MODULE 2 Crafting the Curriculum

Introduction
A curriculum is a planned sequence of learning experiences should be at the
heart and mind of every teacher. Every teacher as a curricularist should be involved
in designing a curriculum. In fact, it is one of the teachers’ roles as a curricularist. As
such, you will be a part of the intellectual journey of your learners. You will be
providing them the necessary experiences that will enable the learner what you
intend them learn.
As a curriculum designer, this task was not given much attention in the past.
Every single day, a teacher designs a lesson or utilizes a curriculum that has made
and was previously written. Designing a curriculum is a very challenging task. It is
here where the style and creativity of the teacher come in. Thus this module will
provide the necessary concepts and activities that you as a teacher can refer to as
you prepare yourself to be a curriculum designer.
Lesson 1. Fundamentals of Curriculum Designing
Learning Outcomes:
1. Identify the fundamentals of curriculum designing;
2. Appreciate the task of designing a curriculum.
Building on Peter Oliva’s 10 Axioms for Curriculum Designer
Before a teacher designs a curriculum, it would be of great importance to
connect to the fundamental concepts and ideas about the curriculum mentioned in
Module 1 and 2. Every curriculum designer, implementer, or evaluator should take in
mind the following axioms as a guide in curriculum development (Oliva, 2003).
1. Curriculum change is inevitable, necessary, and desirable.
Earlier it was stated that one of the characteristics of curriculum is being
dynamic. Because of this, teachers should respond to the changes that in
schools and in its context. Societal development and knowledge revolution
come so that the need to address the changing conditions requires new
curriculum designs.
2. Curriculum is a product of its time. A relevant curriculum should respond to
changes brought about by current social forces, philosophical positions,
psychological principles, new knowledge, and educational reforms. This is
also called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer
curriculum changes. A revision in a curriculum starts and ends slowly. More
often, curriculum is gradually phased in and phased out, thus the changes
that occur can coexist and oftentimes overlap for long periods of time.
4. Curriculum change depends on people who will implemented the
change. Teachers who will implement the curriculum should be involved in its
development, hence should know how to design a curriculum. Because the
teachers are the implementers of the curriculum, it is best that should design
and own the changes. This will ensure an effective and long lasting change.
 5. Curriculum development is a cooperative group activity. Group
decisions in some aspects of curriculum development are suggested.
Consultations with stakeholders when possible will add to a sense of
ownership. Even learners should participate in some aspect of curriculum
designing. Any significant change in the curriculum should involve a broad
range of stakeholders to gain their understanding, support, and input.
6. Curriculum development is a decision-making process made from
choices of alternatives. A curriculum developer or designer must decide
what contents to teach, philosophy or point of view to support, how to provide
for multicultural groups, what methods or strategies, and what type of
evaluation to use.
7. Curriculum development is an ongoing process. Continuous monitoring,
examination, evaluation, and improvement of curricula are to be considered in
the design of the curriculum. As the needs of learners’ change, as society
changes, and as new knowledge and technology appear, the curriculum must
change.
8. Curriculum development is more effective if it is a comprehensive
process, rather than a “piecemeal”. A curriculum design should be based
on a careful plan, should clearly establish intended outcomes, support
resources and needed time available and should equip teaching staff
pedagogically.
9. Curriculum development is more effective when it follows a systematic
process. A curriculum design is composed of desired outcomes, subject
matter content complemented with references, set of procedures, needed
materials and resources and evaluation procedure which can be placed in a
matrix.
10. Curriculum development starts from where the curriculum is. Curriculum
planners and designers should begin with existing curriculum. An existing
deign is a good starting point for any teacher who plans to enhance and
enrich a curriculum.
Building upon the ideas of Oliva, let us continue learning how to design a
curriculum by identifying its components. For most curricula the major
components or elements are answers to the following questions:
1. What learning outcomes need to be achieved? (Intended Learning
Outcomes)
2. What content should be included to achieve the learning outcomes?
(Subject Matter)
3. What learning experiences and resources should be employed?
(Teaching- Learning Methods)
4. How will the achieved learning outcomes be measured? (Assessment of
Achieved Learning Outcomes)

Elements or Components of a Curriculum Design

 There are many labels or names for curriculum design. Some would call it a
syllabus, or a lesson plan. Some would call it a unit plan or a course design.
Whatever is the name of the design, the common components for all of them are
almost the same. However, some schools, institutions or departments may add other
minor parts or trimmings to the design.
Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or
teaching guide includes
1. Intended Learning Outcomes (ILO)or the Desired Learning Outcome
(DLO)formerly labelled as behavioral objectives
2. Subject Matter or content
3. Teaching and Learning Methods and
4. Assessment Evaluation. Each of these components of elements is described
below.
I. Behavioral Objectives or Intended Learning Outcomes
Begin with the end in view. The objectives or intended learning
outcomes are the reasons for undertaking the learning lesson from the
student’s point of view. It is desired learning outcome that is to be
accomplished in a particular learning episode, engaged in by the
learners under the guidance of the teacher as a curriculum designer
the beginning of the learning journey is the learning outcomes to be
achieved. In this way, both the learner and the teacher are guided by
what to accomplish.

