CURRICULUM DEVELOPMENT

Limited Definition of Curriculum

• A set of course constituting an area of specialization.

• Is an identification of proper goals.
• Can be considered as a system of dealing with people and the process.
• Is a means of attaining the aims or philosophy of education.
• Planned learning experience.
Broad Definition of Curriculum

• It is a plan of action or written document which includes strategies for achieving desired
goals or ends.
• Serves as the operational medium through which the school displays and coordinates the
patterns of transmission, translation, and transposition of the educative experiences for
which it assumes responsibility.
Levels of Curriculum
1. Societal Level of Curriculum
• Farthest from the learner since this is where public stakeholder participates.
• Politicians, special interest group, administrators, professional specialists.
2. Institutional Level of Curriculum
• Derived from the societal level, with modification by local educators or lay people
• May include standards, philosophies, lesson plans, and teaching guides.
3. Instructional Level of Curriculum
• How teachers use the curriculum developed in the societal level and modified in the
institutional level.
• Involves the teachers’ instructional strategies, styles, and materials used.
4. Experiential Level of Curriculum
• Curriculum perceived and experienced by each student and may, therefore, vary
among learners because of individual differences
Types of Curriculum Operating Schools
Allen Glatthorn, as cited by Bilbao describes seven (7) types of curriculum operating in
the schools.
1. Recommended Curriculum - proposed by scholars and professional organizations
❖ The curriculum may come from a national agency like the Department of
Education (DepEd), Commission on Higher Education (CHED), Department of
Science and Technology (DOST) or any professional organization who has
stake in education for example like the PAFTE.
2. Written Curriculum - appear in school, district, division, or country documents
❖ This includes documents, course of study or syllabi handed down to the schools,
districts, divisions, departments, or colleges for implementation. Most of the
written curricula are made by the curriculum experts with the participation of
teachers. These were pilot-tested or tried out in sample schools or population.
An example is the Basic Education Curriculum (BEC). Another example is the
written lesson plan, made up of objectives and planned activities of the
teachers.
3. Taught Curriculum - what teachers implement of deliver in the classrooms or schools
❖ The different planned activities which are put into action in the classroom
compose the taught curriculum. These are varied activities that are
implemented in order to arrive at the objectives or purposes of the written
curriculum. These are used by the learners with the guidance of teachers.
Taught curriculum varies according to the learning styles of students and the
teaching styles of teachers
 4. Supported Curriculum - resources like textbooks, computers, audio-visual materials
which support and help in the implementation of the curriculum.
❖ In order to have a successful teaching, other than the teacher, there must be
materials which should support or help in the implementation of a written
curriculum. These refer to the material resources, such as textbooks,
computers, audio-visual materials. Laboratory equipment, playground, zoos,
and other facilities. Support curriculum should enable the learner to achieve real
and lifelong learning
5. Assessed Curriculum - that which is tested and evaluated.
❖ This refers to a tested or evaluated curriculum. At the end of the teaching
episodes, series of evaluation is done by the teachers to determine the extent
of learning or to tell if the students are progressing. This refers to the assessed
curriculum. Assessment tool like pencil-and –paper tests; authentic instruments
like portfolio are being utilized.
6. Learned Curriculum - what students actually learn and what is measured.
❖ Refers to the learning outcomes achieved by the students. Learning outcomes
are indicated by the results of the tests and changes in behavior, which can
either be cognitive, affective, or psychomotor.
7. Hidden Curriculum - the unintended curriculum
❖ This unintended curriculum which is not deliberately planned but may modify
behavior or influence learning outcomes. There are lots of hidden curricula that
transpire in the schools. Peer influence, school environment, physical condition,
teacher-learner interaction, mood of the teachers and many other factors to
make up.

CURRICULARIST

• Is a professional who is a curriculum specialist.

• Usually, they are teachers.
WHAT DOES IT TAKE TO BE A CURRICULARIST?
1. Initiator (Initiates curriculum)
Implementation of a new curriculum requires the open minded of the teacher and the
full belief that the curriculum will enhance learning.

2. Innovator (Innovates curriculum)

Creativity and innovations are hallmarks of an excellent teacher.

3. Implementer (Implements the curriculum)

An implementer gives life to the curriculum plan. It is where the teaching, guiding,
facilitating skills of the teacher are expected at the highest level.

