CRAFTING

THE
CURRICULUM
CRAFTING THE
CURRICULUM

THE TEACHER AS A
CURRICULUM DESIGNER

FUNDAMENTALS OF
CURRICULUM DESIGNING

APPROACHES TO
CURRICULUM DESIGNING

CURRICULUM MAPPING
 CURRICULUM DESIGN MODEL

As a teacher, one has to be a curriculum

designer, curriculum implementor and a
curriculum evaluator. Hence it would be a
great help to know how school curricula
are being made or crafted.
 CRAFTING A CURRICULUM
• Is like writing a lesson plan
A CURRICULUMM CAN BE ORGANIZED EITHER:
1. HORIZONTAL ORGANIZATION
-The direction of the curriculum elements is side ways .
-It is the arrangement of topics, themes, or courses offered at the same point
in time. (same grade or year level, or same semester/trimester.
2. VERTICAL ORGANIZATION
-The curriculum elements follow a vertical design.
- It often proceed to concepts adjustment and learning skills in one
subject during different years.
6 DIMENSION OF A CURRICULUM DESIGN
1.SCOPE 4. INTEGRATION
2.SEQUENCE 5. ARTICULATION
3.CONTINUITY 6. BALANCE

SCOPE- It is where the decision making

of a teacher is needed.
 The depth of a content to be taught at a
specific level
 Skills and content that teachers are
expected to include in their instruction.
SEQUENCE- The order in which the
content should be taught for the best
learning.

 The materials and plans for learning

experiences and organized around.
 A sequence designed to support children at various level of
development.
 Simple to Complex Learning are organized.
 From simple to complex, from concrete to abstract and from
easy to difficult.
PREREQUISITE LEARNING- There are fundamental things to
be learned ahead.

Like LETTER before WORDS,

WORDS before PHRASES and,
PHRASES before SENTENCES

 Whole to part learning-Overview before

specific content or topics.
 Chronological learning-order of events
is made a basis of sequencing.
 The content and the experiences.
STRUCTURES OF CURRICULUM DESIGN
1. SUBJECT-CENTERED DESIGN MODEL
-it focuses on the content of the curriculum.
-firm believers;

Henry Morrison William Harris

EXAMPLES OF SUBJECT-CENTERED CURRICULUM

a. Subject Design- centers on the cluster of content.

b.Discipline Design- focuses on academic disciplines.
-DISCIPLINE- Specific knowledge learned through a
method which the scholars use to study a specific content
of their fields.

c. Correlation Design- link separate subject design in order to

reduce fragmentation.
d. Broad field design/interdisciplinary- made to prevent the
compartmentalization of subjects and integrate the contents
that are related to each other.
- sometimes called holistic curriculum
2. LEARNER-CENTERED DESIGN
-the learner is the center of the educative process.
EXAMPLES OF LEARNER-CENTERED DESIGNS
a. Child-centered design
- attributed to the influence of;
John Dewey

-anchored on the need and interests of

the child.
Roseau

-Learns by doing

Pestalloz
-Learners actively create, construct meanings and
understanding (collaborative effort)

Froebel
-Learning is a product of the child’s interaction
with the environment.
b. EXPERIENCED-CENTERED DESIGN

- Experiences of the learners becomes the starting point of the

curriculum

- Learners are made to choose from various activities that the

teacher provides

- Activities revolve around different emphasis such as

touching, feeling, imagining, constructing, relating to others.
c. HUMANISTIC DESIGN
- Key lead personalities:

Abraham Maslow Carl Rogers

-The development of self is the ultimate objective of the
learning
-It considers the cognitive, affective and psycho motor domains to be
interconnected and must be addressed in the curriculum

-Stresses the development of positive self-concept and inter-

personal skills

3. PROBLEM-CENTERED DESIGN
Draws on the following:
-social problems -interests
- needs - abilities of learners
 Various problems are given emphases.
These are those that centered on:
-Life situation
-contemporary life problems
-areas of living and many others
In this curriculum contents cuts across subject boundaries and
must be:

