Branggan, Razel L. - EDUC 128 WRITTEN REPORT

Republic of the Philippines
Davao Oriental State University

Institution of Education and Teacher Training
Guang-guang, Mati City, Davao Oriental
Written Report
EDUC 128: The Teacher and the School

Curriculum
Submitted by:
RAZEL L. BRANGGAN
Submitted to:
MR. GUILLERMO L. BELLO JR.
September 18, 2023

Fundamentals of Curriculum Design
Designing a curriculum is a very challenging task. It is here where the style

and creativity of the teacher come in. Thus, this topic will provide the necessary
concepts and activities that you as a teacher can refer to as you prepare yourself to
be a curriculum designer.
Curriculum Design
is the process of planning and organizing the content, structure, and delivery
of an educational programs. It involves making thoughtful decisions about
what students should learn, how they will learn it, and how their progress will
be assessed.
Building on Peter Oliva's 10 Axioms for Curriculum Designers
As we begin to discuss about curriculum designing, all teachers need to know

the different axioms and theorems regarding curriculum as presented by Gordon, W.,
Taylor R., and Oliva, P in 2019. These axioms will be used to guide curricularist in
designing a curriculum.
Axioms are principles that practitioners as curriculum designer can use as

guidelines or a frame of reference.
Ten Axioms About Curriculum That Teachers Needs as Reminders
1. Curriculum change is inevitable, necessary, and desirable.
Earlier it was stated that one of the characteristics of curriculum is its being
dynamic. Because of this, teachers should respond to the changes that occur
in schools and in their context. Societal development and knowledge
revolution come so fast that the need to address the changing condition
requires new curriculum designs.
Dynamic means inevitable or unavoidable, and why? Simply because we
encounter problems that need to be developed and we adopt the changing
conditions.
For example, the new normal education policy, the old curriculum might not
be effective in the new situation that we are currently experiencing.
By having this as a teacher we must adapt to these changes by embracing
new curriculum designs to keep education relevant and effective.
2. Curriculum is a product of its time.

It is also called “timeliness”. A relevant curriculum should respond to changes
brought about by current social forces, philosophical positions, psychological
principles, new knowledge, and educational reforms.
For example, What we have been experiencing during the pandemic is that
our learning modality has changed from face-to-face to blended learning like
online classes and modular.
3. Curriculum changes made earlier can exist concurrently with newer

curriculum changes.
A revision in a curriculum starts and ends slowly. More often, curriculum is

gradually phased in and phased out, thus the changes that occur can coexist
and oftentimes overlap for long periods of time.
As I have said, the curriculum is not consistent, and teachers have been
challenged on how to handle that kind of situation. If another curriculum is
being implemented, it will take years to end.
For example, if K12 is phased in this year and next year, there is a possibility
that it will phase out and another set of curriculums will be added,
implemented, or adopted.
4. Curriculum change depends on people who will implement the changed.
Teachers who will implement the curriculum should be involved in its

development, hence should know how to design a curriculum.
At this time, the teacher will be the implementer; he or she should be able to
meet the objectives or desired learning outcomes and must target the
interests of the students. However, if the learning outcomes are not attained,
then they will be useless, and this will be the time that the creativity of the
teacher will be seen.
5. Curriculum development is a cooperative group activity.
Group decisions in some aspects of curriculum development are suggested.

Consultations with stakeholders when possible will add to a sense of
ownership. Even learners should participate in some aspect of curriculum
designing. Any significant change in the curriculum should involve a broad
range of stakeholders to gain their understanding, support, and input.
Any changes in the curriculum must involve stakeholders, such as teachers,
students, and administrators. The teacher will work together with the
administrators, professional planner, and curriculum developer. If there are
any changes that will happen without the cooperation of the group, then they
will fail.
6. Curriculum development is a decision-making process made from choices
of alternatives.
A curriculum developer or designer must decide what contents to teach,

philosophy or point of view to support, how to provide for multicultural groups,
what methods or strategies, and what type of evaluation to use.
In this part, it is very essential because this will be the time when the
teacher's choices will determine what they are going to do as content and
what will be included and not. At this point, teachers must assure that all
students have an equal opportunity to learn.
7. Curriculum development is ongoing process.
Continuous monitoring, examination, evaluation, and improvement of curricula

are to be considered in the design of the curriculum. As, the needs of learner
change, as society changes, and as new knowledge and technology appear,
the curriculum must change.
Curriculum development is a continuous process. It involves constantly
monitoring, examining, evaluating, and improving curricula. As learner needs
evolve, society changes, and new knowledge and technology emerge, the
curriculum must adapt and change accordingly to remain relevant and
effective.
8. Curriculum development is more effective if it is a comprehensive process,

