by:

Prof. Marievic M. Violeta

Apple T. De La Cruz
 Module in Ed 210:
The Teacher & the Curriculum

Introduction

This module is one of the series developed in the Professional Education Course
of the College of Education to answer the need for remote Learning in the time of
COVID 19 pandemic. It is important for all teachers to be knowledgeable about the
theory, design and assessment of curriculum as it provides them with information about
the basic elements, factors and institutions involved in the design and assessment of
school curricula. The Teacher and the Curriculum is focused on the essentials of
curriculum and factors that influence curriculum design, development and evaluation. It
is important that you gain your pedagogical content knowledge about this course as a
teacher to be. It will help you in the selection of learning experiences. Also, curriculum
development is needed for appropriate selection and organization of learning
experiences. It helps in the selection of study matter and other activities so that learners
are able to acquire goals and objectives of teaching.
 Module in Ed 210:
The Teacher & the Curriculum

Module Outcomes
1. Demonstrated knowledge of the relationship between educational theory and practice while
planning instruction according to curriculum and community goals.

2. Demonstrated knowledge of major historical developments in educational thought and practice

with respect to curriculum development while examining scholarly literature.

3. Examined current curriculum theories, issues and trends as they relate to content, curriculum
design and development.

4. Identified learning needs according to academic and developmental standards.

5. Examined curriculum mapping and how it relates to curriculum development and lesson planning

6. Developed lesson plans and applied curriculum mapping skills that will assist with meeting the
academic and developmental standards to meet the needs of a diverse student population.

What will you find in this module?

Learning Tips

UNIT 1: The Concept of Curriculum 2 weeks

Definition of Curriculum

Curriculum Points of View

Curriculum Perspectives

Elements of Curriculum
Foundations of Curriculum

UNIT 2: Types of Curricula 2 weeks

Definition of Types of Curricula

Relationships between Types of Curricula

The Teacher as a Curricularist

UNIT 3: Factors That Influence Curriculum 1 week

How Political Factors Influence Curriculum Design

How Social Factors Influence Curriculum Design

How Economic Factors Influence Curriculum Design

How Technological Factors Influence Curriculum Design

How Environmental Factors Influence Curriculum Design

The Influence of Child Psychology

 Module in Ed 210:
The Teacher & the Curriculum
UNIT 4: Models of Curriculum 2 weeks

What are curriculum Models?

The Objectives Model

The Process Model

Tyler’s Model

Taba’ Model

Wheeler’s Model

Saylor and Alexander’s Model

Kerr’s Model

UNIT 5: Designer of the Curriculum 2 weeks

Approaches about School Curriculum

Patterns of Curriculum Designing

Fundamentals of Curriculum Designing

Approaches to Curriculum Designing

Curriculum Design Tips

UNIT 6: Curriculum Implementation 2 weeks

Definition of Curriculum Implementation

Factors That Influence Curriculum Implementation

Curriculum Mapping

UNIT 7: Curriculum Evaluation 2 weeks

Definitions of Curriculum Evaluation

Focuses of Evaluation

Forms of Evaluation

Evaluation Methods and Tools

UNIT 8: Curriculum Change and Innovation 2 weeks

Defining Curriculum Change and Innovation

The Context of Curriculum Change and Innovation

Forms of Change

Strategies and Models for Curriculum Change and Innovation

Planning and Executing Change

 Module in Ed 210:
The Teacher & the Curriculum
Module Test

References

Learning Tips
You will find the following tips helpful as you study this
module.
• Set aside some time each day to work on this
module. If possible, study at the same time and in the
same place so you are comfortable with your study
surroundings. Learning at a distance requires discipline
and motivation.
• Go through the module unit by unit.
• Note any words you do not understand. Look them
up in a dictionary or other reference source or discuss them with your colleagues.
• Underline or highlight important passages. Make summary notes in the margins of long
passages. Writing will help you to remember the material. You may also choose to make
diagrams that illustrate how different ideas are related or list the steps in a procedure or
technique.
 Module in Ed 210:
The Teacher & the Curriculum
• As you work through this module, keep in mind your learners to be and their educational
needs as well as your instructional goals and your subject matter. How will you apply what
you are learning?
• Read the assignment instructions carefully. Then, do all the self-assessment activities
before proceeding to the Suggested Answers section. • As you undertake each activity,
relate it to the practice of teaching and analyse how it will help you to enhance the teaching-
learning situation.
Always ask yourself how you could use this material.
Apply some of the suggested techniques to your teaching in the future. All suggestions may
not be appropriate for your situation, but how will you know unless you try them? Keep a record
of what techniques work and an explanation of why some techniques appeared to fail. What
does not work now may work later with different students.
• It may be difficult, but try to meet occasionally with your course facilitator to discuss the
content and application of suggestions provided in this module.
• If you experience difficulty in understanding some aspect of the module, do not despair! You
are meant to be challenged. Do not give up! Just remember that your goal is to be the best
teacher that you can be. Think of what you would tell a student who was experiencing
difficulty in your classroom. Then, apply the same advice to yourself.

Icons
Throughout each lesson, you will find the following icons or graphic symbols that alert you to a
change in activity within the module. Only the icons that are required are used in each module.

Text or Reading Material: provides information about the topics that are covered in a module. The
subject matter for each SADC module is organised into units.

Introductory Activity: requires you to focus on the content that will be discussed in a unit.

Self-Assessment: enables you to check your understanding of what you have read and,
in some cases, to apply the information presented in the unit to new situations.
 Module in Ed 210:
The Teacher & the Curriculum

Practice Activity: encourages you to review and apply what you have learned before
taking a unit test.

Reflection: asks you to relate what you have learned to your work as a teacher or education officer in
your community.

Summary: highlights or provides an overview of the most important points covered in a unit.

Unit Test: concludes each unit.

Suggested Answers: allow you to evaluate your learning by providing sample answers to assessments
activities and the unit test

According to Willis (2012), the task of teachers, is one of bringing three focal points — the
nature of subject matter, the nature of the individual — and the nature of the environment into an
 Module in Ed 210:
The Teacher & the Curriculum
appropriate balance. In the midst of outcomes focused curricula, standardized evaluation and the
pandemic, the teachers have a daunting task ahead of them.
Making learning meaningful – to teach what the students would be interested to learn and
what they need to learn is an act that only a teacher with enough warmth would be able to do so.
Since there is no single set of abilities running throughout human nature, there is no single
curriculum which all should undergo. Rather, the schools should teach everything that anyone is
interested in learning." ~ John Dewey
Effective teachers don’t cover the curriculum…they uncover it!

Welcome to Ed 210.
Let us begin charting the course!
 Module in Ed 210:
The Teacher & the Curriculum
 Module in Ed 210:
The Teacher & the Curriculum

UNIT 1: The Concept of Curriculum

A. Introduction
This introductory unit talks about the practical
notion of curriculum and the necessary foundational
knowledge we need to learn about curriculum in
general and its relatedness to school in particular. As a
teacher it is crucial that you understand this being the
basic
implementer in the classroom
B. Learning Outcomes
After completing this unit, you must have:
1. Defined curriculum.
2. Explained curriculum perspectives and points of view
3. Discussed elements and foundations of curriculum.

Introductory Activity

Sketchnoting
Sketch a picture or symbol that represents what you have learned in the last two years as
pre-service teachers.. Remember, it’s not about the quality of the art – it’s about how your
drawing prompts you to visualize your understanding and look at their learning from a different
perspective. Connect your sketch with colored lines signifying knowkedge, skill,s and values.
Now reflect: Will this be enough to make you an excellent teacher?
Do this in a short sized Bond paper and Submit in the Google classroom
1.1. Definition of Curriculum
From your experience, how do you define the term ‘curriculum’?

________________________________________________________________________
________________________________________________________________________
__________________________________________________________
Now, compare your definition with the following given by scholars in the subject area.
A curriculum is a “plan or program of all experiences which the learner encounters
under the direction of a school” (Tanner and Tanner, 1995).
 Module in Ed 210:
The Teacher & the Curriculum
According to Gatawa (1990), it is “the totality of the experiences of children for which
schools are responsible”. All this is in agreement with Sergiovanni and Starrat (1983), who
argue that curriculum is “that which a student is supposed to encounter, study, practice and
master…what the student learns”.
For others such as Beach and Reinhatz (1997), a curriculum outlines a “prescribed
series of courses to take”.
From the definitions above, it is possible to state that a curriculum has the following
characteristics:
• It comprises the experiences of children for which the school is responsible.
• It has content.
• It is planned.
• It is a series of courses to be taken by students.
In addition, a curriculum considers the learners and their interaction with each other, the
teacher and the materials. The output and outcomes of a curriculum are evaluated.
Bringing all these points together, the curriculum is viewed as a composite whole
including the learner, the teacher, teaching and learning methodologies, anticipated and
unanticipated experiences, outputs and outcomes possible within a learning institution.

Self-Assessment 1
The head teacher of a barrio school decided to change the school timetable. The new
timetable is shown below. Study it and
answer the questions that follow it.
 Module in Ed 210:
The Teacher & the Curriculum
1. Why do you think there was poor attendance on Wednesday?
2. Why do you think there was good attendance on Thursday?
3. If parents started withdrawing their children, saying that there was little learning going on in
this school, what do you think is their interpretation of curriculum?

1.2. Curriculum Points of View

Some definitions of curriculum are shaped by a person’s point of view.
Points of view about a curriculum may either be
traditional or progressive. Basically, traditionalists believe that curriculum is
defined as a field of study. On the other hand, a listing of school subject, syllabi, course of study
and a list of discipline don not make a curriculum. According to the progressivists the total
learning experience is what makes up a curriculum. Robert Hutchins, Arthur Bestor, and
Joseph Schwab advanced the traditional point of view.

Robert M. Hutchins views curriculum as “permanent studies" where

rules of grammar, reading, rhetoric, logic and mathematics for basic
education are emphasized. The 3Rs (Reading. Writing, 'rithmetic) should
be emphasized in basic education while liberal education should be the
emphasis in college. Arthur Bestor as an essentialist believes that the
mission of the school should be intellectual training, hence curriculum
should focus on the fundamental intellectual disciplines of
grammar, literature and writing. It should include mathematics,
science, history and foreign language.
Joseph Schwab thinks that the sole source of
curriculum is a discipline, thus the subject areas such
as Science, Mathematics, Social Studies, English and
many more. In college, academic disciplines are labelled as humanities,
 Module in Ed 210:
The Teacher & the Curriculum
sciences, languages, mathematics among others. He coined the word discipline as a ruling
doctrine for curriculum
development.
Phillip Phenix asserts that curriculum should consist entirely of knowledge
which comes from various disciplines. Collectively from the traditional
view of the theorists like Hutchins, Schwab, Bestor and Phenix, curriculum
can be be defined as a field of study. Curriculum is highly academic and is
concerned with broad historical,
philosophical, psychological and social issues. From a traditional view,
curriculum is mostly written documents such syllabus, course of study, books and references
where knowledge is found but is used as a means to accomplish intended goals.
Curriculum from progressive points of view has Dewey, Caswell,
Campbell, Smith, Stanley, Shore, Marsh and Willis
as standpoints.

