and future educational landscape.
• Trends: School and curricular reform. Global education. Collaboration and
Convergence. Standards and Competencies
2. HISTORICAL FOUNDATIONS
The historical foundations will show to us the chronological development along a
timeline. Reading materials would tell us that curriculum development started when Franklin
Bobbit (1876-1956) wrote the book "The Curriculum." Let us see how each one contributed
to curriculum development during their own time.
1. Franklin Bobbit (1876-1956)
 Started the curriculum development movement.
 Curriculum as a science that emphasize on students' needs.
 Curriculum prepares learners for adult life.
 Objectives and activities grouped together when task are clarified.
2. Werret Charters (1875-1952)
 Like Bobbit, curriculum is science and emphasizes students' needs.
 Objectives and activities should match. Subject matter or content relates to
objectives.
3. William Kilpartick (1875-1952)
 Curricula are purposeful activities which are child-centered.
 The purpose of the curriculum is child development and growth. The project
method was introduced by Kilpatrick where teacher and student plan the
activities.
 The curriculum develops social relationships and small group instruction.
4. Harold Rugg (1886-1960)
 To Rugg, curriculum should develop the whole child. It is child-centered.
 With the statement of objectives and related learning activities, curriculum
should produce outcomes.
 Harold Rugg emphasized social studies and the teacher plans curriculum in
advance.
3. PSYCHOLOGICAL FOUNDATIONS
Psychology provides a basis to understand the teaching and learning process. It unifies
elements of the learning process. Questions which can be addressed by psychological
foundations of education are: How should curriculum be organized to enhance learning?
What is the optimal level of students' participation in learning the various contents of the
curriculum?
3.1 Association and Behaviorism
1. Ivan Pavlov (1849-1936)
 Father of the Classical Conditioning Theory the S-R Theory
 The key to learning is early years of life is to train them what you want them to
become.
2. Edward Thorndike (1874-1949)
 Championed the Connectionism Theory
 - Law of readiness  Ä Leaming is complex and abstract. Ä Learners analyze the problem,
- Law of exercise discriminate between essential and nonessential data, and perceive
- Law of effect relationships.
 Specific stimulus has specific response  Learners will perceive something in relation to the whole. What/how they
3. Robert Gagne (1916-2002) perceive is related to their previous experiences.
 Proposed the Hierarchical Learning Theory. Learning follows a hierarchy 2. Abraham Maslow (1908-1970)
 Behavior is based on prerequisite conditions.  Self-Actualization Theory
 Introduced tasking in the formulation of objectives  Classic theory of human needs.
 A child whose basic needs are not met will not be interested in acquiring
3.2 Cognitive Information Processing Theory knowledge of the world.
 Put importance in human emotions, based on love and trust.
1. Jean Piaget  Key to learning
 Theories of Jean Piaget  Produce a healthy and happy learner who can accomplish, grow and
 Describes cognitive development in terms of stages from birth to maturity. actualize his or her human self.
 Sensorimotor stage (0-2), preoperational stage (2-7), concrete operations 3. Carl Rogers (1902-1987)
stage (7-11) and formal operations (11 - onwards)  Nondirective and Therapeutic Learning
 Key to learning  Established counselling procedures and methods for facilitating learning.
 Assimilation (incorporation of new experience)  Children's perceptions, which are highly individualistic, influence their
 Accommodation (learning modification and adaptation) learning and behavior in class.
 Equilibration (balance between previous and later learning)  Key to learning is
2. Ley Vygotsky (1896-1934)  Curriculum concerned with process, not product; personal needs, not
 Theory of Lev Vygotsky subject matter, psychological meaning, not cognitive scores.
 Cultural transmission and development
 Children could, as a result of their interaction with society, actually perform 3.4 Social Foundations of Curriculum
certain cognitive actions prior to arriving at developmental stage
 Learning precedes development • Sociocultural development theory 1. Schools and Society
 Key to learning  Society as a source of change
 Pedagogy creates learning processes that lead to development  Schools as agents of change
 Child is an active agent in his or her educational process.  Knowledge as an agent of change
3. Howard Gardner 2. John Dewey (1859-1952)
 Gardner's multiple intelligences  Considered two fundamental elements—schools and civil society—to be major
 Humans have several different ways of processing information and these topics needing attention and reconstruction to encourage experimental
ways are relatively independent of one another intelligence and plurality.
