Module 3: The Teacher as a Curriculum Designer

Module Overview:

A curriculum as planned sequence of learning experiences should be at the heart

and mind of every teacher. Every teacher as a curricularist should be involved in
designing a curriculum. In fact, it is one of the teachers’ roles a s a curricularist. As
such, you will be a part of the intellectual journey of your learners. You will be
providing them the necessary experiences that will enable the learner what you intend
them learn.
As a curriculum designer, this task was not given much attention in the past.
Every single day, a teacher designs a lesson or utilizes a curriculum that has been
made and was previously written. Designing a curriculum is a very challenging task. It
is here where the style and creativity of the teacher come in. thus in this module will
provide the necessary concepts and activities that you as a teacher can refer to as
you prepare yourself to be a curriculum designer.

Fundamentals oF CurriCulum designing

 Identify the fundamental of curriculum designing.

 Appreciate the task of designing a curriculum

Building on Peter Oliva’s 10 Axioms for Curriculum Designers

Before a teacher designs a curriculum, it would be of great importance to connect
to the fundamental concepts and ideas about the curriculum mentioned in Modules 1
and 2. Every curriculum designer, implementer, or evaluator should take in mind the
following general axioms as a guide in curriculum development (Oliva, 2003):

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 its context. Societal development and knowledge revolution come so
 fast that the need to address the changing condition requires new curriculum
designs.
2. Curriculum is a product of its time. A relevant curriculum should respond to
changes brought about by current social forces, philosophical positions,
psychological principles, new knowledge, and educational reforms. This is
also called timeliness.
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.
4. Curriculum change depends on people who will implement the change.
Teachers who will implement the curriculum should be involved in its
development, hence should know how to design a curriculum. Because the
teachers are the implementers of the curriculum, it is best that they should
design and own the changes. This will ensure an effective and long lasting
change.
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.
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.
7. Curriculum development is an ongoing process. Continuous monitoring,
examination, evaluation, and improvement of curricula are to be considered in
the design of the curriculum. As the needs of learners change, as society
changes, and as new knowledge and technology appear, the curriculum must
change.
8. Curriculum development is more effective if it is a comprehensive
process, rather than a “piecemeal”. A curriculum 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.
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 a curriculum.
Building upon the ideas of Oliva, let us continue learning how to design a
curriculum by identifying its components. For most curricula the major components or
elements are answers to the following questions:
1. What learning outcomes need to be achieved? (Intended Learning Outcomes)
2. What content should be included to achieve the learning outcomes? (Subject
Matter)
3. What learning experiences and resources should be employed?
(Teaching-Learning Methods)
4. How will the achieved learning outcomes be measured? (Assessment of
Achieved Learning Outcomes)

Elements or Components of a Curriculum Design

There are many labels or names for curriculum design. Some would call it a
syllabus, or a lesson plan. Some would call it a unit plan or a course design. Whatever
is the name of the design, the common components for all of them are almost the
same. However, some schools, institutions or departments may add other minor parts
or trimmings to the design.
Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching
guide includes (1) Intended Learning Outcomes (ILO) or the Desired Learning
Outcome (DLO) formerly labelled as behavioral objectives, (2) Subject Matter or
Content, (3) Teaching and Learning Methods, and (4) Assessment Evaluation. Each
of these components or elements is described below.