The behavioral objectives, intended learning outcomes or

desired learning outcomes are expressed in action words found in the
revised Bloom’s Taxonomy of objectives (Anderson and Krathwohl,
2003) for the development of the cognitive skills. For the affective skills,
the taxonomy made by Krathwohl and for the psychomotor domain by
Simpson.
The statement should be SMART: Specific, Measurable,
Attainable, Result oriented and Time bound. For a beginner, it would
help if you provide the Condition, Performance and Extent or Level of
Performance in the statement of the intended caring outcomes.
For example, if a lesson intends the students to identify the parts
of a simple flower as stated in the desired learning outcomes, then
students should have identified the parts of a flower, at the end of the
lesson.
Sometimes the phrase intended learning outcomes is used to
refer to the anticipated results after completing the planned activity or
lesson. In framing learning outcomes, it is good practice to:
1. Express each outcome in terms of what successful students
will be able to do. For example, rather than stating students
will be able to explain the reason why… it should be:
Students must have explained the reason why… this helps
students to focus on what they have to achieve as learning. It
 will also help curricurist devise appropriate assessment
tasks.
2. Include different kinds of outcomes. The most common are
cognitive objectives (learning facts, theories, formulae,
principles etc.) and performance outcomes (learning how to
carry out procedures, calculations and processes, which
typically include gathering information and communicating
results). In some contexts, affective outcomes are important
too (for developing attitudes or values, e.g. those required as
a person and a particular profession).
II. Content/Subject Matter
The content of the lesson or unit is the topic or subject matter
that will be covered. In selecting content, you should bear in
mind the following principles in addition to those mentioned
about the content in previous lessons:
1. Subject matter should be relevant to the outcomes of the
curriculum. An effective curriculum is purposive and clearly
focused on the planned learning outcomes.
2. Subject matter should be appropriate to the level of the
lesson or unit. An effective curriculum is progressive, leading
students towards building on previous lessons. Contents
which are too basic or too advanced for the development
levels of learners make students either bored or baffled, and
affect their motivation to learn.
3. Subject matter should be up to date and, if possible, should
reflect current knowledge and concepts.
III. References
The reference follows the content. It tells where the content or
subject matter has been taken. The reference may be a book, a
module, or any publication. It must bear the author of the
material and if possible, the publications. Some examples are
given below.

