CURRICULUM AND THE TEACHER curriculum is the K to 12 for Philippine Basic

CURRICULUM IN SCHOOLS Education.

“The Sabre-Tooth Curriculum by Harold 3. Taught Curriculum. From what has been
Benjamin (1939) written or planned, the curriculum has to be
The story was written in 1939. implemented or taught. The teacher and
Curriculum then, was seen as a tradition of the learners will put life to the written
organized knowledge taught in schools of the curriculum. The skill of the teacher to facilitate
19th century. Two centuries later, the concept of learning based on the written curriculum with
a curriculum has broadened to include several the aid of instructional materials and facilities
modes of thoughts or experiences. No formal, will be necessary. The taught curriculum will
non-formal or informal education exists without depend largely on the teaching style of the
a curriculum. Classrooms will be empty with no teacher and the learning style of the learners.
curriculum. Teachers will have nothing to do, if
there is no curriculum. Curriculum is at the heart 4. Supported Curriculum. This is described as
of teaching profession. Every teacher is guided support materials that the teacher needs to
by some sort of curriculum in the make learning and teaching meaningful. These
classroom and in schools. include print materials like books, charts,
posters, worksheets, or non-print materials like
Power Point presentation, movies, slides,
Seven Types of Curriculum Operating In The models, realias, mock-ups and other electronic
School illustrations. Supported curriculum also includes
facilities where learning occurs outside or inside
1. Recommended Curriculum. Almost all the four-walled building. These include the
curricula found in our schools are playground, science laboratory, audio-visual
recommended. For Basic Education, these are rooms, zoo, museum, market or the plaza. These
recommended by the Department of Education are the places where authentic learning through
(DepEd), for Higher Education, by the direct experiences occur.
Commission on Higher Education (CHED) and for
vocational education by TESDA. These three 5. Assessed Curriculum. Taught and supported
government agencies oversee and regulate curricula have to be evaluated to find out if the
Philippine Education. The recommendations teacher has succeeded or not in facilitating
come in the form of memoranda or policies, learning. In the process of teaching and at the
standards and guidelines. Other professional end of every lesson or teaching episode, an
organizations or international bodies like assessment is made. It can either be assessment
UNESCO also recommend curricula in schools. for learning, assessment as learning or
assessment of learning. If the process is to find
2. Written Curriculum. This includes documents the progress is to find the progress of learning,
based on the recommended curriculum. They then the assessed curriculum is for learning, but
come in the form of course of study, syllabi, if it is to find out how much has been learned
modules, books or instructional guides among or mastered., then it is assessment of learning.
others. A packet of this written curriculum is the Either way, such curriculum is the assessed
teacher’s lesson plan. The most recent written curriculum.
6. Learned Curriculum. We always believe that if materials in paper or electronic media as a
a student changed behavior, he/she has learned. curriculum writer or reviewer. (Writer)
For example, from a non-reader to a reader or
from not knowing to knowing or from 3. plans the curriculum. A good curriculum has
disobedient to being obedient. The positive to be planed. It is the role of the teacher to make
outcome of teaching is an indicator of learning. a yearly, monthly or daily plan of the curriculum.
These are measured by tools in assessment, This will serve as a guide in the implementation
which can indicate the cognitive, affective and of the curriculum. The teacher takes into
psychomotor outcomes. Learned curriculum will consideration several factors in planning a
also demonstrate higher order and critical curriculum. These factors include the learners,
thinking and lifelong skils. the support material, time, subject matter or
content, the desired outcomes, the context of
7. Hidden/Implicit Curriculum. This curriculum is the learners among others. By doing this, the
not deliberately planed, but has a great impact teacher becomes a curriculum planner. (Planner)
on the behavior of the learner. Peer influence,
school environment, media, parental pressures, 4. initiates the curriculum. In cases where the
societal changes, cultural practices, natural curriculum is recommended to the schools from
calamities, are some factors that create the DepEd, CHED, TESDA, UNESCO, UNICEF or other
hidden curriculum. Teachers should be sensitive educational agencies for improvement of quality
and aware of this hidden curriculum. Teachers education, the teacher is obliged to implement.
must have good foresight to include these in Implementation of a new curriculum requires
written curriculum in order to bring to the the open mindedness of the teacher, and the full
surface what are hidden. belief that the curriculum will enhance learning.
There will be many constraints and difficulties in
THE TEACHER AS A CURRICULARIST doing things first or leading, however, a
transformative teacher will never hesitate to try
Roles of a Teacher as Curricularist something novel and relevant. (Initiator)
1. knows the curriculum. Learning begins with
knowing. The teacher as a learner starts with 5. innovates the curriculum. Creativity and
about the curriculum, the subject matter or the innovation are hallmarks of an excellent teacher.
content. As a teacher, one has to master what A curriculum is always dynamic; hence it keeps
are included in the curriculum. It is acquiring on changing. A good teacher innovates the
academic knowledge both formal (disciplines, curriculum. (Innovator)
logic) or informal (derived from experiences,
vicarious, and unintended). It is the mastery of 6. Implements the curriculum. The curriculum
the subject matter. (Knower) that remains recommended or written will never
serve its purpose without implementing it. Thus
2. writes the curriculum. A classroom teacher it is the teacher who implements it. It is here
takes record of knowledge concepts, subject where teaching as a science and art will be
matter or content. These need to be written or observed. It is here where all the elements of the
preserved. The teacher writes books, modules, curriculum will come into play. The success of a
laboratory manuals, instructional guides, and recommended, well written, and planned
reference curriculum depends on the implementation.
(Implementation)
7. Evaluates curriculum. How can one determine 4. A curriculum includes “all of the experiences