I. Behavioral Objectives or Intended Learning Outcomes

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.
 The behavioral objectives, intended learning outcomes or desired learning
outcomes are expressed in action words found in the revised Bloom’s Taxonomy of
Objectives (Andersen and Krathwohl, 2003) for the development of the cognitive skills.
For the affective skills, the taxonomy made by Krathwohl and for the psychomotor
domain by Simpson.
The statement should be SMART: Specific, Measurable, Attainable, Result
oriented and Time bound. For a beginner, it would help if you provide the Condition,
Performance and Extent or Level or Performance in the statement of the intended
earning outcomes.
For example, if a lesson intends the students to identify the parts of a simple
flower as stated in the desired learning outcomes, then students should have
identified the parts of a simple flower, at the end of the lesson.
Sometimes the phrase intended learning outcomes is used to refer to the
anticipated results after completing the planned activity or lesson. In framing learning
outcomes, it is good practice to:
 Express each outcome in terms of what successful students will be able to do.
For example, rather than stating students will be able to explain the reason
why … it should be: ‘Students must have explained the reasons why … ‘This
helps students to focus on what they have to achieve as learning. It will also
help curricularist devise appropriate assessment tasks.
 Include different kinds of outcomes. The most common are cognitive
objectives (learning facts, theories, formulae, principles, etc.) and performance
outcomes (learning how to carry out procedures, calculations and processes,
which typically include gathering information and communicating results). In
some contexts, affective outcomes are important too (for developing attitudes
or values, e.g. those required as a person and for a particular profession).

II. Content/ Subject Matter

The content of the lesson or unit is the topic or subject matter that will be
covered. In selecting content, you should bear in mind the following principles in
addition to those mentioned about the content in previous lessons:
 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.
  Subject matter should be up to date and, if possible, should reflect current
knowledge and concepts.

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 publication. Some examples are
given below.
1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary
Conservation and Environmental Education Program. Council of
Environmental Education, Bethesda, MD.
2. Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical
Science. Houghton Mifflin Co. Boston MA
3. Romo, Salvador B. (2013). Horticulture an Exploratory Course. Lorimar
Publishing Inc. Quezon City
4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession
2nd Ed. Lorimar Publishing Inc. Quezon City

IV. Teaching and Learning Methods

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. For example:
 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.
 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 are experiences is
recommended. Online learning and similar modes are increasingly important
in many curricula, but these need to be planned carefully to be effective.

V. Assessment/ Evaluation
Learning occurs most effectively when students receive feedback, i.e. 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
forms:
1. 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.
2. 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 suggests that students can
learn to judge each other’s work as reliably as staff.
3. Teacher assessment, in which the teacher prepares and administers tests and
gives feedback on the student’s performance.
Assessment may be formative (providing feedback to help the student learn more)
or summative (expressing a judgment on the student’s achievement by reference to
stated criteria). Many assessment tasks involve an element of both, e.g. an
assignment that is marked and returned to the student with detailed comments.
Summative assessment usually involves the allocation of marks or grades. This
helps the teacher make decisions about the progress or performance of the students.
Students usually learn more by understanding the strengths and weaknesses of
their work than by knowing the mark or grade given to it. For this reason, summative
assessment tasks (including unseen examinations) should include an element of
formative feedback, if possible.

Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a lesson plan which is a mini
curriculum, similar components will also be used in making a syllabus for teaching in
higher education courses or other curricular projects. Based on the curriculum models
we have learned the fundamental components include the following:

Major components of a Course Design or Syllabus

1. Intended Outcomes (or Objectives)
2. Content/ Subject Matter (with references)
3. Methods/Strategies (with needed resources)
 4. Evaluation (means of assessment)
All other additional components are trimmings that each designer may place.
This additional part may be an institutional template, suggested by other curriculum
experts and as required by educational agencies like the Department of Education,
Commission on Higher Education, Accrediting Agencies, Professional Organizations
that would serve the purposes they intend to achieve.

Activity: Finding an Example

Instructions:
1. Secure a copy of a sample Lesson Plan.
2. Using the matrix given below, analyze the sample you secured and give
your suggestions based on the principles and concepts you learned in this
module.
YOUR COMMENT/
COMPONENTS COPY FROM THE SAMPLE
SUGGESTION
Title of the Lesson Plan
Intended Learning
Outcomes/Objectives
Content/ Subject Matter
Methods/ Strategies
Evaluation/ Assessment
Answer briefly:

1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.
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2. If you were to improve the design, what will you add, or subtract or modify? Write
your re-design suggestion.
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 Which of the concepts do you clearly understand? Answer YES or NO to the
questions that follow.
Questions Answer
As a curricularist and curriculum designer… Yes or No
1. Do you think, curriculum change is inevitable?
2. Does curriculum change not consider the existing one?
3. Should curriculum be designed only by one person?
4. Should any change in curriculum include an evaluation
process?
5. Does curriculum change mean total overhaul?
6. Should learning outcomes be considered only the
expertise of the teacher?
7. Should teaching methods consider only the expertise of
the teacher?
8. Are time tested methods like inductive and lecture no
longer useful?
9. Should contents be updated and relevant?
10. Is there only one design that a teacher should know?

