The Healthy School

and
Community Environments
VI
 Good Morning!

Grade VI- ST. Veronica

 Question:
1. How do you describe a healthy school and
community environment?
2. Why is it important to have a healthy
school and community environment?
The characteristics of a healthy school and
community environments
 
According to the World Health Organization some of
the characteristics of a healthy school and community
environments are:
 The characteristics of a healthy school and
community environments

1. Clean and safe physical environment

2. Meets everyone’s basic needs
3. Promotes social harmony and active involvement of everyone
4. Have accessible health services and facilities
5. Takes part in identifying local problems and local solutions
6. Have sustainable use of available resources for all member of the
community
7. Understands local health and environmental issues
 The characteristics of a healthy
school and community environments
can be classified into two. These are:

Physical environment Psychosocial environ

and
Physical environment includes:
 safe
 clean
 good quality of air and water
quality
 visually pleasing and have
flexible spaces.
Learners are usually more aware of their
surroundings. It can either motivate them to learn or
discourage them. An aesthetically or visually
pleasing environment can help develop the child’s
positive attitude towards learning. It is also an
environment that can make them feel safe, calm and
open to learning. It can help them feel at home to be
able to learn effectively and develop their full
potential.
Psychosocial environment includes:
 Warm atmosphere
 Healthy interpersonal
relations
 Free from abuse and
discrimination.
This is an environment where learners do not
experience discrimination and abuse. It is here that
they feel secured, respected and accepted for who
they are. Teachers should help them develop their
self-esteem and sense of belonging so they will
feel secured and emotionally supported.
Psychosocial
  Group Activity
I will divide your class into two, and each
group will choose their Representative 1
writer and 1 person that we will discuss their
answer. I will give you 5 minutes to work in
a group, after that post it on the board
 Direction: Choose the characteristic of a healthy
school and community environment that is being
describe in the statement.

1. It is safe and welcoming wherein the children are free

from harm.
a. Free from abuse and discrimination
b. Clean environment
c. Healthy Personal relationship
d. Flexible spaces
 Direction: Choose the characteristic of a healthy
school and community environment that is being
describe in the statement.

1. It is safe and welcoming wherein the children are free

from harm.
a. Free from abuse and discrimination
b. Clean environment
c. Healthy Personal relationship
d. Flexible spaces
 TOPICS

01
03

FUNDAMENTALS OF 02 04
CURRICULUM PRINCIPLES OF
DESIGNING CURRICULUM DESIGN

ELEMENTS OR DIMENSIONS OF
COMPONENTS OF A CURRICULUM DESIGN
CURRICULUM DESIGN
 1
FUNDAMENTALS
OF
CURRICULUM
DESIGNING
10 Axioms for Curriculum
Designers

-Peter Oliva
 Peter Oliva

-Described how curriculum

change is a cooperative effort.

-Teachers and curriculum

specialist constitute the
professional core of planners.

-Significant improvement
through group activity.
 10 Axioms for Curriculum Designers
1. Curriculum change is inevitable, necessary, and desirable.
One of the characteristics of curriculum is
being dynamic. Because of this, 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.
 10 Axioms for Curriculum Designers
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”.
 10 Axioms for Curriculum Designers
3. Curriculum changes made earlier can exist concurrently
with newer curriculum changes.
A revision in a curriculum starts with
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.
 10 Axioms for Curriculum Designers
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 of the curriculum, it is
best that they should design and own the changes.
This will assure an effective and long lasting
change.
 10 Axioms for Curriculum Designers
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 gain their understanding,
support, and input.
 10 Axioms for Curriculum Designers
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.
 10 Axioms for Curriculum Designers
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.
 10 Axioms for Curriculum Designers
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.
 10 Axioms for Curriculum Designers

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 Axioms for Curriculum Designers
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.
 2
ELEMENTS OR
COMPONENTS OF A
CURRICULUM
DESIGN
 Building upon the ideas of Oliva, how to
design a curriculum by identifying its
components must be considered as well. 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
Behavioral Objectives or Intended Learning Outcomes

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
curriculum 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.
 ELEMENTS OR COMPONENTS OF A
CURRICULUM DESIGN
Behavioral Objectives or Intended Learning Outcomes