 Eight intelligences: linguistic, logicomathematical, musical, spatial, bodily/ 3. Alvin Toffler
kinesthetic, interpersonal, intrapersonal, and naturalistic  Wrote the book Future Shock
4. Daniel Goleman  Believed that knowledge should prepare students for the future
 Emotion contains the power to affect action. • Emotional Quotient  Suggested that in the future, parents might have the resources to teach
prescribed curriculum from home as a result of technology, not in spite of it.
3.3 Humanistic Psychology (Home Schooling)
 Foresaw schools and students worked creatively, collaboratively, and
1. Gestalt Theory independent of their age.
 Learning is explained in terms of "wholeness" of the problem.
 Human beings do not respond to isolated stimuli but to an organization or
pattern of stimuli.
 Key to learning
CHAPTER 2: CRAFTING THE CURRICULUM
Module 3: The Teacher as a Curriculum Designer
Lesson 1: Fundamentals of Curriculum Designing
Building on Peter Oliva's 10 Axioms for Curriculum Designers
1. Curriculum change is inevitable, necessary, and desirable. Teachers should
respond to the changes that occur in schools and in its context. Societal
development and knowledge revolution come so fast that the need to address the
changing condition requires new curriculum designs.
2. Curriculum reflects as a product of its time. A relevant curriculum should
respond to changes brought about by current social forces, philosophical
positions, psychological principles, new knowledge, and educational reforms. This
is also called timeliness.
3. Curriculum changes made earlier can exist concurrently with the newer
curriculum changes. A revision in a curriculum starts and ends slowly. More
often, curriculum is gradually phased in and phased out thus the change that
occurs can coexist and oftentimes overlaps for long periods of time.
4. Curriculum change depends on people who will implement the change.
Teachers who will implement the curriculum should be involved in its
development, hence should know how to design a curriculum. Because the
teachers are the implementers j of the curriculum, it is best that they should
design and own the changes. This will assure an effective and long lasting
change.
5. Curriculum development is a cooperative group activity. Group decisions in
some aspects of curriculum development are suggested. Consultations with
stakeholders when possible will add to a sense of ownership. Even learners
should participate in some aspect of curriculum designing. Any significant change
in the curriculum should involve a broad range of stakeholders to gam their
understanding, support, and input.
6. Curriculum development is a decision-making process made from choices
of alternatives. A curriculum developer or designer must decide what contents
what teach, philosophy or point of view to support, how to provide for multicultural
groups, what methods or strategies, and what type of evaluation to use.
7. Curriculum development is an ongoing process. Continuous monitoring,
examination, evaluation, and improvement of curricula are to be considered in the
design of the curriculum. As the needs of learners change, as society changes,
and as new knowledge and technology appear, the curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process,
rather than a "piecemeal". A curriculum design should be based on a careful
plan, intended outcomes clearly established, support resources and needed time
available and teaching staff pedagogically equipped.
9. Curriculum development is more effective when it follows a systematic
process. A curriculum design is composed of desired outcomes, subject matter
content complemented with references, set of procedures, needed materials and
resources and evaluation procedure which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is. Curriculum
planners and designers should begin with existing curriculum. An existing design
is a good starting point for any teacher who plans to enhance and enrich a
curriculum.
Building upon the ideas of Oliva, let us continue learning how to design a curriculum by
identifying its components. For most curricula the major components or elements are
answers to the following questions:
1. What learning outcomes need to be achieved? (Intended Learning Outcomes)
2. What content should be included to achieve the learning outcomes? (Subject
Matter)
3. What learning experiences and resources shall be employed? (Teaching-Learning
Methods)
4. How will the achieved learning outcomes be measured? (Assessment of Achieved
Learning Outcomes)
Elements or Components of a Curriculum Design
There are many labels or names for curriculum design. Some would call it a syllabus, or a
lesson plan. Some would call it a unit plan or a course design.