1. Project Wild (1992) K to 12 Activity Guide, An

interdisciplinary, Supplementary Conservation and
environmental Education Program. Council of Environmental
Education, Bethesda. MD
2. Shipman, James and Jerry Wilson, et. al. (2009). An
Introduction to Physical Science. Houghton Mifflin Co.
Boston MA
3. Romo, Salvador B. (2013). Horticulture an Exploratory
Course. Lorimar Publishing Inc. Quezon City
4. Bilbao, Purita P. and Corpuz, Brenda B. et. al (2012). The
Teaching Profession 2nd Edition Lorimar Publishing Inc.
Quezon City
 IV. Teaching and Learning Methods
These are the activities where the learners derive experiences.
It is always good to keep in mind the teaching strategies that
students will experience (lectures, laboratory classes, field work,
etc.) and make them learn. The teaching-learning methods
should allow cooperation, competition as well as individualism or
independent learning among the students.
For example:
1. Cooperative learning activities allow students to work
together. Students are guided to learn on their own to
find solutions to their problems. The role of the
teachers is to guide the learners. Democratic process
is encouraged, and each one contributes to the
success of learning. Students learn from each other in
many ways. Group projects and activities considerably
enhance the curriculum.
2. Independent learning activities allow learners to
develop personal responsibility. The degree of
independence to learn how to learn to enhanced. This
strategy is more appropriate for fast learners.
3. Competitive activities, where students will test their
competencies against in a healthy manner allow
learners to perform to their maximum. Most successful
individuals in their adult life are competitive, even to
early schooling. They mostly become the survivors in
a very competitive world.
4. The use of various delivery modes to provide learning
experiences is recommended. Online learning and similar
modes are increasingly important in many curricula, but these
need to be planned carefully carefully to be effective.
V. Assessment/Evaluation
Learning occurs most effectively when students receive
feedback, i.e. when
They receive information on what they have already (and have not)
learned. The process by which this information is generated an
assessment. It has three main forms:
1. Self- assessment, through which students learn to monitor
and evaluate their own learning. This should be a significant
element in the curriculum because we aim to produce
graduates who are appropriately reflective and self-critical.
2. Peer assessment, in which students provide feedback on
each other’s learning. This can be viewed as an extension of
self-assessment and presupposes trust and mutual respect.
Research suggests that students can learn to judge each
other’s work as reliably as staff.
 3. Teacher assessment, in which the teacher prepares and
administers tests and gives feedback on the student’s
performance.
Assessment may be formative (providing feedback to help the
student learn
more) or summative (expressing a judgment on the student’s
achievement by reference to stated criteria). Many assessment
tasks involve an element of both, e.g. an assignment that is
marked and returned to the student with detailed comments.
Summative assessment usually involves the allocation of
marks or grades. The helps the teacher make decisions about
the progress or performance of the students.
Students usually learn more by understanding the
strengths and weaknesses of their work than by knowing the
mark or grade given to it. For this reason, summative
assessment tasks (including unseen examination) should
include an element of formative feedback, if possible.
Application of the Fundamental Components to Other Curriculum
Designs
While our example refers only to designing a lesson plan which
is a mini curriculum, similar components will also be used in making a
syllabus for teaching in higher education courses or other curricular
projects. Based on the curriculum models we have learned, the
fundamental components include the following:
Major components of a Course Design or Syllabus
1. Intended Outcomes (or Objectives)
2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
All other additional components are trimmings that each
designer may place.
This additional part may be an institutional template, suggested by
other curriculum
Experts and as required by educational agencies like the
Department of Education,
Commission on Higher Education, Accrediting Agencies, Professional
Organizations
That would serve the purposes they intend to achieve.

Take Action

Activity 1: Finding an Example

Instructions:
 1. Secure a copy of a sample Lesson Plan
2. Using the matrix given below, analyze the sample you
secured and give your suggestions based on the principles
and concepts you learned in this module.

Components Copy from the Your

Sample comment/Suggestion
Title of the Lesson Plan
Intended Learning
Outcomes/Objectives
Content/Subject Matter
Methods/Strategies
Evaluation/Assessment

Answer the following questions briefly:

1. Which one principle of Oliva is reflected in the Lesson Plan?
Explain
2. If you were to improve the design, what will you add, or subtract o
modify? Write your re-design suggestion

Self- Assessment:
Which of the concepts do you clearly understand? Answer Yes or No to
the questions below:
Questions Answer
As a curricularist and curriculum designer…… Yes or No
1.Do you think, curriculum change is inevitable?
2.Does curriculum change not consider the existing one?
3.Should curriculum be designed only by one person?
4.Should any change in curriculum include an evaluation
process?
5.Does curriculum change mean total overhaul?
6.Should learning outcomes be considered first before the
content?
7.should teaching methods consider only the expertise of the
teacher?
8.Are time tested methods like inductive and lecture no longer
useful?
9.Should contents be updated and relevant?
10.Is there only one design that a teacher should know?
If you got 10 correct answers out of 10 items, Congratulations! You are now
ready to move to the next lesson. If otherwise, you need to review this lesson.
Good luck.

Lesson 2 Approaches to Curriculum Designing

Learning Outcomes:
 1. Identify some familiar curriculum designs and approaches to the
design;
2. Analyze the approaches in the light of how these are applied in the
school setting.

Introduction
You have stated to familiar with the preliminaries of making a simple design
through a lesson plan component. You will further enrich your knowledge by looking
into how other curricularists approach the curriculum design. In this lesson, we will
see how several examples of curriculum designs are used in the schools and
classrooms.

Content
Types of Curriculum design Models
There are many ways of looking at curriculum and designing one. For our own
purposes, let us focus on the most widely used examples.