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.
 ELEMENTS OR COMPONENTS OF A
CURRICULUM DESIGN
Behavioral Objectives or Intended Learning 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.”
 Behavioral Objectives or
Intended Learning Outcomes
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 reason why…’ This helps students to focus on what
they have to achieve as learning. It will also help curricularist
devise appropriate assessment tasks.
 ELEMENTS OR COMPONENTS OF A
CURRICULUM DESIGN
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:

Subject matter should be relevant to the outcomes of

the curriculum. An effective curriculum is purposive,
clearly focused on the planned learning outcomes.
 Content/Subject Matter
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 basics or too advanced for the
development levels of learners make students either
bored or baffled, and affect their motivation to learn.

Subject matter should be up to date and, if possible,

should reflect current knowledge and concepts.
 ELEMENTS OR COMPONENTS OF A
CURRICULUM DESIGN
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.
 References

Author’s Name. (Year of publication of the book).

Book Title (in italics) Edition (in round brackets).
Place of publication, Publisher.

Bilbao, Purita P. and Corpuz, Brenda B. et al

(2012). The Teaching Profession (2nd Ed).
Quezon City, Lorimar Publishing Inc.
 ELEMENTS OR COMPONENTS OF A
CURRICULUM DESIGN
Teaching and Learning Method
These are the activities where the learners derive
experiences. It is always good to keep in mind the
teaching strategies that students will experience
(lectured, laboratory classes, fieldwork etc.) makes them
learn. The teaching-learning methods should allow
cooperation, competition as well as individualism or
independent learning among the students.
 ELEMENTS OR COMPONENTS OF A
CURRICULUM DESIGN
Teaching and Learning Method

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. Group projects and
activities considerably enhance the curriculum.
 Teaching and Learning Method

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.
 Teaching and Learning Method

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.
 ELEMENTS OR COMPONENTS OF A
CURRICULUM DESIGN
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.
 ELEMENTS OR COMPONENTS OF A
CURRICULUM DESIGN
Assessment/Evaluation
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.
 Assessment/Evaluation

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.
 Assessment/Evaluation

Teacher assessment, in which the

teacher prepares and administers tests and
gives feedback on the student’s
performance.
 Assessment/Evaluation

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 students with
detailed comments.
Summative assessment usually involves the allocation of
marks or grades. This helps the teacher make decisions about
the progress or performance of the students.
 Assessment/Evaluation

Students usually learn more by

understanding the strengths and weaknesses
of their work than by knowing the mark or
grade given to it.
 3

PRINCIPLES OF
CURRICULUM
DESIGN
Challenge
Personalization
and PRINCIPLES OF and Choice
Enjoyment CURRICULUM
DESIGN

Breadth Relevance

Progression Depth Progression

Coherence
 PRINCIPLES OF CURRICULUM DESIGN

● Challenge and Enjoyment

Children should find their learning challenging,
engaging and motivating. The curriculum should

01 encourage high aspirations and ambitions to all. At

all stages, learners of all aptitudes and abilities
should experience an appropriate level of challenge,
to enable each individual to achieve his or her
potential.
 PRINCIPLES OF CURRICULUM DESIGN

● Breadth
All children should have the opportunities
for a broad range of experiences. Their learning
02 should be planned and organized so that they
will learn and develop through a variety of texts
within both the classroom and other aspects of
school life.
 PRINCIPLES OF CURRICULUM DESIGN

● Progression
Children should experience
continuous progression in their learning
03 from 3 to 18 years. Each stage should build
upon earlier knowledge and achievements.
 PRINCIPLES OF CURRICULUM DESIGN

● Depth
There should be opportunities for

04 children to develop their full capacity for

different types of thinking and learning,
exploring and achieving more advanced
levels or understanding.
 PRINCIPLES OF CURRICULUM DESIGN

● Coherence
Children’s learning activities should
combine to form a coherent experience. There
05 should be a clear links between different
aspects of learning. Such links should be
discussed with children in order to bring
different strands of learning together.
 PRINCIPLES OF CURRICULUM DESIGN