1. Behavioral Objectives or Intended Learning Outcomes
The objectives or intended learning outcomes are the reasons for undertaking the learning
lesson from the student's point of view. It is desired learning outcome that is to be
accomplished in a particular learning episode, engaged in by the learners under the
guidance of the teacher. As a curriulum designer, the beginning of the learning journey is the
learning outcomes to be achieved. In this way, both the learner and the teacher are guided
by what to accomplish.
The behavioral objectives intended learning outcomes or desired learning outcomes are
expressed in action words found in the revised Bloom's Taxonomy of Objectives (Andersen
and Krathwohl, 2003) for the development of the cognitive skills. For the affective skills, the
taxonomy made by Krathwohl and for the psychomotor domain by Simpson.
The statement should be SMART: Specific, Measurable, Attainable, Result oriented
and Time bound. For a beginner, it would help if you provide the Condition, Performance
and Extent or Level of Performance in the statement of the intended earning outcomes.

For example, a lesson intends the students to identify the parts of a simple flower
or stated in desired learning outcomes should be "must have identified the parts of a simple
flower.
Sometimes the phrase intended learning outcomes is used to refer to the
anticipated results after completing the planned activity or lesson. In framing learning
outcomes, it is good practice to:
 Express each outcome in terms of what successful students will be able to do. For
example, rather than stating Students will be able to explain the reason why... it
should be: 'Students must have explained the reasons why...' This helps students
to focus on what they have to achieve as learning. It will also help curricularist
devise appropriate assessment tasks.
 Include different kinds of outcomes. The most common are cognitive objectives
(learning facts, theories, formulae, principles etc.) and performance outcomes
(learning how to carry out procedures, calculations, and processes, which typically
include gathering information and communicating results). 'In some contexts,
affective outcomes are important too (developing attitudes or values, e.g. those
required as a person and for a particular profession).
2. Content/Subject Matter
The content of the lesson or unit is the topics or subject matter that will be covered. In
selecting content, you should bear in mind the following principles in addition to those
mentioned about the content in previous lessons.
 Subject matter should be relevant to the outcomes of the curriculum. An effective
curriculum is purposive, clearly focused on the planned learning outcomes.
 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.
Contents which are too basic or too advanced for the development levels of
learners make students either bored or baffled and affect thenmotivation to learn.
 Subject matter should be up to date and, if possible, should reflect current
knowledge and concepts.
3. References
The reference follows the content. It tells where the content or subject matter has been
taken. The reference maybe a book, a module, or any publication. It must bear the author of
the material and if possible, the publications.
 Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary
Conservation and Environmental Education Program. Council of Environmental
Education, Bethesda, MD
 Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical
Science. Houghton Mifflin Co. Boston M
 Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession 2nd
Ed. Lorimar Publishing Inc. Quezon City
4. Teaching and Learning Methods
These are the activities where the learners derive experiences. It is always good to
keep in mind the teaching strategies that students will experience (lectures, laboratory
classes, fieldwork etc.) and make them learn. The teaching-learning methods should allow
cooperation, competition as well as individualism or independent learning among the
students. For example:
 Cooperative learning activities allow students to work together. Students are
guided to learn on their own to find solutions to their problems. The role of the
teachers is to guide the learners. Democratic process is encouraged, and each
one contributes to the success of learning. Students learn from each other in ways.
Group projects and activities considerably enhance the curriculum.
 Independent learning activities allow learners to develop personal responsibility.
The degree of independence to learn how to learn is enhanced. This strategy is
more appropriate for fast learners.
 Competitive activities, where students will test their competencies against another
in a healthy manner allow learners to perform to their maximum. Most successful
individuals in their adult life are competitive, even in early schooling. They mostly
become the survivors in a very competitive world.
 The use of various delivery modes to provide learning experiences is
recommended. Online learning and similar modes are increasingly important in
many curricula but these need to' be planned carefully to be effective.
5. Assessment/Evaluation
Learning occurs most effectively when students receive feedback, i.e. when they
receive information on what they have (and have not) already learned. The process by
which this information is generated is assessment. It has three main forms:
 Self-assessment, through which a student learns to monitor and evaluate their own
learning. This should be a significant element in the curriculum because we aim to
produce graduates who are appropriately reflective and self-critical.