-based on the needs

-concern and abilities of the students
EXAMPLES OF PROBLEM-CENTERED DESIGN CURRICULUM

a. Life-situation Design
-based on Herbert Spencer’s curriculum writing his emphases
where activities that sustain life, enhance life and rearing
children, maintain the individual’s social and political relations
and enhance leisure, tasks and feelings. The connection of
subject matters to the real situation increases the relevance of
the curriculum
b. Core Design
- Centers on general education and the problems are based
on common human activities.
WAYS ON HOW TO PROCEED A CORE DESING OF
CURRICULUM
1. The problem is selected by either the teacher or students
2. A group consensus is made to identify the important problems
and interest of the class
3. Problems are selected on the basis of developed criteria for
selection.
4. The problem is clearly selected and defined.
5. Areas of study are decided, including dividing the class by
individual or group interests.
6. Needed information is listed and discussed.
7. Resource for obtaining information are listed and discussed.
8. Information are obtained and organized.
9. Tentative conclusion are stated and tested
10. A report is presented to the class on the individual or group
basis.
11. Conclusions are evaluated.
12. New avenues of exploration toward further problem solving
are examined.
 THE TEACHER
AS A
CURRICULUM DESIGNER
 WHAT IS CURRICULUM DESIGNER?
CURRICULUM DESIGNERS are the instructional
coordinators who develop educational programs and
instructional materials for school, organizations and
companies.

WHAT IS CURRICULUM DESIGN?

CURRICULUM DESIGN is the planning period
when instructors organize the instructional unit for
their course.
CURRICULUM DESIGN

Is a term used to describe

the purposeful, deliberate,
and systematic organization
of curriculum within a class
or course.
PURPOSE OF CURRICULUM DESIGN

 Theultimate goal is to improve

student learning, but there are other
reasons to employ curriculum design
as well.
FUNDAMENTALS OF
CURRICULUM
DESIGNING
CURRICULUM DESIGN

-Focuses on the creation of the overall course, blueprint,

mapping content to learning objectives, including how to
develop a course outline and build the course.