4. Evaluator (Evaluates the curriculum)

Determines if the desired learning outcomes have been achieved.

5. Knower (Knows curriculum)

As a teacher, one has to master what are included in the curriculum.

6. Writer (Writes the curriculum)

A classroom teacher takes record of knowledge, concepts, subject matter or content.

7. Planner (Plans curriculum)

A teacher’s role is to make yearly, monthly, or daily plan of the curriculum which serves
as a guide in the implementation of the curriculum.
CURRICULUM VIEWS
A. Traditional Views
1. Robert Hutchins
• Views curriculum as “permanent studies” where rules of grammar, reading, rhetoric
logic, and math are emphasized.
• The 3Rs should be emphasized in the basic education while Liberal Education
should be emphasized in college.

2. Arthur Bestor
• Believes that the mission of the school should be intellectual training which includes
Math, Science, History and Foreign Language.

3. Philip Phoenix
• Curriculum should consist entirely of knowledge which comes from various
disciplines.
B. Progressive Views
1. John Dewey
• Believes that education is experiencing. Reflective thinking is a means to unify
curricular elements that are tested by application.

2. Hollis Caswell and Kenn Campbell

• Viewed curriculum as all experiences children have, under the guidance of teachers.

3. Colin Marsh and George Willis

• Viewed curriculum as all the experiences in the classroom which are planned and
enacted by the teacher and also learned by the students.
FOUR EDUCATIONAL PHILOSOPHIES THAT RELATES TO CURRICULUM
1. PERENNIALISM
Aim of Education - to educate the rational person; to cultivate the intellect.
Role of Education - Teachers help students think with reason based in the Socratic
methods of oral exposition or recitation and explicit or deliberate teaching of traditional
values.
Focus in the curriculum - Classical subjects, literary analysis. Curriculum is constant.
Curriculum trends - use of great books and return to liberal arts.
2. ESSENTIALISM
Aim of Education - To promote the intellectual growth of the individual and educate a
competent person
Role of Education - The teacher is the sole authority in his/her subject area or field of
specialization.
Focus in the curriculum - Essential skills of the 3 Rs and essential subjects of English,
science, history, math and foreign language
Curriculum Trends - Excellence in Education, back to basics, and cultural literacy
3. PROGRESSIVISM
Aim of Education - To promote democratic and social living
Role of Education - Knowledge leads to growth and development of lifelong learners who
actively learn by doing.
Focus in the curriculum - Subjects are interdisciplinary, integrative, and interactive.
Curriculum is focused on students’ interest, human problems and affairs.
Curriculum Trends - School reforms, relevant and contextualized curriculum, and
humanistic education
 4. RECONSTRUCTIVISM
Aim of Education - To improve and reconstruct society, since education is for change
Role of Education - Teachers act as agents of change and reform in various educational
projects, including research.
Focus in the Curriculum - Present and Future trends and issues of national and
international interest.
Curriculum Trends - Equality of educational opportunities in education, and access to
global education.

DIFFERENCE IN EDUCATION DURING VARIOUS ERAS

COURSE GENERAL
PERIOD GOAL FOCUS METHOD
OF STUDY CHARACTERISTICS
Integration
Pre- of Customs Not formal,
Oral
Hispanic individuals and None community based, no
Immersion
Era into the Tradition educational system
tribe
Catechetical
instruction,
Not
use of No grade level,
Spanish Spread of prescribed;
Religion corporal church-based, no
Era Christianity flexible; not
punishment, educational system
centralized
rote
memorization
Academic
English English as Prescribed; Forma, structured,
American Spread of
Language medium of uniform; existence of
Era Democracy
and instruction centralized educational system
Literature
Propaganda tool,
Rote
repressively anti-
Spread of Principles memorization, Prescribed;
Japanese American and anti-
the New of the New use of threat uniform;
Era British, military-
Asian Order Order as centralized
backed existence of
punishment
educational system

WHAT ARE THE CHARACTERISTICS OF GOOD CURRICULUM?

1. The curriculum is continuously evolving.

2. The curriculum is based on the needs of the people.
3. The curriculum is democratically conceived.
4. The curriculum is the result of a long-term effort.
5. The curriculum is a complex of details.
6. The curriculum provides for the logical sequence of subject matter.
7. The curriculum complements and cooperates with other programs of the community.
8. The curriculum has educational quality.
9. The curriculum has effective flexibility.
10. The relationship of curriculum and society is mutual and encompassing.