1. Subject-Centered Design
This is a curriculum design that focuses on the content of the curriculum. The
subject-centered design corresponds mostly to the textbook because
textbooks are usually written based the specific subject or course. Henry
Morrison and William Harris are the few curricularists who firmly believed in
this design. As practiced, school hours are allocated to different school
subjects such as Science, Mathematics, Language, Social Studies, physical
Education, and others. This is also practiced in the Philippines, because a
school day is divided into class period, a school year into quarters or
semester. Most of the schools using this kind of structure and curriculum
design aim for excellence in the specific, subject discipline content.
Subject-centered curriculum design has also some variations which are
focused on the individual subject, specific discipline and a combination of
subjects or disciplines which are a broad field or interdisciplinary.
1.1. Subject design
What subject are you teaching? What subject are you taking? These are
two simple questions that the teacher and the learner can easily answer. It
is because they are familiar with the subject design curriculum.
Subject design curriculum is the oldest and so far the most familiar design
for teachers, parents and other laymen. According to the advocates,
subject design has an advantage because it is easy to deliver. Textbooks
are written and support instructional materials are commercially available.
Teachers are familiar with the format, because they were educated using
also the design. In the Philippine educational system, the number of
subjects in the elementary education is fewer than in the secondary level.
In college, the number of subjects also differs according to the degree
programs being pursued. For each subject, a curriculum is being
designed.
However, the drawback of this design is that sometimes, learning is so
compartmentalized. It stresses so much the content and forgets about
students’ natural tendencies, interests and experiences. The teacher
becomes the dispenser of knowledge and the learners are the simply the
 empty vessel to receive the information or content from the teacher. This is
a traditional approach to teaching and learning.
1.2. Discipline design
This curriculum design model is related to the subject design. However,
while subject design centers only on the cluster of content, discipline
design focuses on academic disciplines. Discipline refers to specific
knowledge learned through a method which the scholars use to study a
specific content of their fields. Students in history should learn the subject
matter like historians, students in biology should learn how the biologists
learn, and so with students in mathematics, who should learn how
mathematicians learn. In the same manner, teachers should teach how the
scholars in the discipline will convey the particular knowledge.
Discipline design model of curriculum is often used in college, but not
in the elementary or secondary levels. So, from the subject centered
curriculum, curriculum moves higher to a discipline when the students are
more mature and are already moving towards their career path or
disciplines as science, mathematics, psychology, psychology, humanities,
history and others.
1.3. Correlation design
Coming from a core, correlated curriculum design links separate
subject designs in order to reduce fragmentation. Subjects are related
to one another and still maintain their identity. For example, English
literature and social studies correlate well in the elementary level. In
the two subjects, while history is being studied, different literary pieces
during the historical period are also being studied. The same is true
when science becomes the core, mathematics is related to it, as they
are taken in chemistry, physics, and biology. Another example is
literature as the core with art, music, history, geography, related to it.
To use correlated design, teachers should come together and plan
their lessons cooperatively.
1.4. Broad field design/Interdisciplinary
Broad field design or interdisciplinary is a variation of the subject-centered
design. This design was made to cure the compartmentalization of the
separate subjects and integrate the contains that are related to one
another. Thus, subjects such as geography, economics, political science,
anthropology, sociology and history are fused into one subject called
social studies. Language arts will include grammar, literature, linguistics,
spelling, and composition.
Sometimes called holistic curriculum, broad fields draw around themes
and interrelation. Interdisciplinary design is similar to thematic design,
where a specific theme is identified, and all other subject areas revolve
around the theme.

2. Learner-Centered Design
Among the progressive educational psychologists, the learner is
the center of the educative process. This emphasis is very strong in the
elementary level; however, more concern has been placed on the
secondary and even the tertiary levels. Although in high school, the
subject or content has become the focus and in the college level, the
 discipline is the center, both levels still recognize the importance of the
learner in the curriculum.
Here are some examples of curriculum designs which are
learner-centered.
2.1. Child- centered design. This design is often attributed to the influence
of John Dewey, Rouseau, Pestallozi and Froebel. This curriculum design
is anchored on the needs and interests of the child. The learner is not
considered a passive individual but one who engages with his/her
environment. One learns by doing. Learners actively create, construct
meanings and understanding as viewed by the constructivists. In the child-
centered design, learners’ interest with the teachers and the environment,
thus there is a collaborative effort on both sides to plan lessons, select
content and do activities together. Learning is a product of the child’s
interaction with the environment.
2.2. Experience- centered design. This design is similar to the child-
centered design. Although the focus remains to be the child, experience-
centered design believes that the interests and needs of learners cannot
be pre-planned. Instead, experiences of the learners become the starting
point of the curriculum, thus the school environment is left open and free.
Learners are made to choose from various activities that the teacher
provides. The learners are empowered to shape their own learning from
the different opportunities given by the teacher. In a school where
experience-centered curriculum is provided, different learning centers are
found, time is flexible and children are free to make options. Activities
revolve around different emphasis such as touching, feeling, imagining,
constructing, relating and others. The emergence of multiple intelligence
theory blends well with experience-centered design curriculum.
2.3. Humanistic design. The key influence in this curriculum design is
Abraham Maslow and Carl Rogers. Maslow’s theory of self-actualization
explains that a person who achieves this level is accepting of self, others
and nature; is simple, spontaneous and natural; is open to different
experiences; possesses empathy and sympathy towards the less fortunate
among the many others. The person can achieve this state of self-
actualization later in life but has to start the process while still in school.
Carl Rogers, on the other hand, believed that a person can enhance self-
directed learning by improving self-understanding, the basic attitude to
guide behavior.
In humanistic curriculum design, the development of self is the ultimate
objective of learning. It stresses the whole person and the integration of
thinking, feeling and doing. It considers the cognitive, affective and
psychomotor domains to be interconnected and must be addressed in
the curriculum. It stresses the development of positive self-concept and
interpersonal skills.
3. Problem-Centered Design
Generally, problem-centered design draws on social problems, needs,
instead and abilities of the learners. Various problems are given
emphasis. There are those that center on life situations, contemporary
life problems, areas of living and many others. In this curriculum,
content cuts across subject boundaries and must be based on the
 needs, concerns and abilities of the students. Two examples are given
for the problem-centered design curriculum.
3.1 Life-situation design. What makes the design unique is that
the contents are organized in ways that allow students to
clearly view problem areas. It uses the past and the present
experiences of learners as a means to analyze the basic
areas of living. As a starting point, the pressing immediate
problems of the society and the students’ existing concerns
are utilized. Based on Herbert Spencer’s curriculum writing,
his emphases were activities that sustain life, enhance life,
aid in rearing children, maintain the individual’s social and
political relations and enhance leisure, tasks and feelings.
The connection of subject matter to real situations increases
the relevance of the curriculum.
3.2 Core problem design. Another example of problem-
centered design is core design. It centers on general
education and the problems are based on the common
human activities. The central focus of the core design
includes common needs, problems, and concerns of the
learners. Popularized by Faunce and Bossing in 1959, it
presented ways on how to proceed using core design of a
curriculum. These are the steps:

Step 1. Make group consensus on important problems.

Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problems.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by group.
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.
These are some examples of curriculum designs there are many
more which
Are emerging and those that have evolved in the past. The example
given may be
Limited, however, for our purposes, they can very well represent
curriculum designs.

Approaches to Curriculum Design

How will a particular design be approached by the teacher? After writing a

curriculum based
On the specific designs, let us see how a teacher will approach this. We will
find out the
utilization of the example design.
 Child or Learner-Centered Approach. This approach to curriculum design is
based on the under
Lying philosophy that the child or the learner is the center of the
educational process. It means
that the curriculum is constructed based on the needs, interest, purposes
and abilities of the
learners. The curriculum is also built upon the learners’ knowledge, skills,
previous learnings
and potentials.

From its design, how should a child-centered curriculum be approached?

Let us consider
these principles.

Principles of Child-centered Curriculum Approach

1. Acknowledge and respect the fundamental rights of the child.
2. Make all activities revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multicultural classroom.
4. Consider using differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all the learner.

The child-centered approach is illustrated in the example below:

School X is anchored on the theory of multiple intelligences in all its curricular

and co-curricular activities. Every classroom provides activity centers where children can
learn on their own with the different learning resource materials. Learners can just
choose which learning center to engage in with different resources. This arrangement
allows for the capacity of every learner to be honed. It also allows learning how to learn,
hence will develop independence. The teacher acts as guide for every learner. The
learner sets the goal that can be done within the frame of time.

Subject-Centered Approach. This is anchored on a curriculum design which

prescribes separate distinct subjects for every educational level: basic education,
higher education or vocational- technical education. This approach considers the
following principles:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which may be detached
from life.
3. The subject matter serves as a means of identifying problems.
4. Learning means accumulation of content, or knowledge.
5. Teacher’s role is to dispense the content.
Example of subject-centered approach is given below:

In another setting, School Y aims to produce the best graduates in the school district. Every
learner must excel in all academic subjects to be on top of every academic competition. The higher
the level of cognitive intelligence is, the better the learner. Hence the focus of learning is mastery of
the subject matter in terms of content. Every student is expected to be always on top in terms of
mastery of discipline. Memorization, and drill are important learning skills. The school gives emphasis
to intellectual development, and sets aside emotional, psychomotor and even value development.
 Problem-Centered Approach. This approach is based on a design which
assumes that in the process of living, children experience problems. Thus, problem
solving enables the learners to become increasingly able to achieve complete or
total development as individuals.
This approach is characterized by the following views and benefits:
1. The learners are capable of directing and guiding themselves in resolving
problems, thus developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
3. The curriculum leads the learners in the recognition of concerns and problems
in seeking solutions. Learners are problem solvers themselves.
Example of the problem-centered Approach is present below:

School Z believes that a learner should be trained to solve real life problems that come
about because of the needs, interests and abilities of the learners. Problems persistent in
life and society that affect daily living are also considered. Most of the school activities
revolve around finding solutions to problems like poverty, drug problem, climate change,
natural calamities and many more. Since the school is using a problem-based design, the
same approach is used. Case study and practical work are the teaching strategies that are
utilized. Problem- centered approach has become popular in many schools.