● Relevance
Children should understand the

06 purpose of their learning and related

activities. They should see the value of
what they are learning and its relevance
to their lives, present and future.
 PRINCIPLES OF CURRICULUM DESIGN

● Personalization and Choice

The learning planned for children should respond
to their individual needs and support particular

07 aptitudes and talents. It should provide opportunities

for exercising responsible personal choice. Once
children have achieved suitable levels of attainment
across a wide range of areas of learning, the choice
should become as open as possible.
 4

DIMENSIONS OF
CURRICULUM
DESIGN
 DIMENSIONS OF CURRICULUM
DESIGN
1. Balance
2. Articulation
3. Integration
4. Continuity
5. Scope
6. Sequence
 DIMENSIONS OF CURRICULUM
DESIGN

Equitable assignment of content, time,

experiences and other elements to establish balance
is needed in curriculum design. Too much or too
little of these elements maybe disastrous to the
curriculum. Keeping the curriculum “in balance”
requires continuous fine tuning and review for its
effectiveness and relevance.

Balance
 DIMENSIONS OF CURRICULUM DESIGN

This can be done either vertically or horizontally. In

vertical articulation, contents are arranged from level
to level or grade to grade so that the content in a lower
level is connected to the next level. Horizontal
articulation happens when the association is among or
between elements that happen at the same time like
social studies in grade six related to science in grade six.

Articulation
 DIMENSIONS OF CURRICULUM DESIGN

“Everything is integrated and

interconnected. Life is a series of
emerging themes”. This is the essence of
integration in the curriculum design.
Organization is drawn from the world
themes from real life concerns.

Integration
 DIMENSIONS OF CURRICULUM DESIGN

This process enables the learner to strengthen the permanency

of learning and development of skills. Gerome Bruner call this
“spiral curriculum” where the content is organized according to
the interrelationship between the structure of the basic ideas of a
major discipline. For learners to develop the ideas, these have to
be developed and redeveloped in a spiral fashion-in increasing
depth and breadth as the learners advance.

Continuity
 DIMENSIONS OF CURRICULUM DESIGN

Tyler in Ornstein (2004) defines scope as all the content,

topics, learning experiences and organizing threads comprising
the educational plan. Curriculum is time-bound, hence the
appropriate scope should be provided such that the curricular
coverage should not be too much nor too minimal. Other
considerations in the determination of the scope should include
time, diversity and maturity of the learners, complexity of
content, and level of education.

Scope
 DIMENSIONS OF CURRICULUM DESIGN

Smith, Stanley and Shore (1957) introduced four

principles for sequence. These are the following:
1. Simple to complex learning- Content and
experience are organized from simple to complex,
from concrete to abstract, from easy to difficult.
This principle is in consonance with the
developmental theories of learning and cognition.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

2. Prerequisite learning- It means that there

are fundamental things to be learned ahead.
Like addition before multiplication in
mathematics or letters before words, words
before phrases and phrases before sentences.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

3. Whole to part learning- This principle has

relations to gestalt. The forest before the trees.
The overview before the specific content or
topics. The meaning can very well be
understood if everything will be taken as a
whole.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

4. Chronological learning- The order of events is

made as a basis of sequencing the content and the
experiences. This principle is closely allied to history,
political science or world events. Time is the factor to
be considered. The sequence can be arranged from the
most recent to the distant part or vice versa.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

On the other hand, Posner and

Rudnitsky (1994) presented five major
principles for organizing content in units,
which can also be applied to a curriculum.
In each major type are subtypes which
explain in detail the principles.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

These principles are:

1. World-related sequence- What relationship exists among
people, objects or events of the world? How can contents and
experiences be arranged so that they will be consistent with the
world?
a. Space- Spatial relations will be the basis for the
sequence. Closest to farthest, bottom to top or east to west. Teach
the parts of the plants from the roots to the stem to the leaves,
flowers and fruits.
Sequence
 DIMENSIONS OF CURRICULUM DESIGN

b. Time- This is similar to chronological principle of Smith,

et al. The content is based from the earliest to the more recent.
Teach the Philippine Presidents from the first to the recent.
c. Physical attributes- This principle refers to the physical
characteristics of the phenomena such as age, shape, size,
brightness, and others. For example, topics for the three regions,
Luzon, Visayaz and Mindanao should be ahead of the Panay,
Negros, Cebu, Bohol for the Visayas.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