 Peer assessment, in which students provide feedback on each other's learning.
This can be viewed as an extension of self-assessment and presupposes trust and
mutual respect. Research suggests that students can learn to judge each other's
work as reliably as staff.
 Teacher assessment, in which the teacher prepares and administers tests and
gives feedback on the student's performance.
Assessment may be formative (providing feedback to help the student learn more) or
summative (expressing a judgment on the student's achievement by reference to stated
criteria). Many assessment tasks involve an element of both, e.g. an assignment that is
marked and returned to the student with detailed comments.

Applications of the Fundamental Components in Other Curriculum Design
Major Components of a Course Design or Syllabus
1. Intended Outcomes (or objectives)
2. Content/subject Matter (with references)
3. Methods/Strategies (With needed source)
4. Evaluation (means of assessment)
Lesson 2: Approaches to Curriculum Designing
Types of Curriculum Design Models
1. Subject-Centered Design
The subject-centered design corresponds mostly to the textbook because textbooks
are usually written based the specific subject or course. Henry Morrison and William Harris
are the few curricularists who firmly believed in this design. As practiced, school hours are
allocated to different school subjects such as Science, Mathematics, Language, Social
Studies, Physical Education, and others.
Subject-centered curriculum design has also some variations which are focused on the
individual subject, specific discipline and a combination of subjects or disciplines which is
broad field or interdisciplinary.
1.1 Subject design - What subject are you teaching? What subject are you taking? These
are two sample questions that the teacher and the learner can easily answer. It is to
because they are familiar with the subject design curriculum.
According to the advocates, subject design has an advantage because it is easy to
deliver. Textbooks are written and support instructional materials are commercially available.
Teachers are familiar with the format, because they were also, educated" using the design.
However, the drawback of this design is that sometimes, learning is so
compartmentalized. It stresses so much the content and forgets about students' natural
tendencies, interests, and experiences. The teacher becomes the dispenser of knowledge,
and the learners are simply the empty vessel to receive the information or content from the
teacher. This is a traditional approach to teaching and learning.
1.2 Discipline design - while subject design centers only on the cluster of content,-
discipline design focuses on academic disciplines. Discipline refers tb specific knowledge
learned through a method which the scholars use to study a specific content of their fields.
Students, in history should learn the subject matter like historians, students in biology
should learn how the biologists learn, and so with students in mathematics should learn how
mathematicians learn in the same manner, teachers should teach how the scholars in the
discipline will convey the particular knowledge.
Discipline design model of curriculum is often used in college, but not in the elementary or
secondary levels. So, from the subject centered curriculum, curriculum moves higher to a
discipline when the students are more mature and are already moving towards their career
path or disciplines as science, mathematics, psychology, humanities, history and others.
1.3 Correlation design- Coming from a core, correlated curriculum design links separate
subject design in order to reduce fragmentation. Subjects are related to one another and still
maintain the identity of the subject. For example, English literature and social studies
correlate well in the elementary level. In the two subjects, while history is being studied,
different literary pieces during the historical period are being studied. The same is true when
science becomes the core, mathematics is related to it, as they are taken in chemistry,
physics and biology. Another example is literature as the core and art, music, history,
geography will be related to it. To use correlated design, teachers should come together and
plan their lessons cooperatively.
1.4 Broad field design/interdisciplinary- Broadfields or interdisciplinary is a variation of
the subject-centered design. This design was made to cure the compartmentalization of the
separate subject and integrate the contents that are related to each other. Thus, subjects
such as geography, economics, political science, anthropology, sociology and history are
fused into one subject called social studies. Language arts will include grammar, literature,
linguistics, spelling, and composition.
Sometimes called holistic curriculum, broad fields draw around themes and integration.
Interdisciplinary design is similar to thematic design, where a specific theme is identified,
and all other subject areas revolve around the theme.
2. Learner-Centered Design
This design is often attributed to the influence of John Dewey, Rousseau, Pestallozi and
Froebel. The curriculum design is anchored on the needs and interests of the child. The
learner is not considered a passive individual but one who engages with his/her
environment. One learns by doing. Learners actively create construct meanings and
understanding as viewed by the constructivists. In the child-centered design, learners
interact with the teachers and the environment, thus there is a collaborative effort on both
sides to plan lessons, select content and do activities together. Learning is a product of the
child's interaction with the environment.