rather than a “piecemeal”.
A curriculum is design should be based on a careful plan, should clearly

establish intended outcomes, support resources and needed time available
and should equip teaching staff pedagogically.
9. Curriculum development is more effective when it follows a systematic

process.
A curriculum design is composed of desired outcomes, subject matter content

complemented with references, set of procedures, needed materials and
resources and evaluation procedure which can be placed in a matrix.
A set of procedures, or models, for curriculum should be established in
advance, and be known and accepted by all who are involved in the process.
10. Curriculum development starts from where the curriculum is.
Curriculum planners and designers should begin with existing curriculum. An

existing design is a good starting point for any teacher who plans to enhance
and enrich the curriculum.
Curriculum planners and designers should build upon the existing curriculum
because it will serve as a foundation. Starting with what already exists
provides a solid basis for teachers to improve and enrich the curriculum.
Elements or Components of a Curriculum Design
I. Behavioral Objectives or Intended Learning Outcomes
“What learning outcomes need to be achieved?”

The objectives or 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 learning and the teacher are
guided what to be accomplish.
II. Content/Subject Matter
“What content should be included to achieve the learning outcomes?”

The content of the lesson or unit is the topic or subject matter that will be
covered. In selecting content, you should bear in your mind that:
1. It should be relevant to the outcomes of curriculum.
2. It should be appropriate to the level of the lesson or unit.
3. It should be up-to-date.
4. It should follow the basin principles of B A S I C S.
III. References
The reference follows the content. It tells where the content or subject matter
has been taken.
The reference may be come from a book, a module, or any publication.
IV. Teaching and Learning Methods
“What learning experiences and resources should be employed?”

These are the activities where the learners; derive experiences.
It is always good to keep in mind the teaching strategies that students will
experience (lectures, laboratory classes, fieldwork etc.) and make them learn.
The teaching-learning methods should allow cooperation, competition as well
as individualism or independent learning among the students.
V. Assessment/Evaluation
“How will the achieved learning outcomes be measured?”

Learning occurs most effectively when students receive feedback, when they
receive information on what they have already (and have not) learned. The
process by which this information is generated is assessment. It has three
main focus.
1. Self-assessment – which students learn to monitor and evaluate their own
learning.
2. Peer assessment – which students provide feedback on each other’s
learning.
3. Teacher assessment – which the teacher prepares and administers tests
and gives feedback on the student’s performance.
References:
Bilbao, Purita P. & Corpuz, Brenda B. et al. (2020). The Teacher and the School
Curriculum. Lorimar Publishing Inc. Quezon City
Edwin Abrencillo. (2021). THE TEACHER AS CURRICULUM DESIGNER [Video].

Youtube https://www.youtube.com/watch?v=5N05me4XAMs&t=757s
Sir Fitz TV. (2020). Ed 319 - Unit 3 - Lesson 1: Rudiments of Curriculum Designing
[Video]. Youtube https://www.youtube.com/watch?v=2bE58ki2TXk

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Republic of the Philippines

Davao Oriental State University

EDUC 128: The Teacher and the School

MR. GUILLERMO L. BELLO JR.

September 18, 2023

Designing a curriculum is a very challenging task. It is here where the style

Building on Peter Oliva's 10 Axioms for Curriculum Designers

As we begin to discuss about curriculum designing, all teachers need to know

Axioms are principles that practitioners as curriculum designer can use as

Ten Axioms About Curriculum That Teachers Needs as Reminders

1. Curriculum change is inevitable, necessary, and desirable.

2. Curriculum is a product of its time.

3. Curriculum changes made earlier can exist concurrently with newer

A revision in a curriculum starts and ends slowly. More often, curriculum is

4. Curriculum change depends on people who will implement the changed.

Teachers who will implement the curriculum should be involved in its

5. Curriculum development is a cooperative group activity.

Group decisions in some aspects of curriculum development are suggested.

A curriculum developer or designer must decide what contents to teach,

7. Curriculum development is ongoing process.

Continuous monitoring, examination, evaluation, and improvement of curricula

8. Curriculum development is more effective if it is a comprehensive process,

A curriculum is design should be based on a careful plan, should clearly

9. Curriculum development is more effective when it follows a systematic

A curriculum design is composed of desired outcomes, subject matter content

Curriculum planners and designers should begin with existing curriculum. An

Elements or Components of a Curriculum Design

I. Behavioral Objectives or Intended Learning Outcomes

“What learning outcomes need to be achieved?”

II. Content/Subject Matter

“What content should be included to achieve the learning outcomes?”

“What learning experiences and resources should be employed?”

“How will the achieved learning outcomes be measured?”

Edwin Abrencillo. (2021). THE TEACHER AS CURRICULUM DESIGNER [Video].

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