if the desired learning outcomes have been that individual learners have in a program of
achieved? Is the curriculum working? Does it education whose purpose is to achieve broad
bring the desired results? What do outcomes goals and related specific objectives, which is
reveal? Are the learners achieving? Should the planned in terms of a framework of theory and
curriculum be modified, terminated or research or past and present professional
continued? These are some few questions that practice.” (Hass, 1987)
need the help of a curriculum evaluator. That
person is the teacher. (Evaluator) 5. It is a programme of activities (by teachers and
pupils) designed so that pupils will attain so far
THE TEACHER AS A KNOWER OF CURRICULUM as possible certain educational and other
THE SCHOOL CURRICULUM: DEFINITION, schooling ends or objectives. (Grundy, 1987)
NATURE AND SCOPE
6. It is a plan that consists of learning
Like many concepts in education, there seems to opportunities for a specific time frame and place,
be no common definition of curriculum. Because a tool that aims to bring about behavior changes
of this, the concept of curriculum is sometimes in students as a result of planned activities and
characterized as fragmentary, elusive and includes all learning experiences received by
confusing. However, the word originates from students with the guidance of the school.
the Latin word curere referring to the oval track (Goodland and Su, 1992)
upon which Roman chariots raced.
7. It provides answers to three questions: What
Some Definitions of Curriculum knowledge, skills and values are most
worthwhile? Why are they most worthwhile?
1. Curriculum is a planned and guided set of How should the young acquire them? (Cronbeth,
learning experiences and intended outcomes, 1992)
formulated through the systematic
reconstruction of knowledge and experiences Curriculum from Traditional Points of View
under the auspices of the school, for the • Robert M. Hutchins views curriculum as
learners’ continuous and willful growth in “permanent studies” where rules of grammar,
personal social competence. (Daniel Tanner, reading, rhetoric, logic and mathematics for
1980) basic education are emphasized. The 3Rs
(Reading, Writing, “rithmetic) should be
2. It is written document that systematically emphasized in basic education while liberal
describes goals planned, objectives, content, education should be emphasized in college.
learning activities, evaluation procedures and so • Arthurr Bestor as an essentialist believes that
forth. (Pratt, 1980) the mission of the school should be intellectual
training, hence curriculum should focus on the
3. The contents of a subject, concepts and tasks fundamental intellectual disciplines of grammar,
to be acquired, planned activities, the desired literature and writing, It should include
learning outcomes and experiences, product of mathematics, science, history and foreign
culture and an agenda to reform society make up language.
a curriculum (Schubert, 1987) • Joseph Schwab thinks that the sole source of
curriculum is a discipline, thus the subject areas
such as Science, Mathematics, Social Studies, study of biological science, physical science,
English and many more. In college, academic environmental science and earth science.
disciplines are labelled as humanities, sciences, Textbooks tend to begin with biological science
languages, mathematics among others. He such as plants and animals, physical science with
coined the word discipline as a ruling doctrine for the physical elements, force and motion, earth
curriculum. science with the layer and environmental science
• Phillip Phenix asserts that curriculum should with the interaction of the biological and physical
consist entirely of knowledge which comes from science and earth’s phenomena, climate,
various disciplines. vegetation followed by economic activities such
as agriculture, mining, industries, urbanization
Curriculum from Progressive Points of View and so forth.
• John Dewey believes that education is
experiencing. Reflective thinking is a means that Four Ways of Presenting the Content in the
unifies curricular elements that are tested by Curriculum:
application. 1. Topical Approach, where much content is
• Holin Caswell and Kenn Campbell viewed based on knowledge and experiences are
curriculum as all included.
experiences children have under the guidance of 2. Concept Approach with fewer topics in clusters
teachers. around major and sub-concepts and their
• Othaniel Smith, William Stanley and Harlan interaction, with relatedness emphasized.
Shore likewise 3. Thematic Approach as a combination of
defined curriculum as a sequence of potential concepts that develop conceptual structures.
experiences, set 4. Modular Approach that leads to complete
up in schools for the purpose of disciplining units of instruction.
children and youth
in group ways of thinking and acting. Criteria in the Selection of Content
• Colin Marsh and George Willis also viewed 1. Significance. Content should contribute to
curriculum as well as all the experiences in the ideas, concepts, principles and generalization
classroom which are planned and enacted by the that should attain the overall purpose of the
teacher and also learned by the students. curriculum. It is significant if content becomes
the means of developing cognitive, affective or
APPROACHES TO SCHOOL CURRICULUM psychomotor skills of the learner. As education is
Three Ways of Approaching a Curriculum a way of preserving culture, content will be
significant when this will address the cultural
1. Curriculum as a Content or body of context of the learner.
Knowledge. It is quite common for traditionalists
to equate a curriculum as a topic outline, subject 2. Validity. The authenticity of the subject matter
matter, or concepts to be included in the syllabus forms its validity. Knowledge becomes obsolete
or books. For example, a primary school with the fast changing times. Thus there is a need
mathematics curriculum consists of topics on for validity check and verification at a regular
addition, multiplication, subtraction, division, interval, because content which may be valid in
distance, weight and many more. Another its original form may continue to be valid in the
example is in school science that involves the current times.
3. Utility. Usefulness of the content in the breadth. This will guarantee that significant
curriculum is relative to the learners who are contents should be covered to avoid too much or
going to use these. Utility can be relative to time. too little of the contents needed within the time
It may have been useful in the past, but may not allocation.
be useful now or in the future.
2. Articulation. As the content complexity
4. Learnability. The complexity of the content progresses with the educational levels, vertically
should be within the range of experiences of the or horizontally, across the same discipline,
