UNIT II

CURRICULUM PLANNING, DESIGN AND O

RGANIZATION
This unit will help you prepare to assume the role of curricularists in the fut
ure. Demonstrating knowledge of the topics covered such as Elements of c
urriculum design, Types, and Approaches of Curriculum design and Curric
ulum mapping process will help you in the accomplishment of the intende
d learning outcomes for this unit.
Let’s Begin Now!

3
 There are four major components
1 or elements of a curriculum and,
the curriculum design reflects the
nature and the organization of
these elements. The elements are
ELEMENTS OF CURRI
the following:
CULUM DESIGN
 Behavioral Objectives or Intended Learning O
1
utcomes

2 Content/Subject Matter

ELEMENTS O 3 References

F CURRICUL 4 Teaching and Learning Methods

UM DESIGN 5 Assessment and Evaluation

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 1. Behavioral Objectives or Intended Lear
ning Outcomes

Curriculum aims, goals, and objectives are the starti

ng point in curriculum development. It serves as the
compass that gives direction for curriculum workers
and experts in the conceptualization of the curriculu
m ). It answers the question of what is to be done?

What is included in the curricular aims, goals, and objectives?

The institutional vision, mission, and goals guide the school in their entire operatio
n. These should be the anchors from which the curricula should revolve.
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 Icon Icon Icon Icon

VISION MISSION GOALS OBJECTIVES

spells out how it inten are broad statements or intents to
is defined as a clear are the descriptions o
ds to carry out its Visio be accomplished; they are the des
concept of what the criptions of the general objectives f what eventually take
n and targets to produ
institution would lik ce the kind of persons of the school's curricula/courses t s place in the classroo
hat are expected to represent the
the students will beco m.
e to become in the f entire school program prepared b
me after having been
y professional associations or local
uture. educated over a certai 7
educational agencies.
n period.
 Add an image

The behavioral objectives or the intended learni

ng outcomes derived from the curriculum aims,
goals, and objectives will provide teachers and s
tudents 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. Additionally, this constru
ctive alignment is following the OBE principle.

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 CONSTRUCTIVE ALIGNMENT IN DESIGNI
NG CURRICULUM

BO/ILO Content

Learning Experiences
Assessment

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 2. Content/Subject Matter

A curriculum will not be complete without this

element. Curriculum content or subject matte
r refers to the body of knowledge that needs t
o be taught and skills to be acquired by learn
ers.

Curriculum content takes many forms. To some, this refers to knowl

edge, or a compendium of facts, concepts, generalizations, principle
s, and theories. 11
Curriculum content simply means the totality of what is to b
e taught in the school system.

The determination of curriculum content to be covered is ba

sed on the first element- Behavioral Objectives or Intended L
earning Outcomes.
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 Example of Content or Subject Matter from PROF ED 5 –
The Teacher and the School Curriculum

UNIT I Nature of the Curriculum

A. Definition
B. Major Conceptions ( types, components, purpose)

UNIT II Foundations of Curriculum

A. Philosophical Foundations
B. Psychological Foundations
C. Historical-Sociological Foundations
D. Legal Foundations

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 In selecting content, Bilbao, et al (2015), remind us of the
following:

Subject matter should be appro

Subject matter should be relevan
t to the outcomes of the curricul
um. An effective curriculum is pu
rposive and focused on the plann
ed learning outcomes.
Subject matter should be up-to
priate to the level of the lesson
-date and, if possible, should r
or unit. An effective curriculum i
eflect current knowledge and c
s progressive, leading students t
owards building on previous les oncepts. 14
sons.
 Criteria in the Selection of Learning Cont
ent

Significance Interest
Utility

Self-sufficiency
Validity

Feasibility Learnability

Let us be realistic in including content to be t

aught to our class.
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Principles in the Organization of Learning
Content (Bilbao, et al 2015)

The Merriam Dictionary defines the organization as "the act or process of p

utting the different parts of something in a certain order so that they can be
found or used easily”.
Content is organized to ensure ease and efficiency of learning on the part
of the students.
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 Principles in Effective Organization of Con
tent

ty
ce
ti o

io
ce

ui
n

at
n

tin
ue
ul

gr
la

on
q
Ba

tic

te
Se

In

C
Ar

Effective organization of content will also guarantee that the most learning compete
ncies as stated in the curriculum will be acquired by students.

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 3. REFERENCES

The reference follows the content. It tells where t

he content or subject matter has been taken. The
reference maybe a book, a module, or any publica
tion 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. Ho
wever, you are advised to exercise precaution in utilizing sources from the internet. Obtain an
d use only those coming from legitimate sources and sites. A proper citation must also be obs
erved to avoid plagiarism issues. 18
 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 (Ed

s.), Understanding health inequalities in Aotearoa New Zealand (pp. 97–10
6). Dunedin, New Zealand: Otago University Press (Retrieved from
https://aut.ac.nz.libguides.com/APA6th/referencelist).