John Dewey believes that education is experiencing. Reflective thinking is a means that unifies
curricular elements that is tested by application.

Holis Caswell and Kenn Campbell

viewed curriculum as all experiences children have under the guidance of
teachers.

Othaniel Smith, William Stanley and Harlan Shore likewise defined

curriculum as a sequence of potential experiences, set up in schools for the purpose of
disciplining children and youth in group ways of thinking and acting.
 Module in Ed 210:
The Teacher & the Curriculum
Colin Marsh and George Willis also viewed curriculum as all
the experiences in the classroom which are planned and enacted
by the teacher and also learned by the students.

The nature of curriculum has given rise to many interpretations, depending on a person's
philosophical beliefs. Let us put all of these interpretations in a summary
Curriculum is what is taught in school, a set of subjects, a content, a program of studies, a
set of materials, a sequence of courses, a set of performance objectives, everything that goes
within the school It is what is taught inside and outside of school directed by the teacher,
everything planned by school, a series of experiences undergone by learners in school or what
individual learner experiences as a result of school. In short, Curriculum is the total learning
experiences of the learner, under the guidance of the teacher. Take Action

Self-Assessment 2
1. What is your own definition of a curriculum? Do you have a
traditional view of a curriculum, a progressive view or both? Explain your view based on your
definition.

Self-Reflect
Pick up a daily newspaper and read, today's headline. Choose one and reflect on this headline
that relates on the Curriculum and to your becoming a curricularist. Write your answer in at least
two paragraphs.

1.3. Curriculum perspectives

Curriculum perspectives are theories of knowledge which

are an important source of curriculum decisions. Zewii (1984), cited in Gatawa (1990: 21), states
that what goes into the curriculum depends heavily on these perspectives. There are a number of
curriculum perspectives that you should be familiar with. In this section, we will explore the
following four:
• rationalist
 Module in Ed 210:
The Teacher & the Curriculum
• empiricist
• pragmatist
• existentialist.
It is important to consider each perspective as it relates to the:
• the learner
• the teacher
• methodology
• curriculum.
The table that follows summarizes the perspectives as they relate to the learner, teacher,
method and curriculum.

Adapted from Beach, D. M., and Reinhatz, J. (1989: 106). Supervision: Focus on Instruction.
New York: Harper and Row
It is important for you to understand the essence of each perspective.
Rationalists say:
• True knowledge is achieved by the mind.
• Knowledge is a series of revelations.
Empiricists think:
• True knowledge is derived from evidence.
• Authentic knowledge comes through the senses.
Pragmatists believe that:
• Knowledge is hypothetical and changing constantly.
• Knowledge is experienced.
• Knowledge cannot be imposed on the learner.
• Knowledge is a personal activity.
• Knowledge is socially constructed.
Existentialists or phenomenologists conclude that:
• Knowledge is personal and subjective.
• Knowledge is one’s own unique perception of one’s world.
 Module in Ed 210:
The Teacher & the Curriculum
• Education should be less formal.
• Curricula should be diverse, not common for all.
Before you read the next section, check on how much you remember becoming a
curricularist. Write your answer in at least two paragraphs.

Self-Assessment 3
1. In one or two sentences, define the term ‘curriculum’.
2. Give brief definitions of the following views in curriculum decision making.
a. Rationalist b. Empiricist c. Pragmatist d. Existentialist

1.4. Elements of Curriculum

The curriculum has four elements that are in constant interaction:
• purpose (goals and objectives)
• content or subject matter
• methods or learning experiences
• evaluation
The diagram that follows shows the interaction among these elements.

Figure 1. The relationship of the curricular elements

It is the interaction of these elements in the social, political, economic, technological and
environmental context that constitutes a curriculum. Now let us look at each element in turn.
1. Purpose
The purpose of a curriculum:
 Module in Ed 210:
The Teacher & the Curriculum
• is based on the social aspirations of society, • outlines the goals and aims of the
programme, and
• is expressed as goals and objectives.
There are three categories of goals and objectives:
• cognitive, referring to intellectual tasks, • psychomotor, referring to muscular
skills, and
• affective, referring to feeling and emotions.
You should note that the curriculum reflects the relevance of whatever the society
deems to be important.
2. Content or Subject Matter
The content of the curriculum:
• is divided into bodies of knowledge, for example,
Mathematics, English and Science;
• outlines the desired attitudes and values;
• includes cherished skills;
• is determined by prevailing theories of knowledge; and
• caters to ideological, vocational and technical considerations.
You should note that the curriculum content must be applicable to the solution of
the problems affecting the society which uses it.
3. Methods
The methods outlined in a curriculum:
• deal with teaching and learning experiences, and
• involve organisational strategies.
Flexible teaching methods facilitate learning.
4. Evaluation
Evaluation is used to:
• select appropriate content based on the aims and objectives of the curriculum;
• select appropriate methods to address the content and purpose;
• check the effectiveness of methods and learning experiences used;
• check on the suitability and the appropriateness of the curriculum in answering social
needs.
• give feedback to the planners, learners, teachers, industry and society; and
• provide a rationale for making changes.
You should note that in conducting evaluations, judgements must be made
regarding:
• inputs,
• means,
• content,
 Module in Ed 210:
The Teacher & the Curriculum
• outputs, and
• outcomes of the whole learning process.

Self-Assessment 4
1. What type of document usually reflects these elements of curriculum?
2. Who usually makes use of these documents?
3. Where is it usually used?
Look for a sample of this document and identify the elements found in it. Check this link as
example https://www.slideshare.net/ViaAbayon1/mapeharts-lesson-plan-for-grade-12
 Module in Ed 210:
The Teacher & the Curriculum
 Module in Ed 210:
The Teacher & the Curriculum

Practice Activity 1
Make a lesson plan in any subject illustrating the four elements of the curriculum.

1.5. Foundations of curriculum

Curriculum development is anchored on a very solid foundation whose
significance in the light of global
developments has now been acknowledged. What philosophical, historical,
psychological and social foundations reflect the development of curriculum in our 21st century
classrooms and learning environment? Who are the identified curricularists with these
foundations? Let us find out!
There are many philosophies in education but will only have few illustrate as presented by
Ornstein and Hunkins in 2004.
1. Philosophical Foundations. Educators, teachers, educational planners and policy
makers must have a philosophy or strong belief about education and schooling and the kind of
curriculum in the teachers' classrooms or learning environment. This is similar to the oints of
view the teacher believes in or the school advocates. Philosophy of the curriculum answers
questions like:
What are schools for?
What subjects are important?
How should students learn?
What methods should be used?
What outcomes should be achieved? Why?
As cited in Bilbao (2014), there are many philosophies in education but we will only illustrate a
few as presented by Ornstein and Hunkins in 2004.
a. Perennialism
Aim: To educate the rational person; cultivate intellect.
Role: Teachers assist students to think with reason thinking: HOTS) Focus:
Classical subjects, literary analysis. Curriculum is enduring.
Trends: Use of great books (Bible, Quran, Classics) Liberal Arts
 Module in Ed 210:
The Teacher & the Curriculum
b. Essentialism

Aim: To promote intellectual growth of learners to become competent Role:

Teachers are sole authorities in the subject areas

Focus: Essential skills of the 3Rs; Essential subjects

Trends: Back to Basics. Excellence in Education. Cultural Literacy

c. Progressivism

Aim: Promote democratic social living.

Role: Teacher leads for growth and development of lifelong learners.
Focus: Interdisciplinary subjects. Learner-centered; Outcomes based
Trends: Equal opportunities for all; Contextualized
curriculum.;Humanistic education.
d. Reconstructionism
Aim: To improve and reconstruct society. Education for change Role:
Teacher acts as agent of change and reforms.
Focus: Present and future educational landscape.
Trends: School and curricular reform. Global education;
Collaboration and Convergence. Standards and Competencies

2. Historical Foundations. The historical foundations will show to us the

chronological development along a timeline. In the Philippines, the timeline below details
how Philippine Educational system developed.

Each era has its own characteristics and focus we need to be familiar with. Below is the
tabulated description of each era.
 Module in Ed 210:
The Teacher & the Curriculum
 Module in Ed 210:
The Teacher & the Curriculum
 Module in Ed 210:
The Teacher & the Curriculum
 Module in Ed 210:
The Teacher & the Curriculum
 Module in Ed 210:
The Teacher & the Curriculum
What is most striking about Philippine curriculum development are the implied and
resulting shifts it has undergone due to changing cultural, social and political environments.
The demands of Philippine society then, and those of Philippine society now, interlaced with
global trends and demands, yields a system that is a far cry from what it was before
colonization and multicultural integration.

Self-Assessment 5
Read more about the historical timeline in Philippine Education. Check related information in
the Internet. Make an Inforgraphic on a particular era that caught your attention.

Reading materials would tell us that curriculum development started when

Franklin Bobbit (1876 to 1956) wrote
the book "The Curriculum." Let us see how each one contributed to curriculum
development during his own time. Here are eight people from the Western hemisphere whom
we consider to have great contribution to the historical foundation of curriculum.: Franklin
Bobbit, Werret Charters, William Kilpatrick, Harold Rugg, Hollis Caswell, Ralph Tyler,
Hilda Taba and Peter Oliva.

3. Psychological Foundation of Curriculum

Psychology provides a basis to understand the teaching and learning
process. It unifies elements of the learning process. Questions which can be
addressed by psychological foundations of education are: How should curriculum be
organized to enhance learning? What is the optimal level of students' participation in learning
the various contents of the curriculum? Let us consider three groups of learning theories:
3.1. Association and behaviorism
Behaviourism is based on the idea that knowledge is independent and on the exterior of
the learner. In a behaviourist’s mind, the learner is a blank slate that should be provided with
the information to be learnt.
Through this interaction, new associations are made and thus learning occurs. Learning is
achieved when the provided stimulus changes behaviour. A non-educational example of this is
the work done by Pavlov.
Theories under this group are presented below.
 Module in Ed 210:
The Teacher & the Curriculum

3.2.