ELEMENTS /COMPONENTS OF THE CURRICULUM

1. Aims, goals and objectives (What is to be done?)
2. Subject matter/Content (What subject matter is to be included?)
3. Learning Experiences (What instructional strategies, resources and activities will be
employed?)
 4. Evaluation Approaches (What methods and instruments will be used to asses the results
of the curriculum?)

Component 1- Curriculum Aims, Goals and Objectives

The Philippine Educational system is divided into three educational levels namely the
primary, secondary, and tertiary (with the trifocalization the educational system was divided into
Basic Education (primary and secondary); Technical-Vocational Education (Post-secondary
education) and Higher Education (tertiary education)
Based on the 1987 Philippine Constitution, all schools shall aim to:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development of the country.
5. Teach the rights and duties of citizenship;
6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline
8. Encourage critical and creative thinking; and
9. Broaden scientific and technological knowledge and promote vocational efficiency

Aims of Elementary Education (Education Act of 1982)

Through their curricula, elementary education should aim to:
1. Provide knowledge and develop skills, attitudes, values essential to personal development
and necessary for living in and contributing to a developing and changing society;
2. Provide learning experiences which increase the child’s awareness of and responsiveness
to the changes in the society;
3. Promote and intensify knowledge, identification with and love for the nation and the people
to which he belongs; and
4. Promote work experiences which develop orientation to the world of work and prepare the
learner to engage in honest and gainful work.

Aims of Secondary Education

1. Continue to promote the objectives of elementary education; and
2. Discover and enhance the different aptitudes and interests of students in order to equip
them with skills for productive endeavor and or to prepare them for tertiary schooling

Aims of Tertiary Education

1. Provide general education programs which will promote national identity, cultural
consciousness, moral integrity and spiritual vigor
2. Train the nation’s manpower in the skills required for national development
3. Develop the professions that will provide leadership for the nation; and
4. Advance knowledge through research and apply new knowledge for improving the quality
of human life and respond effectively to changing society.

Components 2- Curriculum Content or Subject matter

All curricula have content, regardless of their design or models. To the subject centered
view, content or subject matter is another term for knowledge. It is compendium of facts, concepts
generalization, principles and theories. To the learner-centered view, the content relates
knowledge to the individuals personal and social world and how he/she defines reality. According
to Jerome Bruner,” knowledge is a model we construct to give meaning and structure to
regularities in experience”
Criteria in the selection of subject matter content or knowledge for the curriculum (Bilbao, 2009)
 1. Self-sufficiency- According to Scheffler (1970), the prime guiding principle for content
selection is helping learners to attain maximum self-sufficiency in learning, but in the most
economical manner. Economy means less teaching effort and educational resources, less
learner’s effort, but more results and effective learning outcomes.
2. Significance- when content or subject matter will contribute to basic ideas, concepts
principles, and generalization to achieve the overall aim of the curriculum, the it is
significant. It also significant if it will develop learning abilities, skills, processes and
attitude. Subject matter is significant if it will develop the cognitive, affective, and
psychomotor skills of the learners. It can also be significant if the cultural aspect will be
considered.
3. Validity- The authenticity of the subject matter selected is it validity. With information
explosion, oftentimes, knowledge selected for school content may become obsolete.
Thus, subject matter should be checked or verified at regular intervals, to determine if the
content that was originally valid continues to be so.
4. Interest- For a learner –centered curriculum, this is the key criterion. A learner will value
the content if it is meaningful to him or her. Students’ interests should be considered and
adjusted taking into consideration maturity, prior experiences, educational and social
value of their interest among others.
5. Utility-Usefulness of the content or subject matter may be relative to the learner who is
going to use it. Usefulness may either be for the present or the future questions like “will I
use it in my future job? will it add meaning to my life or develop my human potential?” or”
will the subject matter be useful in solving my current problems?” are considered.
6. Learnability-Subject matter in the curriculum should be within the range of the
experiences of the learners. This is clearly suggested by the psychological foundations of
a curriculum. There are ways of presenting subject matter or content which can easily be
learned. Optimal placement and appropriate organization and sequencing of contests are
the two ways by which these can be done.
7. Feasibility- can the subject matter or content be learned within the time allowed,
resources available, expertise of the teacher, and the nature of the learners? Content
selection should be considered within the context of the existing reality in schools, in
society and government.