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 How to cite a website:

Mendeley, J.A., Thomson, M., & Coyne, R.P. (2017, January 16). How and wh
en to reference. Retrieved from https://www.howandwhentoreference.com
(Retrieved from https://aut.ac.nz.libguides.com/APA6th/referencelist).

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 How to cite a webpage:

Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017, January 25) APA citation. H
ow and when to reference. Retrieved from 
https://www.howandwhentoreference.com/APAcitation

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• Curriculum experiences are the heart and core • The curriculum should provide physical,
of the curriculum. 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 • In curriculum design, learning
realize everything that is stated in the curriculum aims, experiences are termed as Teaching and
goals, and objectives. Learning Methods.
• .

TEACHING AND LEARNING METHODS

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According to Bilbao, et al (2015), the
teaching and learning methods should
Cooperative Learning Activities
allow cooperation, competition as 1
well as individualism, or independent
learning among our students. Independent Learning Activities
2
Examples are:

3 Competitive Activities

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 4. Assessment/Evaluation

Curriculum Evaluation refers to an ongoing proce

ss of collecting, analyzing, synthesizing, and inter
preting information to aid in understanding what s
tudents 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 ea
ch content area. 24
According to Stufflebeam, (1991) as cited by Reyes, et al (2015) define
curriculum evaluation as the formal determination of the quality, effecti
veness, or value of the program, process, or product of the curriculum.

Evaluation is the systematic collection of evidence to determine whether cert

ain changes are taking place in the learner as well as to determine the amou
nt or degree of change in the learner. It can either be quantitative or qualitati
ve.

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 Ornstein & Hunkins (1998) as cite
d by Reyes et al (2015) stated that
evaluation may be undertaken to
gather data and relevant informati
on that would assist educators in
deciding whether to accept, chan
ge, or eliminate the curriculum in
What to Evaluate? general or educational material in
particular.
The most widely used is th
e Stufflebeam's CIPP Mode
l. This model of Curriculum
Evaluation was a product o
f the Phi Delta Kappa com
mittee chaired by Daniel St The model made emphasis that the r
ufflebeam. esult of the evaluation should provid
e data for decision making. An evalu
ator can only take any of the four sta
ges as the focus of the evaluation (Bil
bao, et al 2015).

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 Process in CIPP Model

stage 1 assesses needs and problems in the context for decision-makers to deter
Context Evaluation mine the goals and objectives of the program/curriculum.

stage 2 assesses alternative means based on the inputs for the

Input Evaluation achievement of objectives to help decision-makers to choose o
ptions for optimal means.

stage 3 monitors the processes both to ensure tha

Process Evaluation t the means are being implemented and make nec
essary modifications.

stage 4 as the final stage compares

Product Evaluation actual ends and leads to a series of r
ecycling decisions.

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 Five steps suggested for Curriculum Evaluation for all stages of the CIP
P MODEL OF CURRICULUM EVALUATION

Stages of the CIPP Model Steps Taken in ALL of the Stages

1. Context Evaluation Step 1: Identify the kind of decision to be made.

2. Input Evaluation Step 2: Identify the kinds of data to make that decision.

3. Process Evaluation Step 3: Collect the data needed.

Step 4: Establish the criteria to determine the qualit

4. Product Evaluation
y of the data.

Step 5: Organize needed information for decision-m

akers.

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 There are different models of curriculu
A Simple way of m evaluation that schools may utilize if t
hey would like their curricula to be subj
Curriculum Evalu ected to evaluation. Bilbao, et al (2015) s

ation Process (Bil uggested another way of evaluating a cu

rriculum.

bao, et al 2015)

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 Just ask the following questions and any no answer to an item will ind
icate a need for a serious curriculum evaluation process.

Does the curriculum inclu

1 Does the curriculum emphasize learni 3 Can this curriculum be applied to any 5 de a formative assessmen
ng outcomes? particular level? t?

Does the implemented curriculum requir

e less demand? Can the curriculum aspects be assessed as
2 4 (a) written (b) taught (c) supported (d) tested
and (e) learned?
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 Are the findings of the ev
6 8 Does the curriculum provide qualita 10 aluation available to stak
tive methods of assessment? eholders?

Does the curriculum include a summativ

e assessment?

Does the curriculum provide quanti Can the curriculum provide the data nee
ded for decision making?
7 tative methods of assessment? 9
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 Steps for a suggested plan action for process of curriculu
m evaluation

1. 2. 3.

Focus on one particu Collect or gather informati Organize the informatio

lar component of the on. Information is made up
n.
of data needed regarding t
curriculum.
he object of evaluation.

4. 5. 6.

Analyze the informatio Report the informatio Recycle the information

n. n. for continuous feedback,
modifications, and adjus
tments to be made
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 Why do we need to assess

1. ASSESSMENT FOR LEARNING

Assessment for learning pertains to diagnostic and formative assessment tasks that are u
sed 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 opportu
nity to monitor and further their learning – to think about their learning habits and how t
hey 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 concerni
ng curricular outcomes.
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 APPROACHES AND TYPES TO CURRICU
LUM DESIGN

There are three types of curriculum design models. These are subjec
t-centered design, learner-centered design, and problem-centered d
esign (Bilbao, et al 2015).