learners. This is based on the psychological smooth connections or bridging should be
principles of learning. Appropriate organization provided.
of content standards and sequencing of contents
are two basic principles that would influence 3. Sequence. The logical arrangement of the
learnability. content refers to sequence or order. This can be
done vertically for deepening the content or
5. Feasibility. Can the subject content be learned horizontally for broadening the same content. In
within the time allowed, resources available, both ways, the pattern usually is from easy to
expertise of the teachers and the nature of the complex, what is known to the unknown, what is
learners? Are there contents of learning which current to something in the future.
can be learned beyond the formal teaching-
learning engagement? Are there opportunities 4. Integration. Content in the curriculum does
provided to learn these? not stand alone or isolation. It has some ways of
relatedness or connectedness to other contents.
6. Interest. Will the learners take interest in the Contents should be infused in other discipline
content? Why? Are the contents meaningful? whenever possible.
What value will the contents have in the present
and future life of the learners? Interest is one of 5. Continuity. Content when viewed as a
the driving forces for the students to learn curriculum should continuously flow as it was
better. before, to where it is now, and where it will be in
the future. It should be perennial. It endures
Guide in the Selection of the Content in the time. Content maybe not be in the same form
Curriculum and substance as seen in the past since changes
1. Commonly used in the daily life. and developments in curriculum occur. Constant
2. Appropriate to the maturity levels and abilities repetition, reinforcement and enhancement of
of the learners. the content are all elements of continuity.
3. Valuable in meeting the needs and
competencies of the future career. 2. Curriculum as a Process
4. Related to other subject fields or discipline for As a process, curriculum links to the content.
complementation and integration. While content provides materials on what to
5. Important in the transfer of learning to other teach, the process provides curriculum on how
disciplines. to teach the content. When accomplished, the
process will result to various curriculum
Basic Principles of Curriculum Content experiences for the learners. The intersection of
1. Balance. Content should be fairly distributed the content and process is called the Pedagogical
in depth and Content Knowledge or PCK. It will address the
question: If you have this content, how will you CURRICULUM DEVELOPMENT: PROCESSES AND
teach it? When curriculum is approached as a MODELS
PROCESS, guiding principles are presented. Curriculum Development Process
1. Curriculum process in the form of teaching
methods or strategies are means to achieve the 1. Curriculum planning. Considers the school
end. vision, mission and goals. It also includes the
2. There is no single best process or method. Its philosophy or strong education belief of the
effectiveness will depend on the desired learning school. All of these will eventually be translated
outcomes, the learners, support material and to classroom desired learning outcomes for the
the teacher. learners.
3. Curriculum process should stimulate the
learners’ desire to develop the cognitive, 2. Curriculum designing is the way curriculum is
affective, psychomotor domains in each conceptualized to include the selection and
individual. organization of content, the selection and
4. In the choice of methods, learning and organization of learning experiences or activities
teaching styles should be considered. and the selection of assessment procedure and
5. Every method or process should result to tools to measure achieved learning outcomes. It
learning outcomes which can be described as will also include the resources to be utilized and
cognitive, affective and psychomotor. the statement of the learning outcomes.
6. Flexibility in the use of the process or methods
should be considered. 3. Curriculum implementing is putting into action
7. Bothe teaching and learning are the two the plan which is based on the curriculum design
important processes in the implementation of in the classroom setting or the learning
the curriculum. environment. The teacher is the facilitator of
learning and, together with the learners, uses
3. Curriculum as a Product the curriculum as design guides to what will
The product from the curriculum is a student transpire in the classroom with the end in view
equipped with the knowledge, skills and values of achieving the intended learning outcomes.
to function effectively and efficiently. The real Implementing the curriculum is where action
purpose of education is to bring about significant takes place.
changes in students’ pattern of behaviour.
Central to the approach is the formulation of 4. Curriculum evaluating determines the extent
behavioral objectives stated as intended learning to which the desired outcomes have been
outcomes or desired products so that content achieved. This procedure is on- going as in
and teaching methods may be organized and the finding out the progress of learning (formative)
results evaluated. Products of learning are or the mastery of learning (summative). Along
operationalized as knowledge, skill, and values. the way, evaluation will determine the factors
Curriculum product is expressed in form of that have hindered or supported the
outcomes which are referred to as the achieved implementation. It will also pinpoint where
learning outcomes. improvement can be made and corrective
measures, introduced. The result of evaluation is
very important for decision making of curriculum
planners, and implementers.
 Curriculum Development Process Models 3. Galen Saylor and William Alexander
Curriculum Model. According to them
1. Ralph Tyler Model: Four Basic Principles. It is curriculum is a plan of providing sets of learning
based on our fundamental principles which are opportunities to achieve broad educational
illustrated as answers to the following goals and related specific objectives to an
questions? identified population served by a single school
center. There are four steps in this model:
a. What education purposes should schools seek
to attain? 1. Goals, Objectives and Domains. Curriculum
b. What educational experiences can be planner begin by specifying the major
provided that are likely to attain these purposes? educational goals and specific objectives they
c. How can these educational experiences be wish to accomplish. The goals, objectives and
effectively organized? domain are identified and chosen based on
d. How can we determine whether these research findings, accreditation standards, and
purposes are being attained or not? views of different stakeholders.

