This document provides information on curriculum design and mapping. It discusses 10 axioms of curriculum design, key elements of curriculum like objectives and content, and approaches like subject-centered and problem-centered designs. It also explains that curriculum mapping is done after designing to outline learning outcomes, content, skills, assessment, and student progression in a visual timeline before implementation. Mapping allows quality control and improving instruction to ensure coverage of intended outcomes and content.

1. CHAPTER 2:
CRAFTING
THE
CURRICULUM

2. MODULE 3:
The teacher as a curriculum
designer

3. LESSON 1
Fundamentals
of
curriculum design

4. Building on Peter Oliva’s 10 Axioms
for Curriculum Designed
1. Curriculum change is inevitable,
necessary, and desirable.
2. Curriculum is a product of its time.
3. Curriculum changes made after earlier can
exist concurrently with newer curriculum
changes.
4. Curriculum change depends on people who
will implement the change.
5. Curriculum development is a cooperative
group activity.

5. 6.Curriculum development is a decision-
making process made from choices of
alternatives.
7.Curriculum development is an ongoing
process.
8. Curriculum development is more effective
if it is a comprehensive process, rather than
a “piecemeal”.
9.Curriculum development is more effective
when it follows a systematic process.
10.Curriculum development starts from
where the curriculum is.

6. ELEMENTS OR
COMPONENTS
OF A
CURRICULUM
DESIGN

7. I. BEHAVIORAL OBJECTIVES OR
INTENDED LEARNING OBJECTIVES
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.

8. II. CONTENT/SUBJECT MATTER
Subject matter should be relevant to the
outcomes of the curriculum. An effective
curriculum is purposive and clearly focused
on the planned learning outcomes.
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.

9. Subject matter should be up to date and,
if possible, should reflect current
knowledge and concepts.

10. 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.
Example:
Shipman, James and Jerry Wilson, et. Al
(2009). An introduction to Physical Science.
Houghton Mifflin Co. Boston MA

11. IV. TEACHING and Learning Methods
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
ways. Group projects and activities
considerably enhance the curriculum.

12. 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 learners to perform to their
maximum. Most successful individuals in their
adult life are competitive, even in early
schooling. They mostly become the survivors in
a very competitive world.
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 to be effective.

13. V. ASSESSMENT/ EVALUATION
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.
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 suggest that students can learn to
judge each other’s work as a reliably as staff.
Teacher assessment, in which the teacher
prepares and administers test and gives
feedback on the student’s performance.

14. LESSON 2
Approaches to
curriculum design

15. Types of Curriculum Design
Method
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 textbooks because textbooks
are usually written based the specific
subject or course.

16. 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.

17. 1.1 Subject design is the oldest and so far the most
familiar design for teachers, parents and other laymen.
1.2 Discipline Design this curriculum design model is
related to the subject design. However, while subject
design centers only on the cluster, discipline design
focuses on the academic disciplines.
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.
1.4 broad field design/ interdisciplinary is a variation
of the subject-centered design. This design was made to
cure the compartmentalization of the separate subjects
and integrate the contents that are related to one
another.

18. 2. Learner-Centered Design
Among the progressive educational
psychologists, the learner is the center of
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.

19. 2.1 Child-centered design. This design is often attributed
to the influence of John Dewey, Rouseau, Pestalozzi and
Froebel. This Curriculum design is anchored on the needs
and interests of the child.
2.2 Experience-centered design. This design is similar to
the child-centered design. Although the focus remains to
be the child, experience-centered designs 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.
2.3 Humanistic design. In this 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.

20. 3. Problem-Centered Design
Generally, problem-centered design draws on
social problems, needs, interest 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.

21. 3.1 Life-situations design. In this curriculum design,
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.
3.2 Core problem 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
learner.

22. Ways on how to proceed
using core design of a
curriculum (Faunce and
Bossing in 1959)

23. Step 1. Make group consensus on important problems.
Step 2. Develop criteria for selection of important
problem
Step 3. State and define the problem.
Step 4. Decide on the areas of study, including class
grouping.
Step 6. Obtain and organize information for
resources.
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.

24. Approaches
to Curriculum
Design

25. Child or Learner-centered Approach. This approach to
curriculum design is based on the underlying philosophy
that the child or the learner is the center of the
educational process.
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 differential instruction or teaching.
5. Provide a motivating supportive learning environment
for all the learner.

26. 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 consider 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 of living.
4. Learning means accumulation of content, or knowledge.
5. Teacher’s role is to dispense the content.

27. 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 beliefs.
1. The learners are capable of directing and guiding
themselves in resolving the 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.

28. LESSON 3:
Curriculum Mapping

29. Curriculum mapping is a process or procedure
that follows curriculum designing. It is done
before curriculum implementation or the
organization of the written curriculum. This
process was introduced by Heidi Hayes Jacob in
2004 in her book Greeting Results with
Curriculum Mapping (ASCD, 2004). This approach
is an ongoing process or “work-in-progress”. It is
not a one time 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 teaching the same subject, the
department, the whole school or district or the
whole educational system.

30. 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 be a school
calendar.

31. Curriculum maps provide quality control of what are
taught in school to maintain excellence, efficiency and
effectiveness. It is intended to improve instruction and
maintain quality of education that all stakeholders need
to be assured.
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 necessary reteaching.

32. 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 standards and
competencies in order to find ways to build
connections in the elements of the
curricula.

33. THE END!
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