Cognitive Theory of Learning

In contrast to behaviourism, cognitivism focuses on the idea that students process
information they receive rather than just responding to a stimulus, as with behaviourism.
There is still a behaviour change evident, but this is in response to thinking and processing
information.
Cognitivism has given rise to many evidence based education theories, including
cognitive load theory, schema theory and dual coding theory as well as being the basis for
retrieval practice.
In cognitivism theory, learning occurs when the student reorganises information, either by
finding new explanations or adapting old ones.
This is viewed as a change in knowledge and is stored in the memory rather than just being
viewed as a change in behaviour. Cognitive learning theories are mainly attributed to Jean
Piaget.
Vygotsky , also a cognitivist takes a different approach to Piaget’s idea that development
precedes learning. Instead, he reckons that social learning is an integral part of cognitive
development and it is culture, not developmental Stage that underlies cognitive development.
Because of that, he argues that learning varies across cultures rather than being a universal
process driven by the kind of structures and processes put forward by Piaget.

3.3. Humanistic psychology. The major focus of a humanistic approach is the

development of the whole student with an emphasis on emotional aspects of the student. The
learning concentrates upon the development of the students self-concept. If the student feels
 Module in Ed 210:
The Teacher & the Curriculum
good about him or herself then that is a positive start. Other definitions are reflected in the
figure below.

4. Sociological Foundations of Curriculum. This is the balancing act between the

developing potential of the individual and developing society. Several aspects in society need
to be considered in curriculum development. You will realize this in the unit about factors that
affect curriculum as read on in this module. You as the teacher must possess the right attitude
of social behaviour to effect lasting positive change in the learners.

Practice Activity 2
1. Tag the Person. Choose one foundational theorist who
contributed to curriculum development. Write his biography in not more than 3 short sized
Bond paper, Tahoma 11, double spaced. You may include people not mentioned in the lesson.
2. Which curriculum perspective holds that:
a. knowledge is personal and subjective?
b. knowledge is based on evidence?
c. teachers are sources of ideas and information?
d. learners must experience knowledge?
 Module in Ed 210:
The Teacher & the Curriculum
• The four elements that make up a curriculum are surrounded by a context that affects
different aspects of the elements. Name the components of the context in which a
curriculum is designed and implemented.
• Consider the subjects offered by your school. Which ones would appeal to those who
have a pragmatic or existential view of the world?
• Identify which among the foundations of curriculum, has influenced what you have
learned in school? Cite relevant experiences that will illustrate your answer

Summary
In this lesson, you studied what a curriculum is and reviewed
some of the educational views on which a curriculum is based. The four elements of the
curriculum were also presented. As a teacher, you need to understand the different
perspectives that drive the design of the curriculum. In the next unit, you will build on the
concepts covered in Unit 1 by studying different types of curricula.
In summary, the foundation upon which curriculum is based are educational
philosophies, historical developments, psychological explanations, and societal influences. All of
these foundations are interrelated to each

Reflection.
Do the same as the instruction on the Practice Activity
1. Consider the education system in the Philippines. On which curriculum perspective would you
say your system is based?
2 . Who decides on the content, methods, purpose and evaluation of our country’s curriculum?
3. Identify which among the foundations of curriculum, has influenced what you have learned
in school as a college student?

Unit Test
A. 1. Draw a diagram that illustrates the connections between
elements that are included in a curriculum.
2. Which groups of people may benefit from feedback generated by curriculum evaluation?
Explain how any three groups benefit from the evaluation.
 Module in Ed 210:
The Teacher & the Curriculum
3. Do this in a separate sheet.
a. Label the descriptions/definition on the left with either Traditional (T). or Progressive (P).
___ 1. Teachers are required to teach the book from cover to cover.
___ 2. If the learners can memorize the content, then the curriculum is best.
___ 3. Children are given opportunity to play outdoors
___ 4.. Parents send children to a military type school with rigid discipline
___ 5.. Teachers are reluctant to teach beyond the written curriculum.
___ 6. Prerequisite to promotion for the next grade are skills in reading, writing and arithmetic
only
___ 7. Teachers provide varied experiences for the children ___.8. Learning can
only be achieved in schools.
___ 9.. Systematic arrangement of contents in the course syllabus
___10.Co-curricular activities are planned for all to participate.

B. What significant contribution can you recall about this person?

1. Lev Vygotsky
2. Daniel Goleman William Kilpatrick
3. Hilda Taba
4. Ralph Tyler
5. John Dewey
6. Abraham Maslow
7. Carl Rogers
8. Franklin Bobbit
9. Alvin Toffler
10. John Piaget

References
https://icareabouteducation.wordpress.com/2014/03/04/reflections-on-
curriculum-development-in-the-philippines/
https://www.slideshare.net/ViaAbayon1/mapeh-arts-lesson-plan-for-
grade-12
https://www.google.com/search?q=lesson+plan+for+grade+1&tbm=isch&v
ed=2ahUKEwiUiZaL0brrAhUJzZQKHRSGBHQQ2-
cCegQIABAA&oq=lesson+plan+for+grade+1&gs_lcp=CgNpbWcQDDICC
AAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAA6BAg
AEEM6BwgAELEDEEM6CggAELEDEIMBEENQiskBWLnjAWDmgFoAHAAeACA
AdYCiAHhDpIBCDAuMTEuMC4xmAEAoAEBqgELZ3dzLXdp
 Module in Ed 210:
The Teacher & the Curriculum
ei1pbWfAAQE&sclient=img&ei=K0JHX9THA4ma0wSUjJKgBw&bih=576&bi
w=1366#imgrc=EnZ17Q9T-g6TxM
file:///C:/Users/COE/Downloads/historyofeducationtimeline-150307092135conversion-
gate01.pdf
file:///C:/Users/COE/Downloads/historicaldevelopment-170506105037.pdf
file:///C:/Users/COE/Downloads/sociologicalfoundation-140426050948phpapp02.pdf
https://teacherofsci.com/learning-theories-in-education/
https://www.nureva.com/blog/education/15-active-learning-activities-toenergize-your-next-
college-class
 Module in Ed 210:
The Teacher & the Curriculum

UNIT 2: Types of Curricula

A. Introduction
As a pre-service teacher, you should be able to: identify the type of curriculum
used in your school, relate the performance of schools with the curriculum they use, and
determine the curriculum suitable for the students you teach.

B. Learning Outcomes
After completing this unit, you must have:
1. Listed types of curricula.
2. Differentiated between the types of curricula.
3. Related the types of curricula to your own work situations
4. Enhanced understanding of the role of the teacher as a curricularist.

Introductory Activity
The Teacher Skills Checklist
Answer The Teacher Skills Checklist based on a synthesis of the research that
investigated attributes or qualities of effective teachers. This checklist is designed to help
you identify those areas of teaching and learning you feel you have achieved some
degree of proficiency (P) and those areas in which you feel you need to further develop
(D). Prioritize the top three teaching behaviors you feel you need to improve. How
do you find the checklist? Do you think it can guide you to become a good curricularist?
Are all teachers curricularists?
 Module in Ed 210:
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2.1. Definition of Types of Curricula

The word curriculum derives from the Latin currere
meaning ‘to run’. This implies that one of the functions of a curriculum is to provide a
template or design which enables learning to take place. Curricula usually define the
learning that is expected to take place during a course or programme of study in terms of
knowledge, skills and attitudes, they should specify the main teaching, learning and
assessment methods and provide an indication of the learning resources required to
support the effective delivery of the course. A curriculum is more than a syllabus. A
syllabus describes the content of a programme and can be seen as one part of a
curriculum. Most curricula are not developed from scratch and all operate within
organizational and societal constraints.
The curriculum that is written and published, for example as course
documentation, is the official or formal curriculum. The aim of educational
development is to ensure that the official curriculum is delivered as the functional
curriculum and there is not a mismatch as development turns into implementation. The
official curriculum can also be distinguished from the hidden, unofficial or counter
curriculum. Paul Willis’ work on the sociology of schooling for example describes how
the informal pupil group comprising working class ‘lads’ has its own sub-culture and
counter curriculum which involves ‘mucking about’, ‘doing nothing’ and ‘having a laff’
(Willis, 1977, pp62-63). The hidden curriculum describes those aspects of the educational
environment and student learning (such as values and expectations that students acquire
as a result of going through an educational process) which are not formally or explicitly
stated but which relate to the culture and ethos of an organization. This highlights that the
process of learning is as important as its product and as teachers we need to be aware of
both the formal and informal factors which impact on learning. Let us learn more about
these types of curriculum operating schools
Formal Curriculum
According to Urevbu (1985), formal curriculum refers to: what is laid down as the
syllabus or that which is to be learnt by students. It is the officially selected body of
knowledge which government, through the DepEd, ChEd and TESDA or anybody
offering education, wants students to learn.
In Teacher Training Institutions, we refer to formal curriculum as all the work that
teachers plan and use with students. This curriculum meets specified objectives of
educating identified groups of learners or students in their varying settings. In other
words, formal curriculum is the selected written programmes or courses students go
through.
 Module in Ed 210:
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Informal Curriculum
Urevbu (1985) refers to informal curriculum as the curriculum in use. Teachers or
instructors may not adhere to the presented formal curriculum but can include other
aspects of knowledge derived from other sources.
This additional material is called the ‘informal curriculum’.
Actual Curriculum
This refers to both written and unwritten syllabuses from which students encounter
learning experiences (Tanner and Tanner 1975). Learning experiences can be selected
from other sources rather than the prescribed, official and formal syllabuses. The actual
curriculum is the total sum of what students learn and teachers teach from both formal
and informal curricula.
Hidden Curriculum
Urevbu (1985: 3) describes the hidden curriculum as the nonacademic but
educationally significant component of schooling.
Tanner and Tanner (1995) prefer to call it the ‘collateral curriculum’. They argue that the
word ‘hidden’ implies deliberately concealing some learning experiences from students.
Since this is not written or officially recognized, its influence on learning can manifest
itself in students’ attitudes and behaviour, both during and after completing their studies.
What is acquired or learned from hidden curriculum is usually remembered longer than
information learned at school. Tanner and Tanner (1975) recommend that positive
learning from the hidden curriculum should be acknowledged and treated as an integral
part of the planned and guided learning experiences. As already implied, the hidden or
collateral curriculum is often responsible for the values students may exhibit later in life.
Allan Glatthorn (2000) as cited in Bilbao (2008) on the other hand mentioned
seven types of curriculum operating in school. Let us look into each one.
1. Recommended curriculum - proposed by scholars and professional
organizations. The curriculum may come from a national agency like DepEd, CHED,
DOST or any professional organization who has stake in education. For example, PAFTE
may recommend a curriculum to be implemented in the elementary or secondary
education
2. Written Curriculum - appears in school, district, division or country documents.
This includes documents, course of study or syllabi handed down to the schools, districts,
division, departments or colleges for implementation. Most of the written curricula are
made by curriculum experts with participation of teachers. These were pilot tested or tried
out in sample schools or population. Example is the Basic Education Curriculum
3. Taught curriculum - what teachers implement or deliver in the classrooms and
schools. The different planned activities which are put into action in the classroom
 Module in Ed 210:
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compose the taught curriculum. These are varied activities that are implemented in order
to arrive at the objectives or purposes.
4. Supported curriculum - resources-textbooks, computers, audiovisual materials
which support and help in the implementation of the curriculum.
In order to have a successful teaching, other than the teacher, there must be
materials which should support or help in the implementation of a written curriculum.
These refer to the support curriculum that includes material resources such as textbooks,
computers, computers, audio visual materials, laboratory equipment, zoos and other
facilities
5. Assessed curriculum - that which is tested and
evaluated. At the duration and end of the teaching episodes, series of evaluations are
being done by the teachers to determine the extent of teaching or to tell if the students are
progressing.
6. Learned curriculum - what the students actually learn and what is measured.
This refers to the learning outcomes achieved by the students. Learning outcomes are
indicated by the results of the tests and changes in behavior which can either be
cognitive, affective or psychomotor. 7. Implicit Curriculum - the unintended
curriculum. This is the unintended curriculum which is not deliberately planned but may
modify behavior or influence learning outcomes. Peer influence, school environment,
physical condition, teacher-learner interaction, mood of the teachers and etc.