Each learning objectives is met with assessment strategies,

exercises, content, subject matter analysis, and interactive
activities.
 WHAT ARE THE FUNDAMENTALS OF
CURRICULUM DESIGN?
 CURRICULUM CHANGE IS INEVITABLE, NECESSARY AND
DESIRABLE . One of the characteristics of curriculum is it’s dynamic.
Societal development and knowledge revolution come so fast that the need
to address the changing conditions requires new curriculum designs.
 Curriculum reflects as a product of its time. A relevant curriculum
should respond to changes brought about by current societal forces,
philosophical positions, psychological principles, new knowledge and
educational reforms. This is called timelines.
 CURRICULUM CHANGES MADE EARLIER CAN EXIT
CONCURRENTLY WITH NEVER CURRICULUM CHANGES. A
revision in a curriculum starts and ends slowly. More often, curriculum is gradually
phased in and phased out thus the change that occurs can coexist and oftentimes overlaps
for long periods of time.
 CURRICULUM CHANGE DEPENDS ON WHO WILL IMPLEMENT
THE CHANGE. Teachers who will implement the curriculum should be involved in its
development, hence should know how to design curriculum. This will assure an effective
and long lasting change.
 CURRICULUM DEVELOPMENT IS COOPERATIVE GROUP
ACTIVITY. Group decisions in some aspects of curriculum development are
suggested. Consultations with stakeholders when possible will add to sense of ownership.
Any significant change in the curriculum should involve a broad range of stakeholders to
gain their understanding, support and input.
 CURRICULUM DEVELOPMENT IS A DECISION-MAKING
PROCESS MADE FROM CHOICES OF ALTERNATIVES. A
curriculum developer or designer must decide what contents, what teacher,
philosophy or point of view to support, how to provide multicultural
groups, what methods or strategies and what type of evaluation to use.
 CURRICUUM DEVELOPMENT IS AN ONGOING PROCESS.
Continuous monitoring, examination, evaluation and improvement of
curricula are to be considered in the design of the curriculum.
 CURRICULUM DEVELOPMENT IS MORE EFFECTIVE IF IT IS
COMPREHENSIVE PROCESS, RATHER THAN A “PIECEMEAL”. A
curriculum design should be based on a careful plan; intended outcomes
clearly established, support resources and needed time available and
teaching staff pedagogically equipped.
 CURRICULUM DEVELOPMENT IS MORE EFFECTIVE
WHEN IT FOLLOWS A SYSTEMATIC PROCESS. A
curriculum design is composed of desired outcomes, subject
matter content complimented with reference, set of procedures,
needed materials and resources and evaluation procedure which
can be placed in matrix.
 CURRICULUM DEVELOPMENT STARTS FROM
WHERE THE CURRICULUM IS. Curriculum planners and
designers should begin with existing curriculum. An existing
curriculum design is good starting point for any teacher who
plans to enhance and enriched curriculum.
 APPROACHES
OF
CURRICULUM DESIGNIN
 WHAT ARE THE APPROACHES TO
CURRICULUM DESIGN?
 CHILD OR LEARNER-
CENTERED APPROACH. This
approach to curriculum design is
based on the underlying
philosophy that the child 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.
  SUBJECT-CENTERED
CURRICULUM. Anchored on the
curriculum design which prescribes
different and separate subjects into one
broad field. This approach considers the
following.
 The primary focus is the subject matter
 The emphasis is on bits and pieces of information
which are detached from life.
 The continuing pursuit of learning outside the
school is not emphasized. Learning should only
take place inside the classroom.
 The subject matter serves as a means of identifying
problems in living.
 PROBLEM-CENTERED CURRICULUM.
This approach is based on a curriculum
design which assumes that in the process
of living, children experience problems.
Thus, problem solving enables the learners
to become increasingly able to achieve
complex or total development as
individuals. This approach is characterized
by the following views and beliefs.

 The learners are capable of directing and

guiding themselves in resolving problems, thus
they become independent learners.
 The learners are prepared to assume their civic
responsibilities through direct participation in
different activities.
 The curriculum leads the learners in the learners
in the recognition of concerns and problems in
seeking solutions. The learners are considered
problem solvers.
CURRICULUM MAPPING
WHAT IS CURRICULUM MAPPING?
 A process for organizing
data reflecting the
primary knowledge,
skills, and assessments
related to a subject area
used to facilitate
communication and
instruction.
 CURRICULUM MAPPING
 It is a process of indexing or diagramming a
curriculum to identify and address academic gaps,
redundancies, and misalignments for purposes of
improving the overall coherence of a course of study
and, by extension, it’s effectiveness.
 SIMPLY PUT: Curriculum mapping refers to the
alignment of learning standards and teaching.
What’s the difference between Curriculum
Map and Lesson Plan?
 A LESSON PLAN is an outline that details
what will be taught, how it will be taught, and
what resources will be used to teach it.
CURRICULUM MAPS, on the other hand,
offer a long-term overview of what has already
been taught.
 WHY DO WE NEED TO MAKE A
CURRICULUM MAP?
 Because teachers need a clear roadmap on what
to do and what to achieve the whole school year.
 Because teachers need a plan on clearly
specified standards to gauge students
performance.
PROCEDURES FOR CURRICULUM MAPPING
 PHASE 1: Colleting the Data
 PHASE 2: The First Read-Through
 PHASE 3: Mixed Group Session
 PHASE 4: Large Group Review
 PHASE 5: Determine Those Points That Can Be Revised
Immediately
 PHASE 6: Determine Those Points That Can Be Require Long-
Term Research and Development.
 PHASE 7: The Review Cycle Continues
CURRICULUM MAPPING TEMPLATE
THAT WOULD BE ALL
THANK YOU!