Republic of the Philippines

Pangasinan State University

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan

A Paper Presentation in Prof Ed 109 The Teacher and the School Curriculum

Name/s:
Fabia, Sherby May M.
Garcia, Raiza S.
Junio, Reinelle Viette C.
Laroya, Jhon Lloyd B.
Mabanglo, Hazel Anne C.
Macaban, Emerald Ivy B.

Course & Year: BEE-EGE 3-1

Group Number: 5

Module 5: Curriculum Design

I. INTRODUCTION/ CHAPTER OVERVIEW

Curriculum design is operationally defined for this chapter as the intentional planning, organization, and
design of learning strategies, processes, materials, and experiences towards defined learning and/or performance
outcomes. Curriculum design is concerned with much more than learning materials. Republic Act No. 10533,
entitled “An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes,”
otherwise known as the “Enhanced Basic Education Act of 2013.” Section 10. Basic Education Curriculum
Development. In the development of the Basic Education Curriculum, the DepEd shall be guided by the
following: 10.1. Formulation and Design. 10.2. Standards and Principles. In order to achieve education goals,
various principles of curriculum design have to be put in place. These include the principle of personalization,
breadth, relevance, challenge and enjoyment. The principle of personalization and choice is one of the key
principles of curriculum design. This principle plays a significant role in helping teaching professionals and
learning institutions in their practice and as a basis for reviewing, evaluating and improving the learning and
teaching process once taken into account for all children and young learners (Singer, 2000).

II. OBJECTIVES

At the end of the lesson, the student should be able to:

1. Define and articulate the significance of curriculum design in education.
 2. Identify and explain the key principles of curriculum design, including personalization, breadth,
relevance, and the integration of challenge and enjoyment.
3. Understand Republic Act 10533, the "Enhanced Basic Education Act of 2013," and its impact on the
Philippine Basic Education System.
4. Differentiate between the three main types of curriculum design—subject-centered, learner-centered,
and problem-centered—and discuss their applications in educational settings.

III. CONTENT

Curriculum is the planning period during which instructors organize the instructional units for their
courses. The purpose of curriculum design is to help educators at post-secondary institutions meet the needs of
their students. The ultimate goal is to improve student learning, and the learning goals are aligned and
complement each other. It also helps educators at post-secondary institutions meet the needs of their students.

Principles of Curriculum

1. Personalization
- This principle plays a significant role in helping teaching professionals and learning institutions in
their practice.
2. Breadth
- Under this principle, all learners are provided with the opportunities for a broad range of experiences
in learning process
3. Relevance
- Relevance in terms of content is another key principle of curriculum design that should not be left
out. This is because it allows learners to recognize the purpose of their learning and related activities.
4. Challenge and Enjoyment
- In this case, learners are meant to find their learning process as challenging, attractive and
motivating.

Republic Act 10533 “Enhanced Basic Education Act of 2013

Republic Act 10533 “Enhanced Basic Education Act of 2013”

- it is an act enhancing the Philippine Basic Education System by strengthening its curriculum and
increasing the numbers of years for Basic Education System.

Section 10. Basic Education Curriculum Development

- In the development of the Basic Education Curriculum, the DepEd shall be guided by the
following:10.1 Formulae and Design10.2 Standards and Principles
Standards and Principles in Developing the Enhanced Basic Education Curriculum

1. The Curriculum shall be learner-centered, inclusive and developmentally appropriate.

2. The Curriculum shall be relevant, responsive and research-based.
3. The Curriculum shall be gender - and cultured - sensitive.
4. The Curriculum shall be contextualized and global.
5. The Curriculum shall use pedagogical approaches that are constructivist. inquiry-based, reflective.
collaborative and integrative.

Elements/Concepts of Curriculum Design

1. Objectives (Aims and Goals)

- Objectives define the purpose and desired outcomes of the curriculum.
2. Content (Subject Matters)
- Content encompasses the subject matter, topics, concepts, and skills that students are expected to
learn.
3. Learning Experiences
- Learning experiences refer to the methods, strategies, and activities used to deliver the curriculum's
content and facilitate student learning.
4. Evaluation
- Evaluation involves assessing and measuring student learning to determine the extent to which the
curriculum's objectives have been achieved.