Component 3- Curriculum Experiences

The core or the heart of the curriculum includes the different instructional strategies and
methods that realize the goals and use the content in order to produce an outcome teaching
strategy convert the written curriculum into instruction. Both the teacher and learner take actions
to facilitate learning.
Whatever methods the teacher utilizes to implement the curriculum, there will be some
guide for the selection and use, such as:
1. Teaching methods are means to achieve the end. They are used to translate the objectives
into action.
2. There is no single best teaching method. Its effectiveness will depend on the learning
objectives, the learners, and skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop in the cognitive,
affective, psychomotor, social and spiritual domains.
4. In the choice of the teaching methods, the learning styles of the students should be
considered.
5. Every method should lead to the development of the three domains: cognitive, affective
and psychomotor
6. Flexibility should be a consideration in the use of the teaching methods

Components 4- Curriculum Evaluation

 All curricula, to be effective, must have the element of evaluation (Worthen & sanders,
1987), Curriculum evaluation refers to the formal determination of the quality, effectiveness or
value of the program process, and product of the curriculum. Evaluation is meeting the goals and
matching them with the intended outcomes
CRAFTING/DEVELOPING THE CURRICULUM
Curriculum Development may be defined as the process of selecting, organizing,
executing and evaluating the learning experiences on the basis of the nature of the society or
community. It is a continuous process for the possibilities of improving the teaching-learning
situation. Its goal is a positive change; process and transformation in the lives of the learners
based on the school’s mission and goals.
Models of Curriculum Development
RALPH TYLER MODEL (also known as Tyler’s Rationale) he posited forum fundamental
questions or principles in examining any curriculum:
1. What educational purposes should schools seek to attain?
2. What educational experiences can be provided that is likely to attain these purposes?
3. How can these educational experiences can be effectively organized?
4. How can we determine whether these purposes are being attained or not?

Tyler’s Model shows that in the curriculum development the following considerations should be
made:
1. Purpose of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences/ outcomes

HILDA TABA MODEL - She improved on Tyler’s Rationale by making a linear model. She
believes that teachers who teach or implement the curriculum should participate in developing it.
Her advocacy was called the “grassroots approach”
Presented seven majors steps her model, where teachers could have a major input.
1. Diagnosis of learners needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of the learning content
4. Organization of the learning content
5. Selection of the learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it.