Self-Assessment 1
1. Which type of assessment covers:
• knowledge from sources outside the official curriculum?
• the contents of the official syllabuses?
• content from both the official and unofficial syllabuses?
2. Which of the 7 types of curriculum belong to the formal, informal, actual or
hidden? Match them.

2.2. Relationships between Types of Curricula

The relationship between the different types of curricula is shown in the diagram
below
 Module in Ed 210:
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Figure 2. Diagram showing relationship of curricula

Circle 1 represents the presented, formal learning experiences as per the

objectives of the curriculum or syllabus.
Circle 2 represents the learning experiences students acquire –values that cannot
be categorized in the formal or informal curriculum.
Circle 3 represents what students actually learn from both the formal and hidden
curricula.
Here are other terms that refer to curriculum as well
Core Curriculum. You may have also come across the term ‘core curriculum’ in
your readings. This is not an independent type of curriculum. It refers to the area of study,
courses or subjects that students must understand in order to be recognized as educated in
the area. In other words, ‘core’ refers to the ‘heart’ of experiences every learner must go
through. The learner has no option but to study the prescribed course or subjects.
Extra-Curriculum. You have probably heard and said a lot about this type of
curriculum. It refers to those learning activities or experiences students are exposed to by
their teachers but which are not stipulated in the formal or official curriculum. Teachers
deliberately plan and teach these experiences and sometimes even assess their outcomes.
Coaching and training in various aspects of school sports are some of the extracurricular
learning experiences available to students. As you know, these experiences are not
stipulated in the formal curriculum.

Self-Assessment 2
1. Think of the formal curriculum offered at your school and list its characteristics.
 Module in Ed 210:
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2. Look for the meaning of these term related to curriculum: null curriculum, explicit
curriculum, operational curriculum, resource unit, curriculum planning, curriculum
laboratory, course of study, curriculum guide, teacher’s guide, learner’s manual

2.3. The Teacher as a Curricularist

A curricularist is a professional who is a curriculum specialist.; someone
who is involved in curriculum knowing,
writing, planning, implementing, evaluating, innovating, and initiating. A teacher’s
role is broader and inclusive of other functions and so teacher is considered a
curricularist.
What does a teacher do to deserve the label as curricularist? The classroom is the
first place of curricular engagement. The first school experience sets the tone to
understand the meaning of schooling through the interactions of learners and teachers that
will lead to learning. Hence, curriculum is the heart of schooling.
Describing a teacher as a curricularist gives us these categories.
1. Knows the curriculum. Learning begins with knowing. The teacher as a learner
starts with knowing about the curriculum, the subject matter or the content. As a teacher,
one has to master what are included in the curriculum. It is the acquiring of academic
knowledge about formal (disciplines, logic) or informal (derived from experiences). It is
mastery of the subject matter. A teacher should be a knower.
2. Writes the curriculum. A classroom teacher makes record of knowledge,
concepts, subject matter or content. These need to be written or preserved. The teacher
writes books, modules, laboratory manuals, instructional guides, and reference materials
in paper or electronic media.
She is a writer.
3. Plans the curriculum. A good curriculum has to be planned. It is the role of the
teacher to make a yearly, monthly or daily plan of the curriculum. The teacher takes into
consideration several factors in planning a curriculum. These are the learners, support
material, time, subject matter or content, desired outcomes, context of the learners among
others. A teacher is a planner.
4. Initiates curriculum. In cases where the curriculum is recommended to the
schools from DepEd, CHED, TESDA, UNESCO, UNICEF or other educational agencies
for improvement of quality education, the teacher is obliged to implement it.
Implementation of a new curriculum requires the open mindedness of the teacher, and the
full belief that the curriculum will enhance learning. She is an initiator.
 Module in Ed 210:
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5. Innovates the curriculum. Creativity and innovation are hallmarks of an

excellent teacher. A curriculum is always dynamic, hence keeps on changing. From the
content strategies, ways of holding, blocks of time, ways of evaluating, kinds of students
and skills of teachers, one cannot find a single eternal curriculum that would perpetually
fit. So the teacher implements but innovates according to the context she finds herself in.
She is an innovator.
6. Implements the curriculum. The curriculum that remains recommended or
written will never serve its purpose. Somebody has to implement it. It is the heart of
schooling. As an implementer, it is this role where the teacher actualizes the curriculum.
She is at the height of an engagement with the learners, with support materials in order to
achieve the desired outcome. It is where teaching, guiding and facilitating skills of the
teacher is expected to be at the highest level.
7. Evaluates the curriculum. As an evaluator, this is how a teacher determines if
the desired learning outcomes have been achieved and if the curriculum is working.
Self-Assessment 3
Identify what type of teacher as a curricularist is being described.

1. I have a good idea on how to make my learners pay attention to the

lesson. I will use the new idea and find out if it will work. Who I am as a
curricularist?
2. DepEd sent the standards, competencies and guidelines in teaching the Mother
Tongue in Grade 1 in our school. I will study and use it in the coming school year.
Who I am as a curricularist?
3. There is so much to do in one school day. I seem not able to do all, but I have to
accomplish something for my learners. I have made a daily activity plan to guide
me. Who I am as a curricularist?
4. I need a poem to celebrate the World Teachers’ Day. I composed one to be used in
my class in Literature. Who I am as a curricularist?
5. My class is composed of learners from different home background and culture. I
cannot use a “one-size fits all strategy” in teaching so I can respond to the diverse
background. In my readings, I discovered that there are ways of teaching. I tried
one myself and it worked. Who I am as a curricularist?
6. Knowledge is limitless. What I learned in college is not enough. I need to know
more, so I enrolled in the graduate school to advance my learning. Who I am as a
curricularist?
7. At the end of the year, my performance as a teacher is reflected in the school
performance of my students. So I need to provide a monitoring tool to measure
how they are progressing. The result will inform me how I will address my
learner’s weakness and enhance their strengths. Who I am as a curricularist?
8. I am teaching in a very far away barangay with no electricity yet. Many of the
instructional aids for teaching sent to our school are films and video tapes need
power. I cannot use them, but the lessons are very important. So I thought of
making an alternative activity. I took my class to the river and waterfall instead of
doing the lesson. Who I am as a curricularist?
 Module in Ed 210:
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Practice Activity
A donor wants to assist your school in promoting learning in areas not
stipulated in your formal curriculum. What might you want students to learn
from the hidden curriculum?

Summary
This lesson has described a number of types of curricula. It has
also discussed characteristics of each type as viewed by some educational authorities and
explained their interrelationships. Your effort in answering questions given in the unit has
no doubt assisted you in understanding the concepts better. You should now have the
confidence to read more about the concept of curriculum in the next lesson.

Reflection
Please reflect on what you have learned in this unit and see
whether you can:
• differentiate the types of curricula,
• identify the core curriculum at your school, and
• explain to colleagues the characteristics of each type of curriculum.

Unit Test
1. What can students learn from the hidden curriculum? 2. Which learning
experiences can you classify under the extra-curriculum in your school?

References
https://www.kdp.org/resources/pdf/careercenter/Skills_and_Capabilities.p df
https://venturewell.org/class-activities-inventor-entrepreneurs/ https://oncourseworkshop.com/self-
awareness/one-minute-paper/

Lesson 3. Factors That Influence

Curriculum Design
A. Introduction
If you are aware of the factors that influence
curriculum design, you will be able to
understand how the content you are teaching and
 Module in Ed 210:
The Teacher & the Curriculum

the learning experiences to which the children are exposed have been selected. You may
also develop some insight into the
methods you can use to deliver this content. Therefore, this lesson will help you to
understand the various factors that influence curriculum design.
B. Learning Outcomes
After completing this unit, you should be able to explain how the following
influence curriculum design: political factors; social factors; economic factors;
technological factors; environmental factors and child psychology.

3.1. How Political Factors Influence Curriculum Design

From your experience as a student and teacher, you may have noticed how politics
influence education. This is why education is regarded as a political activity. National
ideology and philosophy have a tremendous influence on the education system because:
• Politics determine and define the goals, content, learning experiences and evaluation
strategies in education.
• Curricular materials and their interpretation are usually heavily influenced by political
considerations.
• Political considerations may play a part in the hiring of personnel.
• Funding of education is greatly influenced by politics.
• Entry into educational institutions and the examination systems are heavily influenced
by politics.
The list above is not exhaustive, but it helps you to appreciate how politics
influence curriculum design.

Self-Assessment 1
Why is education viewed as a political activity? Give at least four
reasons.
 Module in Ed 210:
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3.2. How Social Factors Influence Curriculum Design

When you examine the curriculum being offered in our country, one question
you may need to deal with is the extent to which social factors or social
considerations influenced the design of the curriculum.
Society has its own expectations about the aims and objectives that should be
considered when designing the curriculum. It also has a perception of what the product of
the school system should look like. It is therefore necessary for curriculum designers to
take into account these societal considerations. If this does not happen, the curriculum
becomes irrelevant. That is why the RBEC was changed o K to 12. Try reading more how
K to 12 came to be.
The design of curricular materials and their presentation should accommodate the
culture of the society that the curriculum is seeking to serve. You should, however, be
sensitive to the fact that the curriculum can be used to perpetuate inequities. You may
have a curriculum that is gender biased against female children because it includes
instructional materials that portray negative attitudes towards women and girls. It is
therefore possible for culture to have both positive and negative influences on the
curriculum.
Pause for a moment and consider the number of groupings in the society in which
you live. These can be professional associations, cultural groups and religious
organizations. The list is endless. These groups can bring their views to bear on
curriculum design. This is so because any curriculum of value must result from the broad
consultation of a wide range of stakeholders.