Tyler’s model shows that in curriculum 2. Curriculum Designing. Designing a curriculum

development, the following considerations follows after appropriate learning opportunities
should be made: are determined and how each opportunity is
1. Purposes of the school provided.
2. Educational experiences related to the
purposes 3. Curriculum Implementation. A designed
3. Organization of the experience curriculum is now ready for implementation.
4. Evaluation of the experience Teachers then prepare instructional plans where
instructional objectives are specified and
2. Hilda Taba Model: Grassroots Approach. She appropriate teaching methods and strategies are
improved the Tyler’s model. She believed that utilized to achieve the desired learning outcomes
teachers should participate in developing a among students.
curriculum. As grassroots approach Taba begins
from the bottom, rather than from top as what 4. Evaluation. The last step of the curriculum
Tyler proposed. She presented seven major model is evaluation. A comprehensive
steps to her linear model which are the evaluation techniques are used to evaluate
following: the total programmed of the school and the
curriculum plan, the effectiveness of instruction
1. Diagnosis of learners’ needs and expectations and the achievement of the students. Through
of the large society. evaluation process, curriculum planner and
2. Formulation of learning objectives. developers can determine whether or not the
3. Selection of learning contents goals of the school and the objectives of
4. Organization of learning contents instruction have been met.
5. Selection of learning experiences
6. Determination of what to evaluate and the All the models discussed utilized the processes of
means of doing it. 1) curriculum planning, 2) curriculum designing,
3) curriculum implementing, and 4) curriculum
evaluating.
 FOUNDATIONS OF CURRICULUM • Trends: School and curricular reform, Global
DEVELOPMENT education, Collaboration and Convergence,
Foundations of Curriculum Standards and Competences

