Curriculum Design Curriculum Mapping and Audit

Components of Curriculum Design
Curriculum Design
- means the organization of curriculum components
-it can be:

✓lesson plan (miniscule curriculum)
syllabus
✓ unit plan course design
✓ course design
MajorComponents
1. Behavioral components
o The objectives should be SMART: Specific, Measurable, Attainable, Result-oriented and

Time-bound.
2. Content/Subject Matter
o Subject matter should be relevant to the outcomes of the curriculum.
3. Teaching and Learning Methods
o These are the activities where the learners derive experiences.
4. Teaching and Learning Methods
o 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.
o Independent learning activities allow learners to develop personal responsibility.The
degree of independence to learn how to learn is enhanced. This strategy is more
appropriate for fast learners
Competitive activities, where students will test their competencies against another in a healthy
manner, allow learning to perform to their maximum. They mostly become the survivors in a
very competitive world.
Direct Instruction: Barak Rosenshine Model (in Ornstien & Hunkins, 2018)
-Detailed Steps
Guided Instruction: Madeline Hunter Model (in Ornstie &

Mastery Learning; JH Block and Lorin Anderson Model (in Ornstein & Hunkins,2018)
Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and Hunkins, 2018)
Criteria in Selecting Teaching Learning Methods
o Adequacy- This refers to the actual learning space or classrooms (space, ventilation,
technology available).
o Suitability- This relates to planned activities. It considers chronological and
developmental ages of learners.
o Efficiency- This refers to operational and instructional effectiveness.
o Economy- This refers to cost effectiveness.
5.Assessment/Evaluation
o Learning occurs most effectively when students receive feedback. When they receive
information on what they have already (and have not) learned.
o Self-assessment, through which students learn to monitor and evaluate their own learning.
o 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.
Teacher assessment, in which the teacher prepares and administers tests and gives feedback on
the student's performance.
o Formative (providing feedback to help the student

learn more)
o Summative (expressing a judgment on the student's achievement
by reference to stated criteria)
Major Components of a Course Design
I. Intended Outcomes (or Objectives)

II. Content/Subject Matter (with references) III. Methods/Strategies
(with needed resources)
III. Methods/Strategies (with needed resources)
IV. Evaluation (means of assessment)
Curriculum Design Models
 Subject-Centered
-Subject design
-It stresses so much to the content that it forgets students' natural
tendencies, interests and experiences. The drawback of this design
is that learning is sometimes compartmentalized
-Discipline design
-Discipline refers to specific knowledge and method which
scholars use to study a specific content of their fields. From subject
centered moves higher to a descipline when students are mature
and already moving towards their career path or descipline
-Correlation design
Comes from a core correlated curriculum design that link separate
subject designs in order to reduce fragmentation. Subjects are
related to one another but each subject maintain its identity.
-Broadfield
it is made to prevent compartmentalization of subjects and
integrate the contents that are related to each other
 Learner-Centered
-Child centered design
- is anchored on the needs and interest of the child
-Experienced-centered design
experience of the learners become the starting point of the
curriculum
-Humanistic designs
the development of self is the ultimate objective of learning
 Problem-Centered
this design draws on social problems needs interest and abilities of the learners
-Life situation design

-it uses the immediate problems of the society and the students
exixting concerns
-it uses the immediate problems of the society and the students
existing concerns
Core problem design

-centers on general education and the problems are based on
common human activities (common problems)
Curriculum Mapping and Quality Audit
Curriculum Mapping
it is a model for designing refining upgrading and reviewing the curriculum resulting in a
framework that provides form focus and function
Benefits of curriculum mapping
1. curriculum mapping ensures alignment of the desired learning outcomes learning

activities and assessment of learning
2. curriculum mapping addressess the gaps or repetitions in the curriculum
3. currriculum mapping verifies clarifies and establishes alignment between what students
to do in thier courses and what is taught in the classrooms and assessed as their learning.
4. the curriculum maps visually show importantly elements of the curriculum and how they
contribute to student learning.
5. curriculum mapping connects all initiatives from instruction pedadogies assessment and
proffesional development
Curriculum quality audit (cqa)

-a form of curriculum mapping
-it is a process of mapping the curricular program or syllabus against established standards
-it requires a written curriculum and the tested curriculum linked to both the taught and the
written curricula
Benefits of curriculum quality audit
1. identify gaps under and over representation of the curriculum based on the standards
2. ensures alignment of learning outcomes activities and assessment to the standards
3. achieves an internationally comparable curriculum as standards become the basis of
the curriculum analysis
Standards use in cqa

Philippines professional standards for teachers (ppst)
Cmo 74. s 2017 (bachelor of elementary education)
Cmo 75 s 2017 (bachelor of secondary education)
Curriculum implementation as a change process
-in the classroom context curriculum implementation means teaching what has been
written in the lesson plan
-When we implement or put into action the curriculum there is always a change.
Categories of curriculum change

Substitution- replace the present with a new one (complete overhaul)
Alteration- introduce minor changes or modification on the current one
Restructuring- introduce major modifications of the current curriculum
Pertubation- changes happen within a fairly short time
Elements of curriculum change
Developmental - its should develop multiple perspectives increase integration and make
learning autunomous create a climate of openness and trust and appreciate and affirm
strengths of the teacher.
Participatory- for curriculum implementation to succeed it should be participatory

especially becasue other stakeholders like peers school leaderd parents and currculum
specialist are necessary
Supportive- Material support like supplies, equipment and conductive learning

environment like classrooms and laboratory should be made available. Human support is
also needed.

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Components of Curriculum Design

- means the organization of curriculum components

-it can be:

o The objectives should be SMART: Specific, Measurable, Attainable, Result-oriented and

o Subject matter should be relevant to the outcomes of the curriculum.

3. Teaching and Learning Methods

o These are the activities where the learners derive experiences.

4. Teaching and Learning Methods

Guided Instruction: Madeline Hunter Model (in Ornstie &

Criteria in Selecting Teaching Learning Methods

o Formative (providing feedback to help the student

Major Components of a Course Design

I. Intended Outcomes (or Objectives)

Curriculum Design Models

-Life situation design

Core problem design

Benefits of curriculum mapping

1. curriculum mapping ensures alignment of the desired learning outcomes learning

Curriculum quality audit (cqa)

Benefits of curriculum quality audit

Standards use in cqa

Categories of curriculum change

Elements of curriculum change

Participatory- for curriculum implementation to succeed it should be participatory

Supportive- Material support like supplies, equipment and conductive learning

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