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Subject-centered Design focus
es on the content of the curric
ulum. It corresponds mostly to 1
the textbook written for the sp
ecific subject, thus, this type of 2
design aims for excellence in t
FOUR subtypes of subject-centered
design
Subject Design
focuses on the cluster of content
Discipline Design
focuses on academic disciplines

he subject matter content. 3 Correlation Design

Subjects are related to one another, but each subj
ect maintains its identity.
4 Broad-field Design
It is designed in such a way that the compartment
alization of subjects is avoided. Instead, contents t
hat are related are integrated. 36
 Learner-centered design
Advocates that the learner should be the center of the educative process.

3 Subtypes of Learner-centered Design

Icon

Child-centered Design Experience-centere Humanistic Design

d Design

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 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

It uses the past and the present experiences of learners as a means

to analyze the basic areas of living.
CORE DESIGN
The central focus of the core design includes common needs, proble
ms, concerns of the learners.

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Add an image

Approaches to Curriculum Design

1. 2. 3.

Child-centere Subject-ce Problem-ce

d or Learner-c ntered Ap ntered App
entered Appr proach roach
oach
 CURRICULUM
MAPPING PROCESS
(Bilbao, et al 2015)

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 cont
ent, skills, and values to be taught, the strategies to be utilized, and how the progress of the stud
ents will be measured.
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At the tertiary level, a curriculum map is a tool to validate
if a match exists between core program outcomes (comp
etencies) and the content of a curricular program (on a p
er course or subject basis).
In a curriculum map, the following letter symbols are us
ed: L, P, and O.

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"L" refers to learning outcomes such as knowledge, skills, and values or outcomes achiev
ed in the subject. This demonstrates whether the subject course facilitates learning of th
e competency.

“P” denotes to practiced outcomes. This shows whether the subject course allows the st
udents to practice the competency prescribed.

"O" signifies the opportunity to learn and practice. This presents whether a subject c
ourse is an opportunity for development. This represents opportunities to learn and
practice knowledge, skills, and values but they are not taught formally

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 Process of Curriculum Mapping
Enter the teaching-learning
methods to achieve outco
Enter the content areas/ subj mes.
Place a timeline that you need to
cover. (E.g. One quarter, one sem ect areas to be covered.
ester, one year)

Enter and align the name

Enter the intended learnin of the resources available.
Make a matrix/spreadsheet g outcomes, skills needed
(use you Microsoft excel). to be taught. 43
 Process of Curriculum Mapping
Revise and refine map based on su
Enter and Align the assessment procedur ggestions and distribute to all con
e and tools to the intended learning outc cerned.
omes, content areas, and resources.

Circulate the map among

all involved personnel for
their inputs. 44
 Curriculum Mapping for Higher Education (The Proc
ess)

• Make a matrix or spreadsheet.

• Identify the degree or program outcomes (e.g. BSEd, BEEd).
• Identify subjects/courses under the degree (e.g. Child and Adolescent De
velopment, Curriculum Planning, and Development).
• List the subjects along with the vertical cells of the matrix in a chronologi
cal/logical manner.
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 Curriculum Mapping for Higher Education (The Proc
ess)

• List the degree program outcomes along with horizontal cells (use code such as PO1, PO2, etc., if t
oo long to fit in a cell). Example of codes:
 Po1= Applied basic/higher 21st-century skills.
 PO2= Comprehended knowledge of the content they will teach.
 PO3= Demonstrated different teaching approaches.
• Cross the subject and the outcomes. Determine if such subject accomplishes the outcomes as eith
er:
 Learned (L),
 Performed (P) or
 given Opportunity (O) 46
 Curriculum Mapping for Higher Education (The Proc
ess)

• Fill up the cells

• After accomplishing the map, use it as a guide for all teachers teaching the course
for students to complete the degree in four years
Examples of a curriculum map:
The matrix below shows a general curriculum map for the Bachelor of Secondary
Education Major in Science, using sample subjects only. (CHED CMO 75, 2017)

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 General Curriculum Map for the BSED major i
n Science
Program Outcomes
Courses
PO1 PO2 PO3

Genetics L P O

Cell and Molecular Biology L P O

Microbiology and Parasitology L P O

Environmental Science L P L

Anatomy and Physiology L P O

Inorganic Chemistry L P O

Organic Chemistry L P O

The Teaching of Science P P P

Technology for Teaching and Learning 2** P P P

Research in Teaching L P L

Legend: The Power of PowerPoint | thepopp.com 48

L-Learned Outcomes; P-Practiced the Learned Outcomes; O-Opportunity to learn and practice
The program outcomes for the Bachelor of Secondary Education-Maj
or in Science are the following:
• PO1: Demonstrate deep understanding of scientific concepts an
d principles;
• PO2: Apply scientific inquiry in teaching and learning; and
• PO3: Utilize effective science teaching and assessment methods.

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Thank You!!