Self-Assessment 2
Social factors are very critical in designing a curriculum. Identify at least two social
factors that should be considered when designing a curriculum.

3.3.How Economic Factors Influence Curriculum Design

One of the reasons why education is financed by governments is to
improve the country’s economy. Therefore, the national curriculum should concern
itself with the requirements of the economy.
Perhaps you are wondering how the economy of the country affects the curriculum.
The children you teach will need to be employed. The skills needed by industry
should be translated into the content and learning experiences of these children. The
 Module in Ed 210:
The Teacher & the Curriculum

skills, knowledge base and attitudes required by industry should be developed in the
classroom. You might have noticed some advertisements for vacant posts in your local
media. Employers have basic requirements. Educational institutions find themselves
working to meet these basic requirements academically and professionally. As you are
reading this lesson, you might be thinking of acquiring a higher academic or professional
qualification. This would enhance your upward social mobility. The market forces dictate
what should be included in the national curriculum. It also subtly determines the quantity
of learners at different levels.
As a teacher, you require classroom supplies such as:
• textbooks,
• charts,
• equipment, and
• chemicals for science experiments.
These materials are products of industry. Without these materials, learning is
compromised. It is therefore crucial that serious consideration be given to economic
demands when designing the curriculum
 Module in Ed 210:
The Teacher & the Curriculum

3.4. How Technological Factors Influence Curriculum Design

The computer is the latest technological innovation that has a significant
impact on education and society. If you are not computer literate, you may feel
that you are not up-to-date. In your area, you may have noticed that a number of schools
have introduced computing as one of the subjects. The intention is to equip the learners
with the requisite computer skills and knowledge. In addition to computers, other forms of
electronic media are used in teaching. These have provided a variety of learning
experiences and have facilitated individualized learning. Varied applications are also
incorporated in the courses Technology for Teaching and Learning, This will prepare you
to face different modalities in delivering instruction. Education 4.0 is a reality the 21st
century teachers and learners need to face.
Curriculum designers cannot afford to ignore technology and its influence on the
curriculum.

3.5. How Environmental Factors Influence Curriculum

Design
Over time, people have become insensitive to their surroundings and
natural resources. This has affected the sky, the land and the sea. The end result is that
humanity is being adversely affected by these in considerations.
Industrial wastes have polluted the world.
For example, the ozone layer in the atmosphere,
which protects us from harmful radiation from
the sun, is being depleted. People want this
redressed. It is through education that
remediation can be effected. Consideration for
the environment must of necessity influence
curriculum design to ensure the survival of
future generations. Covid 19 pandemic has introduced the new normal to everyone. It has
changed the face-to-face instruction to virtual and remote teaching and learning. We need
to counter the VUCA effect of the pandemic. VUCA is an acronym that stands for
volatility, uncertainty, complexity and ambiguity, a combination of qualities that, taken
together, characterize the nature of some difficult conditions and situations. The
curriculum amidst this chaos needs to be flexible since VUCA has destabilized many of
the tools and frameworks learned in old school curricula.
 Module in Ed 210:
The Teacher & the Curriculum

3.6. The Influence of Child Psychology

Apart from the factors detailed above, curriculum design is

also influenced by child psychology. Theories of learning and child development have to
be considered when designing the content of the curriculum and how it is delivered.
Learning can be maximized by ensuring that developmentally appropriate activities and
experiences are introduced at the most ‘teachable’ moment.

Self-Assessment 3
1. If the pandemic required remote digital learning, how would
this influence the curriculum?
2. How would academic freeze impact on the economy of the nation?

Practice Activity:
Watch the Sabre-Tooth Curriculum.
https://www.youtube.com/watch?v=6hjTu0sbNFE

Summary
In designing a suitable and relevant curriculum, curriculum
planners should always consider political, social, economic, technological and
environmental factors and theories in the field of child psychology. In the next unit, you
will be introduced to different models of curriculum design.

Reflection
Do you think that the syllabuses and textbooks used in your
schools adequately reflect your national ideology and the demands of your society?
 Module in Ed 210:
The Teacher & the Curriculum

Unit Test
1. Name four of the factors that influence curriculum design. Explain how
any two of the factors influence the curriculum.
2. The Sabre-Tooth Curriculum Questions
a. Does the Sabre Tooth Curriculum still exist at present? Give examples of evidences.
b. Described the kind of curriculum that exist as described by the article.
c. Explain the sentence,” A curriculum must be timeless!”
d. What is the difference between education and training; schooled and educated?

References
https://fsharetv.co/movie/freedom-writers-episode-1-tt0463998

https://movies123.ltd/movie/freedom-writers/watching.html?ep=1&sv=9

https://www.youtube.com/watch?v=6hjTu0sbNFE
 Module in Ed 210:
The Teacher & the Curriculum

Lesson 4. Popular Curriculum Models

A. Introduction
Curriculum development is a
complex but systematic process. This unit describes
a variety of models of curriculum development in
order to make this complex activity understandable
and manageable. It is important for you as a pre-
service teacher to understand how the curriculum
you are using in your school was developed.
B. Learning Outcomes
After completing this unit, you should be able to:
1. Discuss various models of curriculum design.
2. Compare curriculum design models.
3. Explain steps in curriculum design in relation to models of curriculum.

Introductory Activity
House Model: Which one do you like?
A. B. C,

What Are Curriculum Models?

There are many different types, or models, of houses available: split level,
two story, or ranch. These models don't
predetermine specifics necessary to choosing a house, like how many bedrooms or how
large the kitchen is. Those details are what you choose based on your needs. The model of
the house is chosen based on your personal style or desire. In the same way, a curriculum
model is the outlier. It is based on several factors that we'll get into soon. Once a model is
 Module in Ed 210:
The Teacher & the Curriculum

chosen, the curriculum guide, or specifics (bedrooms) can be determined based on actual
needs. Got it? Good. Let's move on.
To understand curriculum models we need to take a step back and talk about
curriculum itself. Curriculum can be defined as a plan used in education that directs
teacher instruction. Many districts and schools use a tool designed to help teachers pace
their lessons, called a curriculum guide. But a curriculum and a curriculum guide do not
just come out of thin air. Time and energy goes into the creation of these documents. This
process is known as curriculum development.
All of these things are based on a curriculum model. A model is really the first step
in curriculum development. A curriculum model determines the type of curriculum used;
it encompasses educational philosophy, approach to teaching, and methodology. The good
news is, unless you've been hired to design curriculum, you won't come across many
curriculum models. However, it's good for educators to be familiar with the models used
in their schools.
There are countless models of curriculum, many of them blends of several styles.
Here are some of the most popular ones although Tyler and Taba are the most widely-
patterned.

4.1. The Objectives Model

The objectives model of curriculum design contains content that is based on
specific objectives. These objectives should specify expected learning outcomes in terms
of specific measurable behaviours.
This model comprises four main steps:
• agreeing on broad aims which are analyzed into objectives,
• constructing a curriculum to achieve these objectives,
• refining the curriculum in practice by testing its capacity to achieve its objectives,
and
• communicating the curriculum to the teachers through the conceptual framework of
the objectives.
 Module in Ed 210:
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Adapted from Gatawa, B. S. M. (1990: 28). The Politics of the School Curriculum:
AnIntroduction. Harare: Jongwe Press.
You will note that in this model:
• Evaluation is done at each stage of the curriculum design.
• Content, materials and methodology are derived from the
objectives.

4.2. The Process Model

Unlike the objectives model, this model does not consider
objectives to be important. Using this model presupposes that:
• Content has its own value. Therefore, it should not be selected on the basis of the
achievement of objectives.
• Content involves procedures, concepts and criteria that can be used to appraise the
curriculum.
• Translating content into objectives may result in knowledge being distorted.
• Learning activities have their own value and can be measured in terms of their own
standard. For this reason, learning activities can stand on their own.
 Module in Ed 210:
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It is important to note that in the process model:

• Content and methodology are derived from the goals. Each of them has outcomes
that can be evaluated.
• The evaluation results from the outcome are fed into the goals, which will later
influence the content and methodologies. Unlike the objectives model, there is no direct
evaluation of the content and methodologies.

Self-Assessment 1
What is the difference between the objectives model and the
process model of curriculum design?
The process and objectives models of curriculum design are not the only models.
The remaining part of the unit will cover models developed by Tyler, Taba, Saylor and
Alexander as well as Wheeler and Kerr.

4.3. Tyler’s Model

Tyler’s model for curriculum development designing is also known
as Tyler’s Rationale. It basically emphasized planning. It is based on the
following questions:
• What educational purposes should the school seek to attain?
• What educational experiences can be provided that are likely to attain these purposes?
• How can these educational experiences be effectively organized?
 Module in Ed 210:
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• How can we determine whether these purposes are being attained? Tyler’s model
shows that in curriculum development process the following considerations should be
made;
1. Purpose of the
school
2. Educational
experiences related
to the purposes
3. Organization of the
experiences
4. Evaluation of the
experiences

The model is linear in nature, starting from objectives and ending with evaluation.
In this model, evaluation is terminal. It is important to note that: • Objectives form the
basis for the selection and organization of learning experiences.
• Objectives form the basis for assessing the curriculum.
• Objectives are derived from the learner, contemporary life and subject specialist.
To Tyler, evaluation is a process by which one matches the initial expectation with
the outcomes.
If you look at the design closely, the curriculum we have in the university is
aligned to this model.

4.4. Hilda Taba Model

Hilda Taba is the developer of the Taba Model of learning. This model is used
to enhance the thinking skills of students. Hilda Taba believed that there must
be a process for evaluating student achievement of content after the content
standards have been established and implemented. She improved on Tyler’s Model and
formulated a process that begins from the
bottom rather than on top. This linear model
of seven steps is also called the Grassroots
approach
Taba Model

The Seven Steps in Taba’s Model

1. Diagnosis of learners needs and
expectations of the larger society.
2. Formulation of learning objectives.
3. Selection of the learning content.
 Module in Ed 210:
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4. Organization of learning content.

5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means of doing it.