We have given examples of curriculum design and the corresponding

approaches. Again, the choice of the design is influenced by philosophical and
psychological beliefs of the designer. It is very different design models and how to
approach each one.
Take Action
Activity 1. The K to 12 Curriculum: What Design?
Get hold of materials about the K to 12. Discuss with your groupmates and
answer the following:
1. What kind of curriculum design influence mostly the k to 12 Curriculum? A
Subject matter?
B learner-centered C Problem -centered (may have more than one answer)
2. Cite an illustrative example that relates to your choice
3. Place your answer on a matrix like the one below:
 Type of Curriculum Design in K to 12 Illustrative Example
Subject-Centered Design Approach

Learner-Centered Design/Approach

Problem – Centered Design/Approach

SELF- Assessment
Identify what kind of design and approach are utilized in the following
descriptions:
1. Only students who master the subject content ca succeed.
2. Students are encouraged to work together to find answers to their task.
3. No learner is left behind in reading, writing and arithmetic.
4. School means survival of the fittest.
5. Teacher extends class because the children have not mastered the lesson.
6. Lesson deals with finding solution to everyday problem.
7. Differentiated instruction should be utilized for different ability groups.
8. Accumulation of knowledge is the primary importance in teaching.
9. Learning how to learn is observable among students.
10. Students are problem-finders and solution-givers.

Self- Reflect
Choose one statement and reflect on it. What do you think and feel about it?
Statement 1. “Schools that approach the curriculum as subject-centered, make
robots out of the students.
Statement 2. “In schools where child-centeredness is the approach, discipline is
weak”.
Statement 3. “Students are too young to solve life’s problem, why should they do
problem solving in school”.

Lesson 3 Curriculum Mapping

Learning Outcomes:
1. Define curriculum mapping as part of curriculum designing;
2. Identify the purposes of curriculum maps;
3. Familiarize oneself of some examples of curriculum maps.
Introduction:
 A curriculum design is reflected in a written curriculum either as a lesson plan,
syllabus, unit plan or a bigger curriculum like K to 12. Before a teacher shall put this
plan or design into action, he/she must need to do a curriculum map.
Have you ever wondered how to pace your lesson, so that it will cover a
period of time like hours, weeks, quarters, semester or the whole year?
This lesson will teach us, curricularists, an important process and tool in
curriculum development which is Curriculum Mapping and Curriculum Maps.