If you got 10 correct answers out of 10 items, Congratulations. You are now ready
to move to the next lesson. If otherwise, you need to review this lesson. Good luck.

Self-Reflect

Instructions: Provide answers to the incomplete sentences. After reading, this lesson
on fundamentals of curriculum designing or crafting a curriculum.

1. I realized that …
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2. I feel that …
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3. I need to …
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 approaChes to CurriCulum designing

 Identify some familiar curriculum designs and approaches to the designs.

 Analyze the approaches in the light of how these are applied in the school
setting.

Take Off
You have started to be familiar with the preliminaries of making a simple design
through a lesson plan component. You will further enrich your knowledge by looking
into how other curricularist approach the curriculum design. In this lesson, we will see
how several examples of curriculum designs are used in the schools and classrooms.

Types of Curriculum Design Models

There are many ways of looking at curriculum and designing one. For our own
purposes, let us focus on the most widely used examples.

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 textbook because textbooks are
usually written based the specific subject or course. Henry Morrison and William
Harris are the few curricularist who firmly believed in this design. As practiced, school
hours are allocated to different school subjects such as Science, Mathematics,
Language, Social Studies, Physical Education, and others. This is also practiced in
the Philippines, because a school day is divided into class period, a school year into
quarters or semester. Most of the schools using this kind of structure and curriculum
design aim for excellence in the specific subject discipline content.
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.
1.1 Subject design. What subject are you teaching? What subject are you taking?
These are two simple questions that the teacher and the learner can easily
answer. It is because they are familiar with the subject design curriculum.
Subject design curriculum is the oldest and so far the most familiar design for
teachers, parents and other laymen. According to the advocates, subject design
has an advantage because it is easy to deliver. Textbooks are written and support
instructional materials are commercially available. Teachers are familiar with the
format, because they were educated using also the design. In the Philippine
educational system, the number of subjects in the elementary education is fewer
than in the secondary level. In college, the number of subjects also differs
according to the degree programs being pursued. For each subject, a curriculum
is being designed.
1.2 Discipline design. This curriculum design model is related to the subject design.
However, while subject design centers only on the cluster of content, discipline
design focuses on academic disciplines. Discipline refers to specific knowledge
learned through a method which the scholars use to study a specific content of
their fields. Students in history should learn the subject matter like historians,
students in biology should learn how the biologists learn, and so with students in
mathematics, who should learn how mathematicians learn. In the same manner,
teachers should teach how the scholars in the discipline will convey the particular
knowledge.
Discipline design model of curriculum is often used in college, but not in the
elementary or secondary levels. So from the subject centered curriculum,
curriculum moves higher to a discipline when the students are more mature and
are already moving towards their career path or disciplines as science,
mathematics, psychology, humanities, history and others.
1.3 Correlation design. Coming from a core, correlated curriculum design links
separate subjects in order to reduce fragmentation. Subjects are related to one
another and still maintain their identity. For example, English literature and social
studies correlate well in the elementary level. In the two subjects, while history is
being studied, different literary pieces during the historical are also being studied.
The same is true when science becomes the core, mathematics is related to it, as
they are taken in chemistry, physics and biology. Another example is literature as
the core with art, music, history, geography related to it. To use correlated design,
teachers should come together and plan their lessons cooperatively.
1.4 Broad field design/interdisciplinary. Broad field design or 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. Thus subjects such as geography, economics, political
 science, anthropology, sociology and history are fused into one subject called
social studies. Language arts will include grammar, literature, linguistics, spelling
and composition.
Sometimes called holistic curriculum, broad fields draw around themes and
integration. Interdisciplinary design is similar to thematic design, where a specific
theme is identified, and all other subject area revolve around the theme.