1. Philosophical Foundations 2. Historical Foundations.

A. Perennialism 1. Franklin Bobbit (1876-1956).
• Aim: To educate the rational person; cultivate • He started the curriculum movement
intellect • Curriculum is a science that emphasizes
• Role: Teachers assist students to think with students’ needs
reasons (critical thinking HOTS) • Curriculum prepares learners for adult life.
• Focus: Classical subjects, literary analysis. • Objectives and activities should group together
Curriculum is enduring when tasks are clarified.
• Trends: Use of great books (Bible, Koran,
Classics) and Liberal Arts 2. Werret Charters (1875-1952)
• Like Bobbit, he posited that curriculum is a
B. Essentialism science and emphasizes students’ needs
• Aim: To promote intellectual growth of • Objectives and activities should match.
learners to become competent Subject matter or content relates to objectives
• Role: Teachers are sole authorities in the
subject area 3. William Killpatrick (1875-1952)
• Focus: Essential skills of the 3Rs; essential • Curricula are purposeful activities which are
subjects child- centered
• Trends: Back to basic, excellence in education, • The purpose of the curriculum is child
cultural literacy development and growth. He introduced the
project method where teacher and student plan
C. Progressivism the activities.
• Aim: Promote democratic social living • Curriculum develops social relationships and
• Role: Teacher leads growth and development small group instruction.
of lifelong learners
• Focus: Interdisciplinary subjects. Learner- 4. Harold Rugg (1886-1960)
centered, Outcomes-based • Curriculum should develop the whole child. IT
•Trends: Equal opportunities for all, IS CHILD CENTERED.
Contextualized curriculum, Humanistic • With the statement of objectives and related
education learning activities, curriculum should produce
outcomes.
D. Reconstructionism • Emphasized social studies and suggested that
• Aim: To improve and reconstruct society. the teacher plans in advance.
Education for change
• Role: Teacher acts as agent of change and 5. Hollis Caswell (1901-1989)
reforms • Curriculum is organized around social functions
• Focus: Present and future educational of themes, organized knowledge and learner’s
landscape interest.
• Curriculum, instruction and learning are
interrelated
• Curriculum is a set of experiences. Subject 3. Robert Gagne (1916-2002)
matter is developed around social functions and • He proposed the Hierarchical Learning Theory.
learning interests. Learning follows a hierarchy

6. Ralph Tyler (1902-1994) 4. Jean Piajet (1996-1980)

• Curriculum is a science and an extension of • Theories of Jean Piajet
school’s philosophy. It is based on students’ - Cognitive development has stages from birth to
needs and interest. maturity:
• Curriculum is always related to instruction. Sensorimotor stage (0-2),
Subject matter is organized in terms of preoperational stage (2-7)
knowledge, skills and values. concrete operations stage (7-11) and
• The process emphasizes problem solving. formal operations (11- onward)
Curriculum aims to educate generalists and not
specialists. 5. Lev Vygotsky (1896-1934)
• Theories of Lev Vygotsky - Socio-cultural
7. Hilda Taba (1902-1967) development theory
• She contributed to the theoritical and
pedagogical foundations of concepts 6. Howard Gardner
development and critical thinking in social - Gardner’s Multiple Intelligences
studies curriculum. - Humans have several different ways of
• She helped lay foundation for diverse student processing information and these ways are
population relatively independent of one another

8. Peter Oliva (1992-2012) 7. Daniel Goleman

• He described how curriculum change is a • Emotion contains the power to affect action.
cooperative endeavor.
• Teachers and curriculum specialist constitute 8. Gestalt
the professional core of planners. • Gestalt Theory
• Significant improvement is achieved though - Learning is explained in terms of “wholeness”
group activity. of the problem

