Crafting the

Curriculum
Trends and Directions in Curriculum Development
JULFER P. FRANCISCO
 At the end of this lesson, you
will be able to:

Identify the fundamentals of curriculum

01 designing

Objectives Appreciate the task of designing a

02 curriculum
Peter Oliva's 10 Axioms for
Curriculum Designers
 Ten Axioms About Curriculum
01 Curriculum change is inevitable,
necessary, and desirable.
02 Curriculum is a product of its time.
Curriculum changes made earlier
03 can exist concurrently with newer
curriculum changes.
Curriculum change depends on
04 people who will implement the
change.
05 Curriculum development is a
cooperative group activity.
Curriculum development is a
06 decision-making process made from
choices of alternatives.
07 Curriculum development is an
ongoing process.
08
Curriculum development is more
effective if it is a comprehensive
process, rather than a "piecemeal".
09
Curriculum development is more
effective when it follows a
systematic process.
10 Curriculum development starts from
where the curriculum is.
Elements or Components of a Curriculum Design

What learning outcomes need to be achieved?

(Intended Learning Outcomes)

01

What content should be included to achieve How will the achieved learning outcomes be
the learning outcomes? measured?
(Subject Matter) 02 04 (Assessment of Achieved Learning
Outcomes)

What learning experiences and resources

03
should be employed?
(Teaching – Learning Methods)
 Intended Learning
Outcomes (ILO) or the
Desired Learning Assessment
Outcome (DLO)
formerly labeled as
behavioral objectives
Lesson Plan Evaluation

01 04

02 03

Subject Matter or Teaching and

Content Learning Methods
I. 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.

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, refer to 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.
Specific

The learning objective should be well defined and clear. It states

exactly what will be accomplished.

Measurable

The learning objective should provide a benchmark or target so that

the institution can determine when the target has been reached, by
how much it has been exceeded or by how much it has fallen short.

Attainable

Can the objective be accomplished in the proposed time frame with

the available resources and support? Do the students have the
prior learning necessary to accomplish the objective?

Relevant

Does the objective address the overall program goal(s)? Will the
objective have an impact on the goal(s)?

Time-Bound

A learning objective should include a specific date (or point in the

course) by which it will be completed. It is important to allow
enough time to successfully implement the steps needed to
achieve the objective, but not so much as to elicit procrastination.
 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 (for developing attitudes or values, e.g. those
required as a person and for a particular profession).

Framing Learning Outcomes

II. Content/Subject Matter

Subject matter should be relevant to the outcomes of

the curriculum. An effective curriculum is purposive
and 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 their
motivation to learn.

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

should reflect current knowledge and concepts.
III. References

The reference follows the content. It tells where the

content or subject matter has been taken. The
reference may be a book, a module, or any
publication. It must bear the author of the material
and if possible, the publications.

Some examples are given below:

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 MA

Romo, Salvador B. (2013). Horticulture an Exploratory Course.

Lorimar Publishing Inc. Quezon City

Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching

Profession 2nd Ed. Lorimar Publishing Inc. Quezon City
IV. Teaching and Learning Methods
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.
 In the choice of the teaching learning methods,
equally important suggested four criteria in the
provision of the environment or learning spaces in
designing a curriculum. These criteria include (1)
adequacy, (2) suitability, (3) efficiency and (4)
economy.

Teaching-Learning Environment

Adequacy Suitability Efficiency Economy

This refers to the actual learning This relates to planned activities. This refers to operational and This refers to cost effectiveness.
space or classrooms. Suitability should consider instructional effectiveness. How much is needed to provide
chronological and developmental instructional materials?
ages of learners.
V. Assessment/Evaluation

Self assessment, through which students learn 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.
Formative Assessment Summative Assessment

(providing feedback to help the (expressing a judgment on the

student learn more) student's achievement by
reference to stated criteria)
 Major components of a Course
Design or Syllabus
01 Intended Outcomes (or Objectives)

02 Content/Subject Matter (with references)

03 Methods/Strategies (with needed resources)

04 Evaluation (means of assessment)

Application of the Fundamental Components to Other Curriculum Designs

JULFER P. FRANCISCO
Master of Arts in
Educational Management
julferfrancisco@jrmsu.edu.ph

julferfrancisco@gmail.com

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