2. Learner-Centered Design
Among the progressive educational psychologists, the learner is the center of the
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.
Here are some examples of curriculum design which are learner-centered.

2.1 Child-centered design. This design is often attributed to the influence of John
Dewey, Rouseau, Pestallozi and Froebel. This curriculum design is anchored on
the needs and interests of the child. The learner is not considered a passive
individual but one who engages with his/her environment. One learns by doing.
Learners actively create, construct meanings and understanding as viewed by the
constructivists. In the child-centered design, learners interact with the teachers
and the environment, thus there is a collaborative effort on both sides to plan
lessons, select content and do activities together. Learning is a product of the
child’s interaction with the environment.
2.2 Experience- centered design. This design is similar to the child-centered
design. Although the focus remains to be the child, experience-centered design
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. Learners are made to choose from
various activities that the teacher provides. The learners are empowered to shape
their own learning from the different opportunities given by the teacher. In a school
where experience-centered curriculum is provided, different learning centers are
found, time is flexible and children are free to make options. Activities revolve
around different emphasis such as touching, feeling, imagining, constructing,
relating and others. The emergence of multiple intelligence theory blends well with
experience-centered design curriculum.
2.3 Humanistic design. The key influence in this curriculum design is 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 the n=many others. The person
can achieve this state of self-actualization later in life but has to start the process
while still in school. Carl Rogers, on the other hand, believed that a person can
enhance self-directed learning by improving self-understanding, the basic attitude
to guide behavior.
In humanistic 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.

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. Two examples are given for the
problem-centered design curriculum.
3.1 Life-situations design. What makes the design unique is that 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. As a starting point, the pressing immediate problems of the society
and the students’ existing concerns are utilized. Based on Herbert Spencer’s
curriculum writing, his emphases were activities that sustain life, enhance life, aid
in rearing children, maintain the individual’s social and political relations and
enhance leisure, tasks and feelings. The connection of subject matter to real
situations increases the relevance of the curriculum.
3.2 Core problem design. Another example of problem-centered design is core
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 learners. Popularized by Faunce and
Bossing in 1959, it presented ways on how to proceed using core design of a
curriculum.

These are the steps:

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 areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
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.
These are some examples of curriculum designs. There are many more which are
emerging and those that have evolved in the past. The example given may be limited,
however; for our purposes, they can very well represent curriculum designs.

Approaches to Curriculum Design

How will a particular design be approached by the teacher? After writing a
curriculum based on the specific design, let us see how a teacher will approach this.
We will find out the utilization of the example design.
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. It means that the curriculum is constructed based on the needs,
interest, purposes and abilities of the learners. The curriculum is also built upon the
learners’ knowledge, skills, previous learning and potentials.
From its design, how should a child-centered curriculum be approached? Let us
consider these principles.
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 the differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all the learner.

The child-centered approach is illustrated in the example below:

School X is anchored on the theory of multiple intelligences

in all its curricular and co-curricular activities. Every classroom provides

activity centers where children can learn on their own with the different
learning resource materials. Learners can just choose which learning

center to engage in with different resources. This arrangement allows

for the capacity of every learner to be honed. It also allows learning how

to learn, hence will develop independence. The teacher acts as guide for

every learner. The learner sets the goal that can be done within the

frame of time.

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 considers 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.

Example of subject-centered approach is given below.

In another setting, School Y aims to produce the best graduates in

the school district. Every learner must excel in all academic subjects to

be on top o every academic competition. The higher the level of

cognitive intelligence is, the better the learner. Hence the focus of

learning is mastery of the subject matter in terms of content. Every

student is expected to be always on top in terms of mastery of discipline.

Memorization, and drill are important learning skills. The school gives

emphasis to intellectual development, and sets aside emotional,

psychomotor and even value development. Success means mastery of

the content.

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 belief:
1. The learners are capable of directing and guiding themselves in resolving
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.

Example of the problem-centered approach is presented below.

School Z believes that a learner should be trained to solve real life

problems that come about because of the needs, interests and abilities

of the learners. Problems persistent in life and society that affect daily

living are also considered. Most of the school activities revolve around

finding solutions to problems like poverty, drug problems, climate

change, natural calamities and many more. Since the school is using a

problem-based design, the same approach is used. Case study and

practical work are the teaching strategies that are utilized.