2.2 Experience-centered design - This design is similar to the child centered design.
Although, the focus remains to be the child, experience-centered design believes that the
interests and needs of learners cannot be pre-planned. Instead, experiences of the learners
become the starting point 6f the curriculum, thus the' school environment is left open and
free. Learners are made to choose from various activities that the teacher provides. The
learners are empowered to shape their own learning from the different opportunities given
by the teacher. In a school where experience-centered curriculum is provided, different
learning centers are found, time is flexible, and children are free to make options. Activities
revolve around different emphasis such as touching, feeling, imagining, contacting, relating
and others. The emergence of multiple intelligence theory blends well with experience-
centered design curriculum.
2.3 Humanistic design - The key influence in this curriculum design are Abraham Maslow
and Carl Rogers. Maslow’s Theory of self-actualization explains that a person who achieves
this level is accepting of self, others and nature; is simple, spontaneous and natural; is open
to different experiences; possesses empathy and sympathy towards the less fortunate;
among the many others. The person can achieve this state of self-actualization later in life
but has to start the process while still in school. Carl Rogers, on the other hand, believed
that a person can enhance self-directed learning by improving self-understanding, basic
attitudes to guide behavior.
In humanistic curriculum design, the development of self is the ultimate objective of
learning. It stresses the whole person and the integration of thinking, feeling and doing. It
considers the cognitive, affective and psychomotor domains to be interconnected and must
be addressed in the curriculum. It stresses the development of positive self-concept and
interpersonal skills.
3. Problem-Centered Design
problem-centered design draws on social problems, needs, interest and abilities of the
learners. Various problems are given emphasis. There are those that center, on life
situations, contemporary life problems, areas of living and many others. In this curriculum,
content cuts across subject boundaries and must be based on the needs, concerns and
abilities of the students. Two examples are even for the problem- centered design
curriculum.
3.1 Life-situations design - What makes the design unique is that the contents are
organized in ways that allow students to clearly view problem areas. It uses the past and the
present 'experiences of leaders as a means to analyze the basic areas of living. As a
starting point, the pressing immediate problems of the society and the students' existing
concerns are utilized. Based on Herbert Spencer's curriculum writing his emphases were
activities that sustain life, enhance life, aid in rearing children, maintain the individual's
social and political relations and enhance leisure^ tasks and feelings. The connections of
subject matter to real situations increases the relevance of the curriculum.
3.2 Core problem design- Another example of problem-centered design is core design. It
centers on general education and the problems are based on the common human activities.
The central focus of the core design includes common needs, problems, concerns of the
learners. Popularized by Faunce and Bossing in 1959, they presented ways on how to
proceed using core design of a curriculum. These are the steps.
Step 1. Make group consensus on important problems.
Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by group.
Step 10.Evaluate the conclusions .
Step 11 .Explore other avenues for further problem solving.
Approaches to Curriculum Design
Child or Learner-Centered Approach - This approach to curriculum design is based on
the underlying philosophy that, the child or the learner is the center of the educational
process. 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 learners’ knowledge, skills,
previous learnings, and potentials.
Principles for Child-Centered Curriculum Approach
1. Acknowledgement and respect the fundamental rights of the child.
2. All activities shall revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multicultural classroom.
4. Consider using differentiated instruction or teaching.
5. Provide a motivating supportive teaming environment for all the learners.
Subject-Centered Approach- This is anchored on a curriculum design which prescribes
separate distinct subjects for every educational level: basic education, higher education or
vocational -technical education. This approach considers the following principles:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which maybe detached from life.
3. The subject matter serves as a means of identifying problems of living.
4. Leaming means accumulation of content, or knowledge.
5. Teacher's role is to dispense the content.
Problem-Centered Approach - This approach is based on a 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 following views and beliefs;
1. The learners are capable of directing and guiding themselves in resolving
problems, thus developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
3. The curriculum leads the learners in the recognition of concerns and problems in
seeking solutions. Learners are problem solvers themselves.