Content Focus:
Curriculum Mapping
Curriculum mapping is a process or procedure that follows curriculum
designing. It is done before curriculum implementation or the operationalization of
the written curriculum. This process was introduced by Heidi Hayes Jacobs in 2004
in her book Getting Results with Curriculum Mapping (ASCD, 2004). This approach
is an ongoing process or “work-in-progress”. It is not a onetime initiative but a
continuing action, which involves the teacher and other stakeholders, who have
common concerns. Curriculum mapping can be done by teachers alone a group of
teachers, teaching the same subject, the department, the whole school or district or
the whole educational system.
Some curricularists would describe curriculum mapping as making a map to
success. There are common questions that are asked by different stakeholders, like
teachers, colleagues, parents, school officials and the community as well. These
questions may include:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same
content? Achieve the same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my
subjects and other subjects within the year? Next year?
Curriculum mapping, may be able to answer these questions above.
Furthermore, mapping will produce a curriculum map, which is a very
functional tool in curriculum development.
Curriculum Mapping Process
There are many ways of doing things, according to what outcome one
needs to produce. This is also true with curriculum mapping. However,
whatever outcome (map) will be made, there are suggested steps to follow:
Example A:
1. Make a matrix or a spread sheet.
 2. Place a timeline that you need to cover. (one quarter, one
semester, one year). This should be dependent on time frame of a
particular curriculum that was written.
3. Enter the intended learning outcomes, skills needed to be taught or
achieved at the end of the teaching.
4. Enter in the same matrix the content areas/subject areas to be
covered.
5. Align and name each resource available such as textbooks,
workbooks, module next to subject areas.
6. Enter the teaching-learning methods to be used to achieve the
outcomes.
7. Align and enter the assessment procedure and tools to the intended
learning outcomes, content areas, and resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all
concerned.
You will find Example A as a component of an OBE-Inspired syllabus
for the higher education. However, this can be modified for basic
education to serve the specific purpose as you will see in some maps.
Example B (For a degree program in college)
1. Make a matrix or a spreadsheet.
2. Identify the degree or program outcomes (ex. BEEd, BSEd)
3. Identify the subjects or courses under the degree (GenEd, Prof. Ed,
and Major for BSEd)
4. List the subjects along the vertical cells of the matrix in a logical or
chronological order.
5. List the degree program outcomes along the horizontal cell (use
code as POI, PO2…. If outcomes are too long to fit in the cell) PO
means Program Outcomes
6. Cross the subject and the outcome, and determine if such subject
accomplishes the outcomes as either Learned (L), Performed (P) or
given Opportunity (O). place the code in the corresponding cell.
7. Fill up all cells
8. After accomplishing the map, use it as guide for all teachers
teaching the course for students to complete the degree in four
years.
The Curriculum Map
Curriculum maps are visual timelines that outline desired learning
outcomes to be achieved, contents, skills and values taught, instructional
time, assessment to be used, and the overall student movement towards the
attainment of the intended outcomes. Curricular maps may be simple or
elaborate that can be used by individual teacher, a department, the whole
school or educational system. A map is geared to a school calendar.
 Curriculum maps provide quality control of what are taught in schools
to maintain excellence, efficiency and effectiveness. It is intended to improve
instruction and maintain quality of education that all stakeholders need to be
assured.
Sometimes, parents and teachers would ask question like: “why is my
friend’s son studying decimals in Mr. Bernardo’s class and my own son is not
studying the same in Miss Julia’s class when they are of the same grade
level?” or “Why do some of my students recognize the parts of speech while
others are totally lost?”
Parents, teachers and the whole educational community can look at
the curriculum map to see that intended outcomes and content are covered. A
map can reassure stakeholders specific information for pacing, and alignment
of the subject horizontally or vertically. It will also avoid redundancy,
inconsistencies and misalignment. Courses that are not correctly aligned will
allow teachers to quickly assess the mastery of the skills in the previous
grade, to avoid unnecessary reteaching.
Horizontally alignment, called sometimes as “pacing guide”, will make
all teachers, teaching the same subject in a grade level follow the same
timeline and accomplishing the same learning outcomes. This is necessary for
state-mandated, standard-based assessment that we have in schools.
Vertical alignment, will see to it that concept development which may be in
hierarchy or in spiral form does not overlap but building from a simple to more
complicated concepts and skills. Alignment, either vertical or horizontal, will
also develop interdisciplinary connections among teachers and students,
between and among courses. Teachers can verify that skills and content are
addressed in other courses or to higher levels, thus making learning more
relevant.
A curriculum map is always a work in progress, that enables the
teacher or the curriculum review team to create and recreate the curriculum. It
provides a good information for modification of curriculum, changing of
students and competences in order to find ways to build connections in the
elements of the curricula.
Example of a Curriculum Map
Here are two examples of a curriculum map, Sample A is for Basic
Education and Sample B is for a College level.
Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a
sample of a map for Quarter 1 and 2 columns for Code was not included.

ELEMENTARY SCIENCE GRADE 3

Note: for Quarter 2, there are still two major content which are 3. Living
Things 3.1 Plants and 4. Heredity: inheritance and Variation
Content Content Performanc Learning Learning
Standards e Standards Competency materials
Grade 3. Matter
FIRST QUARTER/FIRST GRADING PERIOD
1.Properties The learners The learners The learners Learning
1.1 demonstrate should be should be Guide in
Characteristic understanding able to…. able to.. Science &
s of solids, of…. Group Describe the Health
liquids, gases Ways of common different Mixtures
sorting objects found objects based
materials and at home and on their
describing in school characteristics
them as solid, according to (e.g. shape,
liquid. Gas solids, liquids weight,
based on and gas volume, ease
observable of flow)
properties
Classify
objects and
materials as
solid, liquid,
and gas
based on
some
observable
characteristics
Describe
ways on the
proper use
and handling
solid. Liquid
and gas found
at home and
in school
Changes that Effects of Investigate Describe BEAM-03
materials temperature the different changes in Materials
undergo on materials changes in materials Module
materials as based on the unit 3
affected by effect of materials
temperature temperature Distance
4.1 solid to Learning
liquid Module
4.2liquid to BEAM 03
solid Unit 3
4.3 liquid to Material
gas Module
4.4 solid to 44-49
gas
Grade 3- Living Things and Their Environment
Second Quarter/Second Grading Period
1.Living The learners The learners The learners
Things demonstrate should be should be
1.1 Humans understanding able to able to
1.2 A Sense of Practice 1.describe the
Organs Parts and healthful parts and
functions of habits in functions of
the sense taking care of the sense
organs of the the sense organs of
human body. organs human body
2.Living Parts and Enumerate 2. enumerate BEAM
Things function of ways of healthful -GRADE
2.1 Animals animals and grouping habits to 3 Unit 2
importance to animals protect the Animals
humans based on sense organs DLP
their Beam-
structure and Grade 3
importance unit 2
Animals
DLP
Science 3
31-32
Learning
Guide in
Science &
Health
The Body
Guards
3.describe the
animals in
their
immediate
surrounding
4.identify the
parts and
functions of
animals
5.classify
animal
according arts
and use
6.state the
importance of
animal to
humans
7.describe
ways of
prober
handling of
animals
 Sample A1- Science Curriculum Map per Quarter showing the Sequence of
Domain for the year
Q G3 G4 G5 G6 G7 G8 G9 G10
tr
1 Matter Matter Matter Matter Matter Force, Living Earth
Motion Things and
, and Space
Energy Their
Enviro
nment
2 Living Living Living Living Living Earth Matter Force,
Things Things Things Things Things and Motion
& & & & & Space ,
Their Their Their Their Their Energy
Enviro Enviro Enviro Enviro Enviro
nment nment nment nment nment

