The document discusses Peter Oliva's 10 axioms for curriculum design and approaches to curriculum design including child-centered, subject-centered, and problem-centered. It also defines curriculum mapping as the process of outlining learning outcomes, content, skills, instructional time, and assessments across courses to ensure students meet intended program outcomes. Curriculum maps provide quality control to maintain consistency in what is taught across classes and grade levels.

1. Prepared by ALEXIS JOHN B. BENEDICTO
Bachelor of Secondary Education (Major in English)
Publication Adviser “The Herald” , Former Editor in Chief of the Clarion, Most outstanding Student
Teacher, Most outstanding English Teacher, Journalism Awardees, Most Promising Photojournalist,
Champion in Editorial Cartooning (teachers category), English Coordinator, Back to back Champion
Coach in the Division and Regional English Language Festival (Editorial Writing) Artist, Singer,
Dancer

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

3. 5. Curriculum development is a cooperative group activity.
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.

4. 1. Behavioral Objectives or
Intended Learning Outcomes
2. Content/Subject matter
3. References
4. Teaching and Learning
Methods
5. Assessment/Evaluation

5. 1. Subject-Centered Design
1.1 Subject Design
1.2 Discipline design
1.3 Correlation design
1.4 Broad field design/ interdisciplinary
2. Learner-Centered design
2.1 Child-centered design
2.2 Experience-centered design
2.3 Humanistic design
3. Problem-centered design
3.1 Life-situations design
3.2 Core problem

6. Approaches to Curriculum Design
Child or Learner centered Approach
Subject-Centered Approach
Problem-Centered Approach

8. Curriculum mapping is the process or procedures that
follows curriculum designing.
This process was introduced by Heidi Hayes Jacobs in
2014 in her book Getting results with Curriculum
mapping (ASCD, 2014). This approach is an on going
process or “work in progress”

9. Example for a degree program in college
1. Make a matrix or spreadsheet
2. Identify the degree program outcomes (ex. BEEd,
or BSED)
3. Identify the subjects or courses under the
degree(Gen.Ed, 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 PO1, PO2…if outcomes
are too long to fit the cell) PO means program
outcomes.

10. 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. All cell should be filled up.
8. After accomplishing the map, this will serve as a
guide for all teachers the course for the students to
complete the degree in four years.

11. Curriculum maps are visual timelines that outline
desire 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 intended
outcomes.
Curriculum maps provide quality control of what are
taught in schools to maintain excellence, efficiency
and effectiveness.

12. Sometimes, parents and teachers would ask questions
like: “why my friends 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 leve?” or “ Why do some
of my students recognize the parts of speech
while others are totally lost?”