 Lesson 3: Curriculum Mapping
Curriculum mapping is a process or procedure that follows curriculum designing. It is done
before curriculum implementation or the operationalization of the written curriculum. This
process was introduced by Heidi Hayes Jacobs in 2004 in her book Getting results with
Curriculum Mapping (ASCD, 2004). This approach is an ongoing process or "work- in-
progress". It is not a onetime initiative but a continuing action, which involves the teacher
and other stakeholders, who have common concerns. Curriculum mapping can be done by
teachers alone, a group of teachers teaching the same subject, the department, the whole
school or district or the whole educational system.
There are common questions that are asked by different stakeholders, like teachers,
colleagues, parents, school officials and the community as well. These questions may
include:
1. What do my students Team?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content?
Achieve the same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my subjects and
other subjects within the year? Next year?
Curriculum Mapping Process
Suggested step to follow:
Example A
1. Make a matrix or a spread sheet.
2. Place a timeline that you need to cover, (one quarter, one semester, one year) This
should be dependent on time frame of a particular curriculum that was written.
3. Enter the intended learning outcomes, skills needed to be taught or achieved at the
end of the teaching,
4. Enter in the same matrix the content areas/subject areas to be covered.
5. Align and name each resource available such as textbooks, workbooks, module
next to subject areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas, and resources.
8. Circulate the map among all involved personnel fox their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.
You will find Example A as a component of an OBE-Inspired 1 syllabus for the higher
education. However, this can be modified for basic education to serve the specific purpose
as you will see in some maps.
Example B (For a degree program in college) *
1. Make a matrix or a spreadsheet.
2. Identify the degree or program outcomes (ex. BEEd, or BSED)
3. Identify the subjects or courses under the degree (Gen.Ed, Prof.Ed, and Major for
BSEd)
4. List the subjects along the vertical cells of the matrix in a logical or chronological
order.
5. List the degree program outcomes along the horizontal cell (use code as POl,
P02...if outcomes are too long to fit in the cell) PO means Program Outcomes
6. Cross the Subject and the Outcome and determine if such subject accomplishes
the outcomes as either Learned (L), Performed (P) or given Opportunity (O). Place
the code in the corresponding cell.
7. All cells should be filled up.
8. After accomplishing the map, this will serve as a guide for all teachers teaching the
course for students to complete the degree in four years.
The Curriculum Map
Curriculum maps are visual timelines that outline desired learning outcomes to be
achieved, contents, skills and values taught, instruction^ time, assessment to be used, and
the overall student movement towards the attainment of the intended outcomes. Curricular
maps maybe simple or elaborate that can be used by individual teacher, a department, the
whole school, or educational system. A map is geared to a school calendar.
Parents, teachers, and the whole educational community can look at the
curriculum map to see that intended outcomes and content are covered. A map can
reassure stakeholders specific information for pacing, and alignment of the subject
horizontally or vertically. It will also avoid redundancy, inconsistencies, and misalignment.
Courses that are not correctly aligned will allow teachers to quickly assess the mastery of
the skills in the previous grade, to avoid unnecessary reteaching.
For horizontal alignment, called sometimes as "pacing guide" will make all
teachers, teaching the same subject in a grade level following the same timeline and
accomplishing the same learning outcomes. This is necessary for state-mandated,
standard-based assessment that we have in schools. Vertical alignment will see to it that
concept development which maybe in hierarchy or in spiral form does not overlap but
building from a simple to more complicated concepts and skills. Alignment either vertical or
horizontal will also develop interdisciplinary connections among teachers and students,
between and among courses. Teachers can verify that skills and content are addressed in
other courses or to higher levels, thus making learning more relevant.
Example of Curriculum map
Grade 3-Living Things and Their Environment S
ECOND QUARTER/SECOND GRADING PERIOD
ELEMENTARY SCIENCE GRADE 3
Note: For Quater 2, there are still two major content which are 3. Living Things 3.1 1. Living Things The learners The learners The learners
1.1 Humans demonstrate should be able should be able to
Plants and 4. Heredity: Inheritance and Variation. 1.2 A Sense understanding of to ...