3 Force, Force, Force, Force, Force, Matter Earth Living

Motion Motion Motion Motion Motion & Things
, , , , , Space and
Energy Energy Energy Energy Energy Their
Enviro
nment
4 Earth Earth Earth Earth Earth Living Force, Matter
& & & & & Things motion
Space Space Space Space Space & &
Their Energy
Enviro
nment

Sample B- Curriculum Map for Bachelor of Elementary Education

(Professional Education Courses)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample
Subjects
Child Dev P L L O L O O O
Facilitating P P L O L O L O
Human
Learning
Social P L L O O L O
Dimensions
Teaching P P P P O P P
Profession
Principles of P P P P L O P O
Teaching
Assessment of P P P P L O P O
 Learning
Educational P P P P L O P O
Technology
Curriculum P P P P O P P
Development
Developmenta P P P P O O P O
l Reading
Field Study P P O P O P P P
Practice P P P P P P P P
Teaching
Legend:
L- learned outcomes (knowledge, skills, values)/outcomes achieved in the
subject
P- Practised the learned outcomes (knowledge, skills, values)
O- Opportunity to learn and practice (opportunities to learn and practice
knowledge, skills, and values but not taught formally)
Note:
1. Not all professional subjects are entered in the matrix
2. Desired outcomes for the professional courses are:
PO1 – Applied basic and higher 21 st century skills
PO2 – Acquired deep understanding of the learning process
PO3- Comprehended knowledge of the content they will teach
PO4- Applied teaching process skills (curriculum designing, materials
development,
educational assessment, teaching approaches)
PO5- Facilitated learning of different types of learners in diverse learning
environments
PO6- Directed experiences in the field and classrooms (observation,
teaching, assistance,
practice teaching)
PO7- Demonstrated professional and ethical standards of the profession.
PO8- Demonstrated creative and innovative thinking and practice of
alternative teaching
Approaches

Take Action
Activity 1- Let’s Apply
1. Using the sample A1 for science Curriculum Map, what knowledge and
understanding have you learned? Analyze the matrix and answer the
questions that follow:
 1.1 What are the main clusters of science content that students should
learn from Grade 3 to 10?
1.2 How does science content progress from Grade 3 to 10?
1.3 When you look at and analyze the map, what summary ideas can you
give?
1.4 Science Curriculum I spiral. How do you explain that in terms of what
you see in the map?
2. Using sample B, analyze and answer the following questions:
2.1 what is the meaning of practiced with a green background for subject
Teaching
Profession and PO1 Applied basic and higher 21 st century skills?
2.2 what is your interpretation of the colored cell with Learned that crossed
between subject Social Dimensions and PO5, facilitate learning of
different types of learners in diverse learning environment?
2.3 What does the colored Opportunity in the cell of the subject Curriculum
Development that crosses with PO6 direct experience in the field and
classroom (observations, teaching assistance, practice teaching)?

Self- Assessment
Make a wise decision. Show me that you understood the lesson. Know the
difference between YES or NO answer to each of the following questions.
1. Does curriculum mapping help a teacher understand what to accomplish
within the period of time?
2. Is a curriculum map a permanent document?
3. Can a curriculum map help explain to parents what their children are learning
in school?
4. Is curriculum mapping a task of only one teacher?
5. Can a curriculum map as a tool be used in instructional supervision?
Self- Reflect
Reflect on the process of curriculum mapping and the sample curriculum map
in the lesson. As a future teacher, how will the process of mapping and the map as a
tool help you in your profession?