Problem-centered approach has become popular in many schools.

We have given examples of curriculum design and the corresponding

approaches. Again, the choice of the design is influenced by philosophical and
psychological beliefs of the designer. It is very important that as a curricularist, you will
be able to understand the different design models and how to approach each one.
Activity: K to 12 Curriculum: What Design?

Get hold of materials about the K to 12. Understand and answer the
following:
1. What kind of curriculum design influence mostly the K to 12 Curriculum? (A)
Subject-Centered? (B) Learner-Centered (C) Problem-Centered? (You may
have more than one answer)
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.
Type of Curriculum Design in K to 12 Illustrative Example

Subject-Centered Design/Approach

Learner-Centered Design/Approach

Problem-Centered Design/Approach

Identify what kind of design and approach are utilized in the following
descriptions.
__________ 1. Only students who master the subject content can succeed.
__________ 2. Students are encouraged to work together to find answers to their
task.
__________ 3. No learner is left behind in reading, writing and arithmetic.
__________ 4. School means survival of the fittest.
__________ 5. Teacher extends class because the children have not mastered
the lesson.
__________ 6. Lesson deals with finding solution to everyday problem.
__________ 7. Differentiated instruction should be utilized for different ability
groups.
__________ 8. Accumulation of knowledge is the primary importance in teaching.
__________ 9. Learning how to learn is observable among students.
__________10. Students are problem-finders and solution givers.
Choose one statement and reflect on it. What do you think and feel about it?
Statement No. 1 – “Schools that approach the curriculum as subject-centered,
make robots out of the students.”
Statement No. 2 – “In schools where child-centeredness is the approach,
discipline is weak.”
Statement No. 3 – “Students are too young to solve life’s problem; why should
they do problem solving in school?”
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 CurriCulum mapping

 Define curriculum mapping as part of curriculum designing.

 Identify the purposes of curriculum maps.
 Familiarize oneself of some examples of curriculum maps.

A curriculum design is reflected in a written curriculum either as a lesson plan,

syllabus, unit plan or a bigger curriculum like K to 12. Before a teacher shall put this
plan or design into action, he/she must need to do a curriculum map.
Have you ever wondered how to pace your lesson, so that it will cover a period of
time like hours, weeks, quarters, semester or the whole year?
This lesson will teach us, curricularists, an important process and tool in
curriculum development which is Curriculum Mapping and Curriculum Maps.

Curriculum Mapping
Curriculum mapping is a process or procedure that follows curriculum designing.
It is done before curriculum implementation or the operationalization of the written
curriculum. This process was introduced by Heidi Hayes Jacobs in 2004 in her book
Getting Results with Curriculum Mapping (ASCD, 2004). This approach is an ongoing
process or “work-in-process”. 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 along, a group of teachers teaching the
same subject, the department, the whole school or district or the whole educational
system.
Some curricularists would describe curriculum mapping as making a map to
success. There are common questions that are asked by different stakeholders, like
teachers, colleagues, parents, school officials and the community as well. These
questions may include:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content?
Achieve the same outcomes? Use similar strategies?
 5. How do I help my students understand the connections between my subjects
and other subjects within the year? Next year?
Curriculum mapping, may be able to answer these questions above. Furthermore,
mapping will produce a curriculum map, which is a very functional tool in
curriculum development.

Curriculum Mapping Process

There are many ways of doing things, according to what outcome one needs to
produce. This is also true with curriculum mapping. However, whatever outcome (map)
will be made, there are suggested steps to follow.

Example A.
1. Make a matrix or a spread sheet.
2. Place a timeline that you need to cover. (one quarter, one semester, one year)
This should be dependent on time frame of a particular curriculum that was
written.
3. Enter the intended learning outcomes, skills needed to be taught or achieved
at the end of the teaching.
4. Enter in the same matrix the content areas/subject areas to be covered.
5. Align and name each resources available such as textbooks, workbooks,
module next to subject areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas, resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.