Organs 1.describe the
Content Content Performance Learning Leaming parts and practice healthful parts and
Standards Standards Competency Materials functions of the habits in taking functions of the
sense organs of care of the sense sense organs of
Grade 3-Matter the human body. organs the human body;
FIRST QUARTER/FIRST GRADING PERIOD 2.enumerate
healthful habits to
I .Properties 1.1 The Learners The learners The learners Leaming Guide in protect the sense
Characteristics of demonstrate should be able to should be able Science & Health: organs;
solids, liquids, understanding of to.. Mixtures 2.Living Things parts and enumerate ways 3.describe the
gases group common 2.1 Animals functions of of grouping animals in their BEAM -Grade 3-
ways of sorting objects found at describe the animals and animals based on immediate Unit 2 Animals
materials and home and in different objects importance to their structure and surrounding; DLP Science 3
describing them school according based on their humans importance DLP 19 Beam-
as solid, liquid or to solids, liquids characteristics 4.identify the parts Grade 3-Unit 2
gas based on and gas. (e.g. Shape, and function of Animals DLP
observable Weight, Volume, animal: Science 3 31-32
properties Ease o Flow) Leaming Guide in
5. classify animal Science & Health:
according to arts The Body Guards
classify objects and use; body
and materials as
§solid, liquid, and 6. state the
gas based on importance of
some observable animals to
characteristics humans;
7. describe ways
of proper handling
describe ways on of animals
the proper use
and handling
solid, liquid and Sample A1- Science Curriculum Map Showing the Sequence of Domain for the Year
gas found at per Quarter
home and in
school
Qt G3 G4 G5 G6 G7 G8 G8 G9
r
Changes that Effects of Investigate the describe changes BEAM-G3 Unit
materials undergo temperature on different changes in materials based 3Materias- 1
Matter Matter Matter Matter Matter Force, Living Thigs Earth and
materials in materials as on the effect of Distance Leaming Motion, and Their Space
affected by temperature: Module BEAM G3 Energy Environmen
temperature 4.1 Solid to liquid Unit 3 Materials t
4.2 Liquid to solid' Module 44-49
4.3 Liquid to gas 2 Living Living Living Living Living
Things & Things & Things & Things & Things & Earth and Matter Force,
4.4 Solid to gas Their Their Their Their Their Space Motion
Environmen Environmen Environmen Environmen Environmen Energy
t t t t t

3
Force, Force, Force, Force, Force, Earth & Living
Motion. Motion. Motion. Motion. Motion. Matter Space Things and
Energy Energy Energy Energy Energy Their
Environmen
t
4
Earth & Earth & Earth & Earth & Earth & Ling Things Force , Matter
Space Space Space Space Space and Their Motion &
Envlronmcnti Energy
v
 P07 - Demonstrate professional and ethical standards of the profession.
P08 - Creative and innovate in thinking and practice of alternative teaching approaches.
Example B- Curriculum Map for Bachelor of Elementary Education (Professional
Education Courses)
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Outcome
Sample Subjects
Child Dev P L L O L O P P

Facilitating Human P P L O L O L P
Leaming
Social Dimensions P L L O L O L P

Teaching P P P P P O P P
Profession
Principles of P P P P L O P O
teaching
Assessment of P P P P L O P O
Leaming
Educational P P P P L O P O
Technology
Curriculum P P P P O O P P
Development
Developmental P P P P O O P O
Reading
Field Study P P O P O P P P

Practice Teaching P P P P P P P P

Legend:
L - Learned outcomes (knowledge, skills, values)/ outcomes achieved in the subject
P - Practiced the learned outcomes (knowledge, skills, values)
O - Opportunity to learn and practice (opportunities to learn and practice knowledge, skills
and values but not taught formally

Note:
1. Not all the professional subjects are entered in the matrix.
2, Desired outcomes from the professional courses are:

P0l - Apply basic and higher 21st century skills.

P02 - Acquire deep understanding of the learning process.
P03 - Comprehensive knowledge of the content they will teach.
P04 - Apply teaching process skills (curriculum designing, materials development,
educational assessment, teaching approaches).
P05 - Facilitate learning of different types of learners in diverse learning environments.
P06 - Direct experiences in the field and classrooms (observation, teaching, assistance,
practice teaching)