4.5. Wheeler’s Model

Wheeler’s model for curriculum design is an improvement upon Tyler’s
model. Instead of a linear model, Wheeler developed a cyclical model.
Evaluation in Wheeler’s model is not terminal. Findings from the evaluation
are fed back into the objectives and the goals, which influence other stages.

Wheeler contends that:

• Aims should be
discussed as
behaviours referring
to the end product of
learning which yields
the ultimate goals.
One can think of these
ultimate goals as
outcomes. Outcomes
are too general and
difficult to measure. The enabling objectives are the specific objectives which will
eventually lead to the attainment of learning outcomes.
• Aims are formulated from the general to the specific in curriculum planning. This results
in the formulation of objectives at both an enabling and a terminal level.
• Content is distinguished from the learning experiences which determine that
content.
Self-Assessment 2
1. Define a terminal objective or learning outcome and an enabling or specific
objective
2. Write LO for learning outcome and EO for enabling objectives
• appreciate the benefits of learning a foreign language. …
• say common expressions in Spanish
• make the student capable of using one of the three main methods of data collection
in order to identify the information needs of a specific clientele (questionnaire,
interview, detailed case-study). …
• draft a survey questionnaire to be used for data collection
• develop problem-solving skills. …
 Module in Ed 210:
The Teacher & the Curriculum

• compute the area of a triangle

• have more confidence in their knowledge of the subject matter.
• identify the characters who said the specific lines
• write a 50 word expressive essay
• learn to cook spaghetti

4.6. The Saylor and Alexander Model

Galen Saylor and
William Alexander
(1974) viewed
curriculum development
as consisting of four
steps. According to
them, curriculum is “a
plan for providing sets
of learning opportunities
to
achieve broad
educational goals and
related specific objectives for an identifiable population served by a single school centre”.
Goals, Objectives and Domains: The model indicates that curriculum planners
begin by specifying the major educational goals and specific objectives they wish to
accomplish. Each major goal represents a curriculum domain and they advocate 4 major
goals or domains: personal development, human relations, continued learning skills and
specialization. The goals, objectives and domains are selected after careful consideration
of several external variables such as findings from educational research, accreditation
standards, views of community groups and others. Curriculum Designing: Once the
goals, objectives and domains have been established, planners move into the process of
designing the curriculum. Here decision is made on the appropriate learning opportunities
for each domain and how and when these opportunities will be provided. Will the
curriculum be designed along the lines of academic disciplines, or according to student
needs and interests or along themes?
These are some of the questions that need to be answered at this stage of the development
process.
 Module in Ed 210:
The Teacher & the Curriculum

Curriculum Implementation: After the designs have been created the next step
is implementation of the designs by teachers. Based on the design of the curriculum plan
teachers would specify instructional objectives and then select relevant teaching methods
and strategies to achieve the desired learning outcomes among students in the classroom.
Evaluation: Finally, curriculum planner and teachers engage in evaluation. The model
proposed that evaluation should be comprehensive using a variety of evaluation
techniques. Evaluation should involve the total educational programme of the school and
the curriculum plan, the effectiveness of instruction and the achievement of students.
Through the evaluation process, curriculum planner and developers can determine
whether or nor the goals of the school and the objectives of instruction have been met.

4.7. Kerr’s Model

Most of the features in Kerr’s model resemble those in Wheeler’s and Tyler’s models.
However, Kerr divided the domains into four areas:
• objectives,
• knowledge,
• evaluation, and
• school learning experiences
To Kerr, a curriculum development design should first focus on the objective to be
reached

This is a simplified version of Kerr’s model of curriculum design What you

should note about the model is that:
• the four domains are interrelated directly or indirectly, and
• objectives are derived from school learning experiences and knowledge. In Kerr’s
model, objectives are divided into three groups: affective, cognitive, psychomotor.
 Module in Ed 210:
The Teacher & the Curriculum

The model further indicates that knowledge should be (

• organized,
• integrated,
• sequenced, and
• reinforced.
Evaluation in Kerr’s model is the collection of information for use in making
decisions about the curriculum. School learning experiences are influenced by societal
opportunities, the school community, pupil and teacher relationships, individual
differences, teaching methods, content and the maturity of the learners. These experiences
are evaluated through tests, interviews, assessments and other reasonable methods. In his
model, Kerr asserts that everything influences everything else and that it is possible to start
an analysis at any point .
 Module in Ed 210:
The Teacher & the Curriculum
Self-Assessment 3
In Kerr’s model, what do you think are the important points raised about
objectives?

There are many curriculum design models. The models discussed in this unit are meant to
give you an idea of how they are used to
develop a curriculum. In designing a curriculum, you need to:
• Establish or obtain general goals of education.
• Reduce the general goals to specific instructional objectives, including objectives
that cover different domains and levels.
• Assess prior student knowledge and/or abilities.
• Break learning into small, sequential steps.
• Identify teacher behaviour.
• Identify student behaviour.
• Write a description of the lesson.
• Evaluate to see if the intended outcomes have been achieved. If you complete these
eight stages, you would have conducted what is generally referred to as the task analysis
process.

Practice Activity/Enrichment
Curriculum development is a dynamic process involving many
different people and procedures. To promote systematic positive change, development
should be purposeful, planned and progressive. To effect development a linear, sequential
and logical steps are followed just like the models frameworks presented. Generally, they
involved four phases. Curriculum planning, curriculum designing, curriculum implementing
and curriculum evaluating.
Curriculum planning is a complex process where teachers define intended learning
outcomes, assessments, content and pedagogic requirements necessary for student success
across an entire curriculum. ex. deciding on the modality if instructional delivery like
modular or virtual falls in this category.
Curriculum designing is a term used to describe the purposeful, deliberate, and
systematic organization of curriculum (instructional blocks) within a class or course. In
 Module in Ed 210:
The Teacher & the Curriculum
other words, it is a way for teachers to plan instruction. Example is using the university has
proposed the use of learning packets for both wired and non-wired students. All get a tablet
containing the courses for the semester in modular, study guides or manual format. This can
be studied both online and offline
Curriculum implementing refers to how the planned or officially designed course
of study is translated by the teacher into syllabuses, schemes of work and lessons to be
delivered to students. The implementation, as an essential part of curriculum development,
brings into existence the anticipated changes. Example of this is when we actualize the
“new normal “ in instructional delivery using remote learning. Curriculum
evaluation refers to an on-going process of collecting, analyzing, synthesizing, and
interpreting information to aid in understanding what students know and can do. The
Google classroom will serve as the interaction center for the students of WVSU. This is
where evaluation will take place. Other online platforms like messenger, facebook and
zoom may also be used.
Now, review the models presented which phase are they focused on?

Summary
The curriculum models discussed show that curriculum
development is conducted stage by stage. Some of the models discussed consider the
process to be more important than the objectives. Other models take objectives to be the
most important feature of curriculum design. Generally, all models stress the importance of
considering a variety of factors that influence curriculum.

Reflection
As a preparatory teacher, on which model or models of
curriculum design do you think the K to 12 curriculum was based? How does the model
affect what you actually teach in class?

Unit Test
1. List the stages in the task analysis process that you need to follow when
designing a curriculum.
 Module in Ed 210:
The Teacher & the Curriculum
2. Get a copy of a lesson plan or a daily lesson log. What curriculum model does it
follow? Support your findings
https://tophat.com/blog/curriculum-development-models-design/

References
https://evaeducation.weebly.com/uploads/1/9/6/9/19692577/unit__4.pdf
https://www.academia.edu/22151869/MODELS_OF_CURRICULUM_DEVELO PMENT
https://www.thoughtco.com/curriculum-design-definition-4154176
https://study.com/academy/lesson/what-is-a-curriculum-model.html
https://study.com/academy/lesson/what-is-a-curriculum-model.html
 Module in Ed 210:
The Teacher & the Curriculum

Lesson 5: Designer of the Curriculum

A.

Introduction
You should be aware
that the process of curriculum designing and development differs from country to country.
In the Philippines, for example, the curriculum is centrally developed. In some
developed countries individual states develop the curriculum. The manner in which the
curriculum is designed determines who designs the curriculum in that country. This unit
will make you aware of the approaches to crafting a curriculum, those involved in the
design of the curriculum and what types of design can be used in crafting the curriculum.
B. Objectives
After completing this unit, you must have:
1. Described the approaches, composition and functions of the curriculum
development and explained by examples how the approaches clarify the definition of
curriculum;
2. Identified the pattern of curriculum design and distinguished one used in our
country;
3. Explained the difference between centralized curriculum design and decentralized
curriculum design;

Introductory Activity
Do the Creativity Checklist. Just read this checklist attached in the resource folder. you
might want to redesign your lifestyle.
https://www.donphin.com/wp-content/uploads/2017/12/Creativity-Checklist.pdf

5.1. Approaches About School Curriculum

From the various definitions, we realize that curriculum is viewed in many
ways. Let us look back and use the definitions as a way of classifying how
 Module in Ed 210:
The Teacher & the Curriculum

curriculum is viewed. In this lesson, let us look at the curriculum as a Content, a

Process or a Product to fully understand the different perspectives of what curriculum is
all about. This can be one way of approaching a curriculum.
There are three ways of approaching a curriculum. First, is to approach it as
content or a body of knowledge to be transmitted. Second, is to approach it as a product
or the learning outcomes desired for the learners. Third is to approach it as a process or
what actually happens in the classroom when the curriculum is practiced Let us define
each one.

1. Curriculum as a Content or
Body of Knowledge. It is quite
common for traditionalist to equate a
curriculum as a topic outline, subject
matter, of concepts to be included in the
syllabus or books. For example, a primary
school mathematics curriculum consists of
topics on addition, multiplication,
subtraction, division distance,
weight and many more. Another example is
in secondary school science that involves
the study of biological science, physical science, environmental science and earth Science.
Textbooks tend to begin with biological science such are plants and animals, physical
science with the physical elements, force and motion, earth science with the layers of the
earth and environmental science with the interaction of the biological and physical science
and earth's phenomena, climate, vegetation followed by economic activities such as
agriculture, mining industries, urbanization and so forth. If curriculum is equated as
content, then the focus will be the body of knowledge to be transmitted to students using
appropriate teaching methods. There can be a likelihood that teaching will be limited to
the acquisition of facts, concepts and principles of the subject matter, however, the content
or subject matter can also be taken as a means to an end.
All curricula have content regardless of their design or models. The fund of
knowledge is the repository of accumulated discoveries and inventions of man from the
explorations of the earth and as products of research. In most educational setting,
curriculum is anchored on a body of knowledge or discipline.
Content must be aligned with societal needs for curriculum to be realistic.
There are four ways of presenting the content in the curriculum.
These are:
 Module in Ed 210:
The Teacher & the Curriculum

1. topical approach, where much contents is based on knowledge and experiences

are included:
2. concept approach with fewer topics in clusters around major and sub concepts
and their interaction, with relatedness emphasized;
3. thematic approach as a combination of concepts that develops conceptual
structures and
4. modular approach that leads to complete units of instruction.