3. Psychological Foundation of Curriculum 9. Abraham Maslow (1902-1970)

1. Ivan Pavlov (1849-1936) • He advanced the Self-Actualization Theory and
• He is the Father of the Classical Conditioning classic theory of human needs
Theory, the S-R Theory
• The key to learning is early years of life is to 10. Carl Rogers (1902-1987)
train them what you want them to become. -Non-directive and Therapeutic Learning
• S-R Theory is a foundation of learning practice
called indoctrination. 11. John Dewey (1859-1952)
-Considered two fundamental elements - schools
2. Edward Thorndike (1874-1949) and civil society - to be major topics needing
• He championed the Connectionism Theory attention and reconstruction to encourage
experimental intelligence and plurality.
12. Alvin Toffler “piecemeal”. Curriculum design is based on
• Wrote the book Future Shock- Believed that careful plan, with clearly established learning
knowledge should prepare students for the outcomes, support resources and needed time.
future 9. Curriculum development is more effective
when it follows a systematic process. A
CRAFTING THE CURRICULUM curriculum design is composed of desired
THE TEACHER AS A CURRICULUM DESIGNER outcomes, subject matter content
complemented with references, set of
FUNDAMENTALS OF CURRICULUM DESIGNING procedures, needed materials and resources
and evaluation procedure which can be placed in
General Axioms as a Guide in Curriculum a matrix.
Development (Oliva, 2003) 10. Curriculum development starts from where
1. Curriculum change is inevitable, necessary, the curriculum is. An existing design is a good
and desirable. Curriculum is dynamic. starting point for any teacher who plans to
2. Curriculum is a product of its time. Curriculum enhance and enrich a curriculum.
responds changes brought about by current
social forces, educational reforms, principles of Elements or Components of a Curriculum
new knowledge, etc. Design
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes. A There are many labels or names for curriculum
revision in curriculum starts and ends slowly. The design. Some would call it a syllabus, or a lesson
changes that occur can coexist and oftentimes plan. Some would call it a unit plant or a course
overlap for long periods of time. design. Whatever is the name of the design, the
4. Curriculum change depends on people who common components for all of them are almost
will implement the change. The teachers are the the same.
implementers of the curriculum, it is best that Let us take the Lesson Plan as a miniscule
they should design and own the changes. curriculum. A lesson plan or teaching guide
5. Curriculum development is a cooperative includes (1) Intended Learning Outcomes (ILO) or
group activity. Consultation with stakeholders is Desired Learning Outcome (DLO) formerly
necessary. labelled as behavioural objectives, (2) Subject
6. Curriculum development is a decision-making Matter or Content, (3) Teaching and Learning
process made from choices of alternatives. A Methods, and (4) Assessment Evaluation.
curriculum designer or developer must decide
what contents to teach, philosophy or point of APPROACHES TO CURRICULUM DESIGN
view to support, how to provide for multicultural Types of Curriculum Designs
groups, what methods or strategies, and what
type of evaluation to use. 1. Subject-Centered Design. It focuses on the
7. Curriculum development is an on-going content of the curriculum. Subject - centered
process. Continuous monitoring, examination, curriculum design has also some variations
evaluation and improvement of curricula are to which is focused on the individual subject,
be considered in the design of curriculum. specific discipline and a combination of subjects
8. Curriculum development is more effective if it or disciplines which area broad field or
is a comprehensive process, rather than a interdisciplinary.
1.1. Subject Design. What subject are you Approaches to Curriculum Design
teaching? What subject are you taking?
1.2. Discipline design. It is related to the subject 1. Child or Learner-Centered Approach. Child or
design that centers only on the cluster content, learner is the center of the educational process.
but discipline design focuses on academic The curriculum is constructed based on the
disciplines. Discipline refers to specific needs, interest, purposes and abilities of the
knowledge learned through a method which the learners.
scholars use to study a specific content of their
fields. This design model of curriculum is often Principles of Child-Centered Curriculum
used in college, but not in the elementary or Approach
secondary levels. • Acknowledge and respect the fundamental
1.3. Correlation design. Subjects are related to rights of the child.
one another and still maintain their identity. • Make all the activities revolve around the over-
1.4. Broad field design/interdisciplinary. This all development of the learner.
design was made to cure compartmentalization • Consider the uniqueness of every learner in a
of the separate subject subjects and integrate multicultural classroom.
the contents that are related to one another. • Consider using differentiated instruction or
teaching.
2. Learner-Centered Design. • Provide a motivating supportive learning
2.1. Child-Centered design. This curriculum environment for all the learner.
design is anchored on the needs and interests of
the child. 2. Subject Centered Approach. This is anchored
2.2. Experience-centered design. This design is on a curriculum design which prescribes
similar to child- centered design. Experiences of separate distinct subjects for every educational
the learners is used as starting point of the level: basic education, higher education, or
curriculum. vocational principles-technical education. This
2.3. Humanistic design. The development of self approach considers the following:
is the ultimate objective of learning. It stresses • The primary focus is the subject matter.
the whole person and the integration of thinking, • The emphasis is on bits and pieces of
feeling and doing. information which may be detached from life.
• The subject serves as a means of identifying
3. Problem-Centered Design. Generally, problems of living.
problem-centered design draws on social • Learning means accumulation of content, or
problems, needs, interest and abilities of the knowledge.
learners. • Teacher’s role is to dispense the content.
3.1. Life situations design. What makes the
design unique is that the contents are organized 3. Problem- Centered Approach. This approach
in ways that allow students to clearly view is based on a design which assumes that in a
problem areas. The connection of subject matter process of living, children experience problems.
to real situations increases the relevance of the This approach is characterized by the following
curriculum. views and beliefs:
3.2. Core problem design. It centers on general • The learners are capable of directing and
education and the problems are based on the guiding themselves in
common human activities.
resolving problems, thus developing the learner 3. Enter the intended learning outcomes, skills
to be independent. needed to be taught or achieved at the end of
• The learners are prepared to assume their civic the teaching.
responsibilities through direct participation in 4. Enter in the same matrix the content
different activities. areas/subject areas to be covered.
• The curriculum leads the learners in the 5. Aligned and name each resource available
recognition of concerns and problems in seeking such as textbooks, workbooks, module next to
solutions. subject areas.
6. Enter the teaching-learning methods to be
CURRICULUM MAPPING used to achieve the outcomes.
7. Align and enter the assessment procedure and
Curriculum mapping is a process or procedure tools to the intended learning outcomes, content
that follows curriculum designing. It is done areas, and resources.
before curriculum implementation or the 8. Circulate the map among all involved
operationalization of the written curriculum. personnel for their inputs.
Curriculum mapping can be done by teacher 9. Revise and refine map based on suggestions
alone, a group of teachers teaching the same and distribute to all concerned.
subject, the department, the whole school or
district or the whole educational system. Some IMPLEMENTING THE CURRICULUM
curricularists would describe curriculum THE TEACHER AS CURRICULUM IMPLEMENTER
mapping as making a map to success. There are AND MANAGER
common questions that are asked by different
stakeholders, like teachers, colleagues, parents, IMPLEMENTING THE DESIGNED CURRICULUM,
school officials and the community as well. These A CHANGE PROCESS.
questions may include:
Curriculum Implementation Defined
1. What do my students learn? 1. This is the phase where the teacher action
2. What do they study in the first quarter? takes place. It means putting into practice the
3. What are they studying in the school written curriculum that has been designed in
throughout the year? syllabi, course study, curricular guides, and
4. Do my co-teachers who handle the same subjects. It is a process wherein the learners
subject, cover the same content? Achieve the acquire the planned or intended knowledge,
same outcomes? Use similar strategies? skills, and attitudes that are aimed at enabling
5. How do I help my students understand the the same learners to function effectively in
connections between my subjects within the society. (SADC M0E Africa, 2000)
year? Next Year? 2. Ornstein and Hunkins in 1998 defined
curriculum implementation as the interaction
Suggested Steps to Follow in Curriculum between the curriculum that has been written
Mapping and planned and the persons (teachers) who
1. Make a matrix or a spread sheet. are in charge to deliver it.
2. Place timeline that you need to cover. (one 3. Loucks and Lieberman (1983) define
quarter, one semester, one year). This should be curriculum implementation as the trying out of a
independent on time frame of a particular new practice and what it looks like when actually
curriculum that was written. used in a school system. It simply means that
implementation should bring the desired change 7. Project-based and Research Driven
and improvement. 8. Relevant, Rigorous, and Real World