Thus, looking at the curriculum models, the three-interacting process in curriculum development
are: (1) planning; (2) implementing; and (3) evaluating.
GALEN SAYLOR AND WILLIAM ALEXANDER: CURRICULUM MODEL - described curriculum
as a “plan for providing opportunities to achieve board educational goals and related specific
objectives for an identifiable population served by a single school center.
1. Goals, Objectives, and Domains
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
Peter Oliva’s 10 Axioms for Curriculum Designers
1. Curriculum change is inevitable, necessary and desirable
2. Curriculum is the 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
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 on-going process
8. Curriculum development is more effective if it is 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.
Curriculum Design Models
1. Subject-Centered Design model- focuses on the content of the curriculum.
Corresponds mostly to the textbook written for the specific subject. In this design,
schools divided the school hours across different subjects.
❖ Subject Design - this is the oldest and so far the most familiar for teachers,
parents and other layman. It is easy to deliver, has complementary books,
written, and available support instructional materials. The drawback is that
learning is so compartmentalized. It stresses the content so much that it forgets
about student’s natural tendencies, interests and experiences.
❖ Discipline Design - Related to the subject design, but focuses on academic
discipline. It is often used in college.
❖ Correlation Design - This comes from a core; correlated curriculum designs
that links separate subjects designs in order to reduce fragmentation. Subjects
related to one another, but each subject maintains identity.
❖ Broad Field design/interdisciplinary - it is variation of the subject-centered
design. This design was made to prevent the compartmentalization of subjects
and integrate the contents that are related to each other. It sometimes called a
holistic curriculum because it draws around themes and integration.
2. Learner-Centered Design - Among the progressive educational psychologists, the
learner is the center of the educative process. The emphasis is very strong in the
elementary level. However, more concern has been placed on the secondary and even
the tertiary level. In high school, the subject or content has become the focus and in
the college level, the discipline is the center. Both levels, however still recognize the
importance of the learner in the curriculum.
❖ Child-centered Design- attributed to the influence of John Dewey, Rousseau,
Pestalozzi, and Froebel. The curriculum is anchored on the needs and interest
of the child. The is not considered as a passive individual, but as on, who
engages with his/her environment. One learns by doing. Learners actively
create and construct meaning and understanding as viewed by the
constructivists. Learners interact with the teachers and environment. Thus,
there is a collaborative effort on both sides of the plan lessons, select content,
and do activities together. Learning is the product of the child’s interaction with
the environment.
❖ Experienced-Centered Design - This is similar to child-centered design.
Although the child remains to be the focus, experience-centered design
believes that the interests and needs of the 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 different opportunities given
by the teacher. The emergence of multiple intelligence blends well with
experience-centered design curriculum.
❖ Humanistic Design - The key personalities in this curriculum design were
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 many
others, Carl Rogers, on the other hand, believed that a person can enhance
self-directed learning by improving self-understanding and basic attitudes to
guide behavior. In the humanistic curriculum design, the development of self is
the ultimate obje4ctice of learning. It stresses the development of positive self-
concept and interpersonal skills.
3. Problem –Centered Design - Generally, this design draws on social problems, needs,
interests, and abilities of the learners. Various problems are given emphases. In this
curriculum, content cuts across subject boundaries and must be based on the needs,
concerns and abilities of the students.
❖ Life-Situation Design - The contents are organized in ways that allow the
students to clarify view problem areas. It uses the past and the present
experiences of learners as a means to analyze the basic areas of living.
❖ Core Design - It centers on general education, and the problems are based
on common human activities. The central focus of the core design includes
common needs, problems, and concerns of the learners.

DIMENSIONS OF PRINCIPLES OF CURRICULUM DESIGN

❖ SCOPE - Tyler and Omstein (2004) define scopes as all the content, topics, learning
experiences and organizing threads comprising the educational plan. It refers to the
coverage of the curriculum. It is the depth and breadth of the curriculum. It includes time,
diversity and maturity of the learners.
❖ BALANCE - Curriculum content should be fairly distributed in depth and breadth of the
particular learning area of discipline. This will ensure that the level or are will not be
overcrowded or less crowded.
❖ ARCTICULATION - When each subject matter is smoothly connected to the next, glaring
gaps and wasteful overlaps in the subject matter will be avoided. Teamwork among the
teachers will enhance articulation of contents in the curriculum.
❖ SEQUENCE - It is the logical arrangement of the subject matter. It refers to the deepening
and broadening of the contest as it is taken up in the higher levels.
❖ INTEGRATION - the horizontal connections are needed in subject areas that are similar,
so that learning will be related to one another. This will help the learner get a holistic or
unified view of reality outlook in life.
❖ CONTINUITY - The content repetition, review and reinforcement of learning is what is
referred to as continuity. Learning requires a continuing application of new knowledge,
skills, and attitudes or values, so that these will be used in daily living.

THE SIX (6) FEATURES OF A CURRICULUM

1. Who teachers - The Teacher
2. Who do Teachers Teach - The Learners
3. What do the Teachers Teach - Knowledge Skills and Values
4. How to the Teachers Teach - Strategies and Methods
5. How much of the Teaching was Learned - Performance
6. With whom do we Teach - Community Partners

ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

Stakeholders are individuals or institution that are interested in the school
curriculum. Their interest varies in degree and complexity. They get involved in many different
ways in the implementation because the curriculum affects them directly or indirectly.
❖ Learners at the Center of the Curriculum- These learners are the very reason why
curriculum is developed.
❖ Teachers as Curriculum Developers and Implementers- Planning and writing the
curriculum are the primary roles of the teacher. The teachers write a curriculum regularly
 through a lesson plan, a unit plan or a yearly plan. He prepares the activities for the
students to do. the teacher addresses the goals, needs, and interest of the learners by
creating experiences from where the students can learn. He/She designs, enriches, and
modifies the curriculum to suit the learners’ characteristics.” No technology can ever
replace a teacher, it will only support the multifaceted role of the teacher.”
❖ Curriculum Managers and Administrators- They are people who are responsible in the
formulation of the school’s vision, philosophy, mission and objectives. They provide
necessary leadership in evaluating teaching personnel and school programs. The principle
of command responsibility and institutional leadership rests on the shoulders of the school
administrators.
❖ Parents as Supporters to the curriculum- Parents are the best supporters of the school,
especially because they are the ones paying for their child’s education. Hence, they want
to get the best of his/her investment in education. This has an implication to what kind if
curriculum is being offered in the school.
❖ Community Members as Curriculum Resources- Community members and materials in
the existing local community can very well substitute for what are needed to implement
the curriculum. Respected community members may be included in school boards; some
can become resource speakers, etc.
❖ Other Stakeholders in Curriculum Implementation-Professional organizations like those
of teachers, lawyers, medical doctors, engineers and many others are asked by curriculum
specialists to contribute in curriculum review because they have a voice in licensure
examinations, curriculum enhancement and many more. Often, they have a better view of
the industry where the graduates of the curriculum go.

ASSESSING/EVALUATING THE CURRICULUM

Curriculum assessment is the process of collecting information for use in evaluation
Curriculum assessment may achieve the following purposes:
1. Highlight curriculum expectations;
2. Gather information about what students know and can do,
3. Motivate and encourage teachers to meet the identifies needs of students
4. Provide evidence to tell how well the students have learned; and
5. Obtain feedback that helps teachers, students and parents make good decisions to guide
instruction

Intended Curriculum - refers to a set of objectives identified set at the beginning of any curricular
plan. It establishes the goal, the specific purposes, and the immediate objectives to be
accomplished. The intended curriculum specifies what the curriculum maker wants to do.
Implemented Curriculum - refers to the various learning activities or experiences of the students
in order to achieve the intended curricular outcomes.
Achieved curriculum - refers to the curriculum outcomes based on the first two types of
curriculum, the intended and implemented. The achieved curriculum is considered the product. It
can be the learning outcomes, or a material product itself, like a book, modules or instructional
material.
What is Curriculum Evaluation?
Curriculum Evaluation is the process of obtaining information for judging the worth
of an educational program, product, procedure, educational objectives or the potential utility of
alternative approaches designed to attain specified objectives.
Curriculum evaluation focuses on determining whether the curriculum as recorded
in the master plan has been carried out in the classroom. In evaluating a curriculum, the following
key questions are usually asked:
1. Are the objectives being addressed?
 2. Are the contents presented in the recommended sequence?
3. Are the students being involved in the suggested instructional experiences?
4. Are the students reaching to the contents?

CURRICULUM INNOVATION
Innovations are inevitable as man continues to seek for development. With the
demand brought about by the fast-changing society. It is most likely that innovations will occur. In
curriculum, changes and modifications are being introduced to keep pace with the changing world.
With emerging theories of learning, instructional delivery and management, learning and teaching
styles, modes of living and other societal changes in science and technology led educator to
introduce innovations.
LEVELS OF OPERATIONS FOR IMPROVEMENT
1. Substitution
Replace the present with new one
2. Alteration
Introduce minor changes or modification on the current one
3. Restructuring
Introduce major modification of the current curriculum
4. Perturbation
Changes happen within fairly short time
5. Value Orientation
Respond to shift in emphasis within the vision/mission of the school
CURRICULUM ALIGNMENT
Curriculum Alignment - alignment between curriculum and one or more of the following
elements, state standards, standardized test/state test, curriculum embedded tests, student's
assignments, lesson plans, textbooks and instruction

• Vertical Alignment - planning curriculum across the grade levels from kindergarten
through high school, building upon instruction based upon standards

• Horizontal Alignment - alignment of the curriculum being taught by teachers in common

grade level

Benefits of Curriculum Alignment

1. Improves students test scores by making sure the Information a teacher teaches in her
classroom lines up with the Information covered on standardized test
2. Teachers can collaborate together more effectively if they all have the same basic goal
for their classrooms.
3. Helps a school or Individual teacher prove the students are learning material that lines
up with state standards.
4. Students can travel from school to school and still have the same basic instruction
5. Ensures an increased in the students’ academic performance.