There are some suggested criteria in the selection of knowledge or subject matter.
(Scheffer, 1970 in Bilbao, et al 2009)
1. Significance. Content should contribute to ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum. It is significant if
content becomes the means of developing cognitive, affective or psychomotor skills of the
learner. As education is a way of preserving culture, content will be significant when this
will address the cultural context of the learners.
2. Validity - The authenticity of the subject matter, forms its validity. Knowledge
becomes obsolete with the fast changing times Thus there is a need for validity check and
verification at a regular interval, because content which may be valid in its original form
may not continue to be valid in the current times.
3. Utility - Usefulness of the content in the curriculum is relative to the learners who
are going to use these Utility can be relative to time. It may have been useful in the past,
but may not be useful now or in the future. Questions like: Will I use this in my future job?
Will it add meaning to my life as a lifelong learner? Or will the subject matter be useful in
solving current concerns?
4. Learnablity - The complexity of the content should be within the range of
experiences of the lemurs. This is based on the psychological principles of learning.
Appropriate organization of content standards and sequencing of contents are two basic
principles that would influence learnability.
5. Feasibility - Can the subject content be learned within the time allowed, resources
available, expertise of the teachers and the nature of the learners? Are there contents of
learning which can be learned beyond the formal teaching-learning engagement! Are there
opportunities provided to learn these?
6. Interest - Will the learners take interest in the content? Why? Are the contents
meaningful? What value will the contents have in the present and future life of the lemurs?
Interest is one of the driving force for students to learn better
The selection of the subject matter or content, aside from the seven criteria
mentioned earlier, may include the following guide in the selection of the content.
 Module in Ed 210:
The Teacher & the Curriculum

1. Content is commonly used in daily life.

2. Content is appropriate to the maturity levels and abilities of the learners. 3. Content is
valuable in meeting the needs and competencies of the future career.
4 Content is related to other subject fields or discipline for complementation and
integration
5. Content is important in the transfer of learning in other disciplines.
(prerequisite)

In 1952, Palma proposed the principle of BASIC as a guide in addressing content

in the curriculum. In putting together subject matters or syllabi-content, B.A.S.I.C
principles are useful as a guide.
Balance - Content should be fairly distributed in depth and breadth. This will
guarantee that significant contents should be covered to avoid too much or too little of the
contents needed with in the time allocation.
Articulation - As the content complexity progresses with the educational levels,
vertically or horizontally across the same discipline smooth connections or bridging
should be provided. This will assure no gaps or overlaps in the content. Seamlessness in
the content is desired and can be assured if there is articulation in the curriculum.
Sequence - The logical arrangement of the content, refers to sequence or order.
This can be done vertically for deepening the content or horizontally for broadening the
same content. In both ways, the pattern usually is from easy to complex, what is known to
the unknown, what is current to something in the future.
Integration - Content in the curriculum does not stand alone or in isolation. It has
some ways of relatedness or connectedness to other contents. Contents should be infused
in other disciplines whenever possible. This will provide a holistic or unified view of
curriculum instead of segmentation contents which can be integrated to other disciplines,
acquire a higher premium than when isolated.
Continuity - Content when viewed as a curriculum should continuous flow as it
was before, to where it is now and where it will be in the future. It should be perennial. It
endures time. Content may not be in the same form and substance as seen in the past since
changes and developments in curriculum occurs. Constant repetition, reinforcement and
enhancement of content are all elements of continuity.

2. Curriculum Approached as a
Process We have seen that the
 Module in Ed 210:
The Teacher & the Curriculum

curriculum can be approached as content. On the other hand, it can also be approached as a
process.
Here, curriculum is not seen as a physical thing or a noun, but as a verb or an action. It is
the interaction among the teachers, students and content. As a process, curriculum happens
in the classroom as the questions asked by the teacher and the learning activities engaged
in by the students. It is an active process with emphasis on the context in which the
processes occur. As an analogy, the recipe in a cookbook is the content while the
procedure in cooking is the process.
Curriculum as a process is seen as a scheme about the practice of teaching. It is not
a package of materials or a syllabus of content to be covered. The classroom is only part of
the learning environment where the teacher places action using the content to achieve an
outcome. Hence the process of teaching and learning becomes the central concern of
teachers to emphasize critical thinking, thinking meaning-making and heads-on,
hands-on doing and many others.
As a process, curriculum links from the content. While content provides materials
on what to teach, the process provides curriculum on how to teach the content. When
accomplished, the process will result to various curriculum experiences for the learners.
The intersection of the content and process is called the Pedagogical Content
Knowledge or PCK. It will address the question:

If you have this content, how will you teach it?

The content is the substance of the curriculum, how the contents will be
communicated and learned will be addressed by the process.

Instruction, implementation, teaching - these three words connote the process in the
curriculum.
So when you are asked, “What curriculum are you using?” Some of the answers
will be:
1. Problem based.
2. Hands-on, Minds On
3. Cooperative Learning
4. Blended Curriculum
5. On-line
6. Case-based and many more.
if you answer this way then you are focused on process. These are the ways of
teaching, ways of managing the content, guiding learning, methods of teaching and
learning and strategies of teaching or delivery modes. In all of these, there are activities
 Module in Ed 210:
The Teacher & the Curriculum

and actions that every teacher and learner do together or learners are guided by the
teacher. Some of the strategies are time tested traditional methods while others are
emerging delivery modes.
When curriculum is approached as a PROCESS, the guiding principles presented
below might help you understand why the steps are more important than the content.
In this pandemic, the process is sharing a limelight with the content. In our module
preparation we tried to consider how you will be doing thee learning both in wired or non-
wired modality, tried to meet these to ensure learning.
1. Curriculum process in the form of teaching methods or strategies are means to
achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the
desired learning outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners' desire to develop the cognitive,
affective, psychomotor domains in each individual
4. In the choice of methods, learning and teaching styles should be considered
5. Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor
6. Flexibility in the use of the process or methods should be considered. An effective
process will always result to leaning outcomes.
7. Both teaching and learning are the two important processes in the implementation
of the curriculum.
3. Curriculum as a Product.
Besides viewing curriculum as content
that is to be transmitted, or process that
gives action using the content, it has
also been viewed as a product. In other
words, product is what the students
desire to achieve as a learning
outcomes.

The product from the curriculum is a

student equipped with the knowledge, skills and values to function effectively and
efficiently. The real purpose of education is to bring about significant positive changes in
students' pattern of behavior. It is important that any statement of objectives or intended
outcomes of the school should be a statement of changes to take place in the students.
Central to the approach is the formulation of behavioural objectives stated as intended
learning outcomes or desired products so that content and teaching methods may be
 Module in Ed 210:
The Teacher & the Curriculum

organized and the results evaluated. Products of learning are operationalized as

knowledge, skills, and values.
Curriculum product is expressed in form of outcomes which are referred to as the
achieved learning outcomes. There may be several desired learning outcomes, but if the
process is not successful, then no learning outcomes will be achieved. These learned or
achieved learning outcomes are demonstrated by the person who has meaningful
experiences in the curriculum. All of these are result of planning, content and processes in
the curriculum.
The best example of all this approaches being actualized is the classroom daily
teaching and learning scenario.

Practice Activity
1. Make an Inventory of Curriculum Approach as Content, Process and Product
Choose a book that is being used in elementary, high school or college. Identify the
following 3 Content, Process, Product.

# Content Process Product

1 Type of Curriculum Observation, research, 1. List of Types of
interview
Curriculum
2. Skill in Interview
and Observation

2
3
 Module in Ed 210:
The Teacher & the Curriculum

Self-Assessment 1
Match the CONCEPT in Column II with the CHOICES in Column III Write the letter of
your ANSWER in Column 1.
Answer I. Concepts II. Choices
1. Curriculum is a way of doing. A. Content

2. Authenticity of the content B. Process

3. Curriculum as the subject matter C. Product

4. Fair distribution of the content across the D. Validity

subjects

5. Curriculum as the outcome of learning E. Balance

6. Seamless flow of content vertically or F. Articulation

horizontally in the curriculum

7. Evidence of successful teaching G. Sequence

8. Content is enduring and perennial, from fast H. Integration

to future

9. Allows the transfer of content to other fields. 1. Continuity

10. Arrangement of contents from easy to J. Learning outcomes

difficult

Reflection
After learning from this lesson, how would you prepare yourself to become a teacher,
using the three approaches to Curriculum?

5.2. Patterns of Curriculum Designing

Two patterns of curriculum designing will be the subject of this lesson as well:
• centralized curriculum designing
• decentralized curriculum designing.
A brief account of each of the patterns appears below.
 Module in Ed 210:
The Teacher & the Curriculum

Centralized Pattern of Curriculum Designing. Philippines has a centralized

pattern of curriculum designing for the basic education. A centralized curriculum
designing pattern is one in which the content is decided upon by a central national office.
The actual work in designing the curriculum may be completed by a division of the
Department of Education.
Below are the characteristics of a centralized pattern of curriculum designing
(Gatawa, 1990; Urevbu, 1985):
• The subject content is decided upon centrally. Curriculum Guides, Teacher’s Guide and
Learner’s Manual are produced with national goals and philosophies as well as
suggested general learning objectives.
• Subject content evaluation instruments are developed centrally and decisions on when
and how to administer these instruments rest with the
DepEd or the Examination Board that has been assigned the responsibility. • Subjects to be
offered by schools are determined centrally. Schools choose their subjects from a given
list.
• All learners taking the same subject write the same examination and are assessed in the
same skills. However, adjustments in testing are made for students who may have
certain disabilities.
• Certification is centrally controlled. The certification indicates what has been learned by
the student and how well the student has performed compared to others who are in the
same grade.
• Generally, textbooks must be approved by DepEd before any school uses these books.
• Normally, there are curriculum development teams at different levels.
• An inspectorate or standards control division is put in place to monitor the learning and
teaching activities.
• It takes a long time to write and approve the final curriculum document.

Self-Assessment 2
What do you understand by the phrase ‘centralized pattern of
curriculum designing’?