Categories of Curriculum Change Characteristics: 21st Century Teachers

1. Substitution. The current curriculum will be 1. Multi-literate
replaced or substituted by a new one. 2. Multi-specialist
2. Alteration. There is a minor change to the 3. Multi-skilled
current or existing curriculum. 4. Self-directed
3. Restructuring. Major change or modification in 5. Lifelong learner
the school system. Example is the K to 12 6. Flexible
curriculum. 7. Creative Problem Solver
4. Perturbations. These are changes that are 8. Critical Thinker
disruptive, but teachers have to adjust to them 9. Has passion
within a fairly short time. 10. High EQ
5. Value orientation. This is a type of curriculum
change through which is given to the teachers in Integrating 21st Century Skills in Teaching and
response to shift in emphasis. Learning Process
Approaches to Integration
IMPLEMENTING A CURRICULUM DAILY IN THE 1. Multidisciplinary Approach
CLASSROOM 2. Interdisciplinary Approach
I. Objectives 3. Transdisciplinary Approach
II. Subject Matter
III. Procedure Methods of Curriculum Integration
IV. Assessment 1. Project-Based Learning
V. Assignment 2. Service Learning
3. Learning Centers/ Parallel Disciplines
Building and Enhancing New Literacies Across 4. Theme-based
the Curriculum 5. Fusion
21st Century Education
1. Focus on a project-based curriculum Multicultural Literacy
2. There is an innovation in education Consists of the skills and ability to identify the
3. Schools will go from ‘buildings’ to ‘nerve creators of knowledge and interests to reveal the
centers’ assumption of knowledge, and to view
4. Teachers from dispensers of knowledge to knowledge from diverse ethnic and cultural
facilitators of learning perspective