2. Concept-related sequence- This arrangement reflects the

organization of the conceptual world, how ideas are related
together in a logical manner.
a. Class relations- Class concept refers to the group or
set of things that share common practices. Teaching the
characteristics of the class ahead of the characteristics of the
member of the class. For example, teach mammals before
teaching specific animals or compare sound to light before
discussing about wave motion.
Sequence
 DIMENSIONS OF CURRICULUM DESIGN

b. Propositional relations- A proposition

is a statement that asserts something. Sequence is
arranged so that evidence is presented ahead
before proposition. Example will be to teach the
topics on the principle of equal protection under
the law before studying Supreme Court decisions.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

3. Inquiry-related sequence- This is based

on the specific method of inquiry. Based on
the process of generating, discovering and
verifying knowledge, content and experiences
are sequenced logically and methodically.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

4. Learning-related sequence- This is based on the psychology

of learning and how people learn.
a. Empirical prerequisites- Sequence is primarily
based on the empirical studies where the prerequisite is required
before learning the next level. An example is teach skill in
discriminating initial consonants, teach catching and throwing
the ball before batting.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

b. Familiarity- Prior learning is important in sequence.

What is familiar should be taken up first before the unfamiliar.
In teaching currencies, teach the peso before the dollar. Another
example is identifying the animals in the community then those
in Manila zoo.
c. Difficulty- Easy content is taken ahead than the difficult
one. Or teach rhymes before blank words.

Sequence
 DIMENSIONS OF CURRICULUM DESIGN

d. Interest- Contents and experiences that

stimulated interest are those that are novel. These can
arouse curiosity and interest of learners. Use these
contents and experience to whet their appetite for
learning. An example is identifying the different
volcanoes in the Philippines before teaching about
volcanism.

Sequence
 THANK YOU
FOR LISTENING!
 Aims, Goals, And Objectives
OBJECTI
AIMS GOALS VES
One sentence Objectives
(more or less)
Broad
statements or direct the
description of
intents to be change in
overall purpose of
curriculum, accomplished. behavior which
including audience is the ultimate
and the topic. aim of learning.
 Content/Subject Matter

Content is more than simply information to be

learned in school. To some curriculum
specialists, content or subject matter is another
term for knowledge. It is a compendium of facts,
concepts generalization, principles and theories.
 Learning Experience

This section will not discuss the different

instructional strategies that provide the
experiences. Instead it will link instructional
strategies and methods to curriculum
experiences, the core or heart of the
curriculum.
 Evaluation

To be effective, all curricula must have an

element of evaluation. Curriculum evaluation
refer to the formal determination of the
quality, effectiveness or value of the
program, process and product of curriculum.
BLOOM’S TAXONOMY – REVISED (cognitive
domain)
AFFECTIVE DOMAIN
PSYCHOMOTOR DOMAIN (Simpson, 1972)
 Learning Development by Ages
3-Year-Olds
Easily draws straight lines
and copies a circle
Dresses and undresses self
except for buttons and laces
Can remember simple
rhymes or lyrics
Understands size differences
Preschool (4 to 5 years)
4-Year-Olds
 Sings a song
 Likes to tell stories
5-Year-Olds
Recognize and recites the
alphabet
Begins learning to tie shoes
Can name coins and money
Talks frequently
 Learning Development by Ages
School-Age (6 to 12 Years)
6-to-7-year-olds
Likes to paint and draw
Rides a bike
Practice skills in order to
become better
Jumps rope
8-to-9-year-olds
 More graceful with
movements and abilities
 Jumps, skips, and chases
Dresses and grooms self
completely
10-to-12-year-olds
Likes to sew and paint
Likes to write letters
Enjoys using the telephone
 Learning Development by Ages
Adolescent (13 to 18 Years)

Develops the ability to think abstractly

Compares one’s self to one’s peers
Sets goals
Wants independence from parents
Peer influence and acceptance becomes very important