3 Types of Curriculum Design

1. Subject-Centered Design
- The majority of the curricula used in schools are arranged or organized. It revolves around a
particular subject matter and discipline.

Can be classified into 3 specific designs:

a. Subject Design
b. Academic Design
c. Integrated Design

2. Learner-Centered Design
- Focus on the needs, nature, and interests and develop the potential and abilities of the learners.
Can be classified into 2 specific designs:
a. Activity/Experience design
b. Humanistic design

3. Problem-Centered Design
- Focus on understanding and finding solutions to individual and social issues and problems.
 The Different Approaches to Curriculum Design

1. Child or Learner-Centered Approach

- Based on the underlying philosophy that the child or the learner is the center of the educative
process.
- The curriculum is constructed based on the needs, interest, purpose, and abilities of the learners.
- Learners are presented with different options.

2. Subject-Centered Approach

- This is anchored on a curriculum design which prescribes separate distinct subject for every
educational level.
- The primary focus is the subject matter.
- The emphasis is on bits and pieces of information.
- Learning means accumulation of content or knowledge.
- The teacher's role is to dispense the content.

3. Problem-Centered Approach

- Assume that in the process of living, children experience problems.

- Problem solving enables the learners to become increasingly able to achieve complete or total
development as individuals.

Application of Fundamental Components

Curriculum design is a complex process that involves creating a plan for what students will learn in an
educational program. The application of these fundamental components to curriculum design should be tailored
to the specific subject area, grade level, and educational context.
 Spiral Curriculum

Spiral Curriculum refers to a course of study in which fundamental ideas are repeatedly presented
throughout the curriculum, but with deepening levels of difficulty / increasing complexity in lessons and
reinforcing previous learning.

3 Key Principles of the Spiral Curriculum

1. Cyclical: Learners must return to the same topic many times all throughout their school career;
2. Increasing Depth: Every time a pupil returns to the concept it must explore more complexity and learn
at a deeper level;
3. Prior Knowledge: A student’s previous knowledge must be used when the learner comes back to the
same concept so that he builds from the foundation instead of starting from the beginning.

3 Steps of Learning in a Spiral Curriculum

1. Enactive Representation
- This happens in hands-on experiences, ideally with real-world applications.
2. Iconic Representation
- We now link our memories of the experience to iconic pictures.
3. Symbolic Representation
- We now use the images we internalized earlier and turn them into abstract language, such as
mathematical symbols.

IV. SUMMARY

Curriculum design is the crucial planning period during which instructors organize the instructional units for
their courses. The principles of curriculum guide this process, with personalization playing a significant role in
assisting teaching professionals and learning institutions. These principles include breadth, ensuring learners
have opportunities for a broad range of experiences, relevance in terms of content, and the integration of
challenge and enjoyment in the learning process.
Republic Act 10533, known as the "Enhanced Basic Education Act of 2013," aims to strengthen the
Philippine Basic Education System by enhancing its curriculum and extending the number of years for basic
education. Standards and principles in developing the Enhanced Basic Education Curriculum emphasize
learner-centered, inclusive, and developmentally appropriate approaches, along with relevance, responsiveness,
research-based content, gender- and culture-sensitive considerations, and a balance between contextualized and
global perspectives.
Elements and concepts of curriculum design encompass objectives, content, learning experiences, and
evaluation. The three types of curriculum design—subject-centered, learner-centered, and problem-centered—
offer different approaches to organizing educational content. The application of fundamental components to
curriculum design, tailored to subject area, grade level, and educational context, involves considering goals and
objectives, content/subject matter, methods, evaluation, and resources.
The spiral curriculum, according to Jerome Bruner, involves repeatedly presenting fundamental ideas
throughout the curriculum with increasing levels of difficulty. Three key principles govern the spiral
curriculum: cyclical presentation of topics, increasing depth with each revisit, and leveraging prior knowledge.
The learning process in a spiral curriculum unfolds in three steps: enactive representation through hands-on
experiences, iconic representation linking memories to images, and symbolic representation where images are
translated into abstract language, such as mathematical symbols.

V. REFERENCES

Shan Mae Gajegan. (2021, October 1). Approaches to Curriculum Designing (ED 301 Report) [Video].
YouTube. https://www.youtube.com/watch?v=KO3hvgiJUHI

www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no10533

www.educarepk.com/elements-of-curriculum.html