You will find Example A as a component of an OBE-Inspired syllabus for the

higher education. However, this can be modified for basic education to serve the
specific purpose as you will see in some maps.
Example B (For a degree program in college)
1. Make a matrix or a spreadsheet.
2. Identify the degree or program outcomes (ex. BEEd, or BSED)
3. Identify the subjects or courses under the degree (GenEd, 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 in the cell) PO means Program
Outcomes.
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. Fill up all cells.
8. After accomplishing the map, use it as a guide for all teachers teaching the
course for students to complete the degree in four years.

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 a
school calendar.
Curriculum maps provide quality control of what are taught in schools to maintain
excellence, efficiency and effectiveness. It is intended to improve instruction and
maintain quality of education that all stakeholders need to be assured.
Sometimes, parents and teachers would ask questions like: “Why is my friend’s
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 level?” or “Why
do some of my students recognize the parts of speech while others are totally
lost?”
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 unnecessary
reteaching.
Horizontal alignment, called sometimes as “pacing guide”, will make all teachers,
teaching the same subject in a grade level follow the same timeline and
accomplishing the same learning outcomes. This is necessary for state-mandated,
standard-based assessment that we have in schools. Vertical alignment, will see to it
that concept development which may be in hierarchy or in spiral form does not overlap
but building from a simple to more complicated concepts and skills. Alignment, either
vertical or horizontal, will also develop interdisciplinary connections among teachers
and students, between and among courses. Teachers can verify that skills and
content are addressed in other courses or to higher levels, thus making learning more
relevant.
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 o standards and competencies in
order to find ways to build connections in the elements of the curricula.

Example of a Curriculum Map

Here are two examples of a curriculum map. Sample A is for Basic Education and
Sample B is for a College Level.

Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a sample of a
map for Quarter 1 and 2. A column for Code was not included.

ELEMENTARY SCIENCE GRADE 3

Note: For Quarter 2, there are still two major content which are 3. Living things
3.1 Plants and 4. Heredity: Inheritance an Variation.
Content Content Performance Learning Learning
Standards Standards Competencies Materials
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Properties The learners The learners The learners Learning
1.1 demonstrate should be able should be able Guide in
Characteristics of understanding to … to … Science &
solids, liquids, of … Group Describe the Health:
gases Ways of sorting common different objects Mixtures
materials and objects found based on their
describing them at home and in characteristics BEAM –
as solid, liquid or school (e.g. Shape, Grade 3
gas based on according to Weight, Volume, Unit 4
observable solids, liquids Ease or Flow) Materials
properties. and gas. LG –
Science 3
Materials
Module 1.
Classify objects
 and materials as
solid, liquid, and
gas based on
some observable
characteristics.
Describe ways on
the proper use
and handling
solid, liquid and
gas found at
home and in
school.
Changes that Effects of Investigate the Describe BEAM – G3
materials temperature on different changes in Unit 3
undergo. materials. changes in materials based Materials –
materials as on the effect of Distance
affected by temperature: Learning
temperature. 4.1Solid to liquid Module
4.2Liquid to solid BEAM G3
4.3Liquid to gas Unit 3
4.4Solid to gas Materials
Module
44-49

Grade 3 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1. Living The learners The learners The learners
Things demonstrate should be able should be able
1.1 Humans understanding to … to …
1.2 A Sense of … Practice 1. Describe
Organs Parts and healthful the parts
functions of the habits in taking and
sense organs of care of these functions of
the human organs. the sense
body. organs of
the human
body;
2. Enumerate
 healthful
habits to
protect the
sense
organs;
2. Living Parts and Enumerate 3. Describe BEAM –
Things functions of ways of the animals Grade 3 –
2.1 Animals animals and grouping in their Unit 2
importance to animals based immediate Animals DLP
humans. on their surrounding; 19 Beam –
structure and Grade 3 –
importance. Unit 2
4. Identify the Animals DLP
parts and Science 3
function of 31-32
animal; Learning
5. Classify Guide in
animal Science &
according Health: The
arts and Body Guards
use; body
6. State the
importance
of animals
to humans;
7. Describe
ways of
proper
handling of
animals.