Advantages and Disadvantages of Centralized Curriculum Design

Centralized curriculum designing has some advantages and
 Module in Ed 210:
The Teacher & the Curriculum

disadvantages. As you read the lists below, add your own suggestions.
Advantages of the Centralized Pattern of Curriculum Design
Some of the advantages of a centralized pattern of curriculum design are listed below.
• It makes it easy to achieve national goals, since all schools use the same
documents.
• Learners can transfer from one school to another without being disadvantaged.
• Entry requirements for universities and colleges can be centrally determined and
parity can be ensured.
• Learning materials can be mass-produced, making them less expensive for both
producers and consumers.
• Institutions can be well staffed and richly serviced because they draw from a
national pool of expertise and resources.

Disadvantages of the Centralized Pattern of Curriculum Design

Some of the disadvantages of centralizing the development of
the curriculum are listed below.
• The process takes a long time before the final document is produced.
• The design is insensitive to the needs of some groups within the country.
• There are coordination and communication problems
• There is limited participation by various members of the community, resulting in little
commitment during the implementation stage.
• It stifles creativity and initiative on the part of the teacher and other community
members.
• Generally, the centralized pattern stresses content, mainly knowledge, at the expense of
the development of attitudes and skills. There is a scramble for certificates, with little
regard for the development and demonstration of productive skills.

Self-Assessment 3
List down two advantages and two disadvantages of the decentralized pattern
of curriculum designing.

5.3. Fundamentals of Curriculum

 Module in Ed 210:
The Teacher & the Curriculum

Designing
According to Linde (2015), curriculum design models have five areas they define,
each looking at education from a different slant.
1. The focus concept looks at a subject or a student and centers instruction on them.
2. The approach component is a traditional or modern method and looks at the type of
instruction that will be used.
3. In the content component, a slant towards a topic-based or content-based is used,
asking how units or strands will be written.
4. The process structure looks at assessment: formative or accumulative.
5. Finally, structure components focus on the system of review, determining how the
curriculum will come up for revision.
To dive in a bit further before we look at specific models, let's talk about how some
curriculum models are framed. Five broad categories can be used to define the focus of
curriculum models:
1. Subject- or discipline-centered - In this framework, the curriculum is
organized around subjects, like math or science.
2. Integrated - Just like it sounds, this framework pulls many subjects together. We
see this model used in problem-based learning and experiential learning.
3. Spiral - In this framework, the content is presented several times across the
span of the school year. Seen mostly in math, using this design allows students to be
introduced and then revisit material often.
 Module in Ed 210:
The Teacher & the Curriculum

4. Inquiry- or problem based -

Not to be confused with integrated
models, this curriculum focuses on a
central problem or question. In this
frame, all curriculum is problem-
based, while in integrated it may or
may not be.
5. Experiential - Using this
framework allows students to
participate in reallife ways with their
work such as, experimenting with
hypothesis, working through
problems, and finding solutions.
A kindergarten framework is
provided for your observation to the
details mentioned in the curricular
models. Can you distinguish some of
these in the framework? Perhaps the
questions that follow will guide you
in your perusal.
• What are the subjects of
interest in kindergarten?
• How is the integration evident
in the framework?
• Is spiral curriculum practiced
in Kindergarten as well?
• Are activities suggested in
kindergarten inquiry-based?
• Are classroom experiences
hands-on?
Other curricular framework will also be worth the perusal that we did with the
Kindergarten.
The framework governs how a daily lesson plan is created. For Kindergarten
ECCD or Early Childhood Council Development office prepared a centralized lesson
plans for implementation in the classroom. You may recognize some of the above frames
in your own lesson plans. In fact, if you look at the parts of a lesson plan in the K to 12
format all these frameworks are evident because these are actually the philosophical
nuances found in the curriculum guide of the K to 12.
 Module in Ed 210:
The Teacher & the Curriculum

Practice Activity 1
1. Secure a copy of a lesson plan and match them with the five
area of focus mentioned above. What is the focus of the plan?

5.4. Approaches to Curriculum Designing

Curriculum design is a term used to describe the purposeful,

deliberate, and systematic organization of curriculum (instructional blocks) within a class
or course. In other words, it is a way for teachers to plan instruction. When teachers design
curriculum, they identify what will be done, who will do it, and what schedule to follow.
Teachers design each curriculum with a specific educational purpose in mind. The
ultimate goal is to improve student learning, but there are other reasons to employ
curriculum design as well. For example, designing a curriculum for middle school students
with both elementary and high school curricula in mind helps to make sure that learning
goals are aligned and complement each other from one stage to the next. If a middle
school curriculum is designed without taking prior knowledge from elementary school or
future learning in high school into account it can create real problems for the students.
There are three basic types of curriculum design:
Subject-centered design
Learner-centered design
Problem-centered design

Subject-centered curriculum design revolves around a particular subject matter

or discipline. For example, a subject-centered curriculum may focus on math or biology.
This type of curriculum design tends to focus on the subject rather than the individual. It is
the most common type of curriculum used in K-12 public schools in states and local
districts in the United States.
Subject-centered curriculum design
describes what needs to be studied and
how it should be studied. Core
curriculum is an example of a subject-
centered design that can be standardized
across schools, states, and the country as
a whole. In standardized core curricula,
teachers are provided a pre-determined
list of things that they need to teach their
students, along with specific examples of how these things should be taught. You can also
 Module in Ed 210:
The Teacher & the Curriculum

find subject-centered designs in large college classes in which teachers focus on a

particular subject or discipline.
The primary drawback of subject-centered curriculum design is that it is not
student-centered. In particular, this form of curriculum design is constructed without
taking into account the specific learning styles of the students. This can cause problems
with student engagement and motivation and may even cause students to fall behind in
class.

Learner-Centered Curriculum Design. In contrast, learner-centered curriculum

design takes each individual's needs, interests, and goals into consideration. In other
words, it acknowledges that students are not uniform and adjust to those student needs.
Learner-centered curriculum design is meant to empower learners and allow them to shape
their education through choices. Instructional plans in a learner-centered curriculum are
differentiated, giving students the opportunity to
choose
assignments, learning experiences or activities.
This can motivate students and help them stay
engaged in the material that they are learning.
The drawback to this form of curriculum
design is that it is labor intensive. Developing
differentiated instruction puts pressure on the
teacher to create instruction and/or find materials
that are conducive to each student's learning needs.
Teachers may not have the time or may lack the
experience or skills to create such a plan. Learner-
centered curriculum design also requires that teachers balance student wants and interests
with student needs and required outcomes, which is not an easy balance to obtain.

Problem-Centered Curriculum Design. Like learner-centered curriculum

design, problem-centered curriculum design is also a form of student-centered design.
Problem-centered curricula focus on teaching students how to look at a problem and come
up with a solution to the problem. Students are thus exposed to real-life issues, which
helps them develop skills that are transferable to the real world. Problem-centered
curriculum design increases the relevance of the curriculum and allows students to be
creative and innovate as they are learning. The drawback to this form of curriculum design
is that it does not always take learning styles into consideration.
 Module in Ed 210:
The Teacher & the Curriculum

Self-Assessment 4.
Research the Peter Oliva’s 10 axioms of curricular designing. Do the self-
check on Peter Oliva’s work.

5.5. Curriculum Design Tips

The following curriculum design tips can help educators manage each stage of the
curriculum design process.
Taken from: https://www.thoughtco.com/curriculum-design-definition-
4154176

1. Identify the needs of stakeholders (i.e., students) early on in the curriculum

design process. This can be done through needs analysis, which involves the collection
and analysis of data related to the learner. This data might include what learners already
know and what they need to know to be proficient in a particular area or skill. It may also
include information about learner perceptions, strengths, and weaknesses.
2. Create a clear list of learning goals and outcomes. This will help you to focus on
the intended purpose of the curriculum and allow you to plan instruction that can achieve
the desired results. Learning goals are the things teachers want students to achieve in the
course. Learning outcomes are the measurable knowledge, skills, and attitudes that
students should have achieved in the course.
3. Identify constraints that will impact your curriculum design. For example, time
is a common constraint that must be considered. There are only so many hours, days,
weeks or months in the term. If there isn't enough time to deliver all of the instruction that
has been planned, it will impact learning outcomes.
4. Consider creating a curriculum map (also known as a curriculum matrix) so that
you can properly evaluate the sequence and coherence of instruction. Curriculum mapping
provides visual diagrams or indexes of a curriculum. Analyzing a visual representation of
the curriculum is a good way to quickly and easily identify potential gaps, redundancies or
alignment issues in the sequencing of instruction. Curriculum maps can be created on
paper or with software programs or online services designed specifically for this purpose.
5. Identify the instructional methods that will be used throughout the course and
consider how they will work with student learning styles. If the instructional methods are
not conducive to the curriculum, the instructional design or the curriculum design will
need to be altered accordingly.
6. Establish evaluation methods that will be used at the end and during the
school year to assess learners, instructors, and the curriculum. Evaluation will help
 Module in Ed 210:
The Teacher & the Curriculum

you determine if the curriculum design is working or if it is failing. Examples of things

that should be evaluated include the strengths and weaknesses of the curriculum and
achievement rates related to learning outcomes. The most effective evaluation is ongoing
and summative.
7. Remember that curriculum design is not a one-step process; continuous
improvement is a necessity. The design of the curriculum should be assessed periodically
and refined based on assessment data. This may involve making alterations to the design
partway through the course to ensure that learning outcomes or a certain level of
proficiency will be achieved at the end of the course.

Self-Assessment 5
Look at the manner in which the public school curriculum is
designed and reflect on the degree of teacher involvement. In what way is the centralized
curriculum advantageous in this pandemic

Summary
In this unit, you have studied the centralized and decentralized
patterns of curriculum designing. Each pattern involves certain types or groups of people
in curriculum designing. There are advantages and disadvantages with each of the
curriculum designing patterns. Developing countries generally use centralized patterns of
curriculum designing.

Reflection
Watch the movie “Three Idiots.” Do you agree with Rancho’s
concept of what it means to be in school? Answer the question why do you go to school?

Unit Test
1. List four characteristics of a centralized pattern of curriculum designing.
How is this advantageous in our country?
2. Which curriculum approach would you prefer to start up a lesson? Explain you answer.
 Module in Ed 210:
The Teacher & the Curriculum

References
http://oasis.col.org/bitstream/handle/11599/725/Module13.pdf?sequence
=17&isAllowed=y
https://study.com/academy/lesson/what-is-a-curriculum-model.html
https://study.com/academy/lesson/types-of-curriculum-models.html
https://portal.ct.gov/-/media/SDE/Health-Education/curguide_generic.pdf
http://www.ibe.unesco.org/sites/default/files/resources/ibe-crp-
2014_eng.pdf
Schweitzer, Karen. "Curriculum Design: Definition, Purpose and Types." ThoughtCo,
Feb. 11, 2020, thoughtco.com/curriculum-designdefinition-4154176.
 Module in Ed 210:
The Teacher & the Curriculum