Attributes of 21st Century Education Global Literacy

1. Integrated and Interdisciplinary - Aims to address issues of globalization, racism,
2. Technology and Multimedia diversity, and social justice
3. Global Classrooms - It requires awareness and action, consistent
4. Creating to Constant Personal and Social with a broad understanding of humanity, the
Change and Lifelong Learning planet, and the impact of human decision on
5. Student-Centered both.
6. 21st Century Skills
 Dimensions of Global Education 7. Critical Literacy
Dimension 1: Examine issues of local, global, and
cultural significance Integrating Media Literacy in the Curriculum
Dimension 2: Understand and Appreciate the 1. Teach students to evaluate media.
perspective world views of others 2. Show students where to find digital resources
Dimension 3: Engage in Open, Appropriate and and databases.
Effective Interactions across Cultures 3. Compare/Contrast various media sources
Dimension 4: Take action for collective well- 4. Discuss how media edits and alters
being and Sustainable development 5. Examine the truth in advertisement
6. Have students create media
Social Literacy
Entails the development of social skills, Financial Literacy
knowledge, and positive human values toward Is a core life skill in an increasingly complex world
desire and ability in human beings to act and where people need to take charge of their own
react positively and responsibly in a wide range finance, budget, financial choices, managing
of complex social settings. risks, saving, credit, and financial transactions.

Media Literacy Financial Plan

The ability to access, analyze, evaluate, and Steps:
create media. The ability to identify different 1. Calculating the net worth
types of media from wide array of sources 2. Determining the cash flow
and understand the messages they bring. 3. Considering the priorities

Roles of Media Literacy Spending

1. Learn to think critically Strategies:
2. Become a smart consumer of products and 1. Start by listing your goals
information 2. Divide your goals accordingly
3. Recognize point of view 3. Estimate the cost
4. Create media responsibly 4. Project future cost
5. Identify the role of media in our culture 5. Calculate how much you need to set
aside
Media and Information Literacy (MIL) 6. Prioritize your goals
A combination of knowledge, skills, and practices 7. Create a schedule for meeting your
required to access, analyze, evaluate, and use goals
information and knowledge in creative, legal,
and ethical ways. Digital Literacy
• Is the set of competencies required for
Dimensions of MIL full participation in society that includes
1. Tool Literacy knowledge, skills, and behaviors
2. Resource Literacy involving the use of effective use of
3. Social-Structural Literacy digital devices.
4. Research Literacy • Cybersecurity is the practice of
5. Publishing Literacy protecting systems, networks, and
6. Emerging Technology Literacy programs from digital attacks.
 • Cyber Citizenship is an old value that is Eye-Hand Coordination
now applies to a new medium, the Coordinated control of eye movement with hand
Internet. movement and the processing of visual input to
• It means being responsible when using guide reaching and grasping along with the use
the internet. of hands to guide the eyes.

Eco-literacy Visual Literacy

• Considers ecological systems and Refers to interpreting and creating visual images
awareness of how society operates
within natural aspects as an educational Verbal Creativity
imperative. 1. Fluency
• Green School and Education for 2. Flexibility
Sustainable Development 3. Originality
• Dark Green School Program 4. Elaboration
• Ecological Living Practices
Aesthetic or Esthetics is the philosophical study
Practices of beauty and taste.
1. Develop empathy for all forms of life Approaches:
2. Embrace sustainability for all forms of life 1. It is the study of aesthetic concepts
3. Make the invisible visible 2. It is the study of mind, emotions, attitudes,
4. Anticipate unintended consequences etc.
5. Understand how nature sustains life 3. It is the study of the aesthetic object

Integrating Ecological Literacy into the Integrating Arts and Creativity Literacy
Curriculum 1. Physical environment
1. Place-Based Learning 2. Emotional environment
2. Project-Based Learning 3. Project-based Learning
3. Socratic Inquiry 4. Teach Creative thinking skills
4. Experiential Learning 5. Alternative assessments
5. Interdisciplinary Learning 6. Scheduling
7. Student Centered and Personalized Learning
Arts and creative Literacy 8. Incorporate arts
Creativity is the process of having original ideas 9. Integration of technologies
that have value. It’s the act of turning new and 10. Preparing the body and brain for creativity
imaginative ideas into reality.

Seven Habits of Highly Creative People

1. Prepare the ground
2. Plant seeds for creativity
3. Live in the questions
4. Feed the brain
5. Experiment and explore
6. Replenish your creative stock
7. Liberate your creativity