Sample A1 – Science Curriculum Map Showing the Sequence of Domain for the
Year per Quarter
Q G3 G4 G5 G6 G7 G8 G9 G10
tr
1 Matter Matter Matter Matter Matter Force, Living Earth
Motion, Things and
Energy and Space
 Their
Environ
ment
2 Living Living Living Living Living Earth Matter Force,
Things Things Things Things Things and Motion,
and and and and and Space Energy
Their Their Their Their Their
Environ Environ Environ Environ Environ
ment ment ment ment ment
3 Force, Force, Force, Force, Force, Matter Living
Motion, Motion, Motion, Motion, Motion, Things
Energy Energy Energy Energy Energy and
Their
Environ
ment
4 Earth Earth Earth Earth Earth Living Force, Matter
and and and and and Things Motion,
Space Space Space Space Space and Energy
Their
Environ
ment

Sample B – Curriculum Map for Bachelor of Elementary Education

(Professional Education Courses)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample Subjects
Child Development P L L O L O O O
Facilitating Human Learning P P L O L O L O
Social Dimensions P L L O O L O
Teaching Profession P P P P O P P
Principles of Teaching P P P P L O P O
Assessment of Learning P P P P L O P O
Educational Technology P P P P L O P O
Curriculum Development P P P P O P p
Developmental Reading P P P P O O P O
Field Study P P O P O P P P
Practice Teaching P P P P P P P P
Legend:
L – Learned outcomes (knowledge, skills, value)/ outcomes achieved in the
subject
P – Practiced the learned outcomes (knowledge, skills, values)
O– Opportunity to learn and practice (opportunities to learn and practice
knowledge, skill and values but not taught formally)

Note:
1. No all professional subjects are entered in the matrix.
2. Desired outcomes for the professional courses are:
PO1 – Applied basic and higher 21st century skills.
PO2 – Acquired deep understanding of the learning process.
PO3 – Comprehended knowledge of the content they will teach.
PO4 – Applied teaching process skills (curriculum designing, materials development,
educational assessment, teaching approaches).
PO5 – Facilitated learning of different types of learners in diverse learning
environments.
PO6 – Directed experiences in the field and classrooms (observation, teaching,
assistance, practice teaching)
PO7 – Demonstrated professional and ethical standards of the profession.
PO8 – Demonstrated creative and innovative thinking and practice of alternative
teaching approaches.

Activity – Let’s Apply

1. Using the Sample A1 for Science Curriculum Map, what knowledge and
understanding have you learned? Analyze the matrix and answer the questions
that follow:

1.1 What are the main clusters of science content that students should learn from
G3 to G10?
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1.2 How does science content progress from Grade 3 to Grade 10?
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1.3 When you look at and analyze the map, what summary ideas can you give?
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1.4 Science Curriculum is spiral. How do you explain that in terms of what you see
in the map?
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2. Using Sample B, analyze and answer the following questions briefly:

2.1 What is the meaning of Practiced with a green background for subject
Teaching Profession and PO1 Applied basic and higher 21st century skills?
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2.2 What is your interpretation of the colored cell with Learned that crossed
between subject Social Dimensions and PO5, Facilitate learning of different types
of learners in diverse learning environment?
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 2.3 What does the colored Opportunity in the cell of the subject Curriculum
Development that crosses with the PO6 Direct experience in the field and
classroom (observations, teaching assistance, practice teaching)?
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Make a wise decision. Show me that you understood the lesson. Know the
difference between YES and NO answer to each of the question.

1. Does curriculum mapping help a teacher understand what to accomplish

within the period of time? ______
2. Is a curriculum map a permanent document? _______
3. Can a curriculum map help explain to parents what their children are learning
in school?______
4. Is curriculum mapping a task of only one teacher? ______
5. Can a curriculum map as a tool be used in instructional supervision?_______

Reflect on the process of curriculum mapping and the sample curriculum map in
this lesson. As a future teacher, how will the process of mapping and the map as a
tool help you in your profession?
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