UNIT 2: CURRICULUM PLANNING, DESIGN AND

ORGANIZATION
Intended Learning Outcomes

At the end of the unit, I am able to:

1) Demonstrate knowledge of curriculum planning, design and organization;
2) apply the different curricular design elements and approaches in
preparing developmentally-sequenced curriculum map with well-aligned
learning outcomes and competencies based on curriculum requirements.

Overview
As pre service teachers, and future educators you are expected to be exposed and be
trained in the fundamentals of curriculum planning, design and organization in the
classroom level. This unit will help you prepare to assume the role of curricularists in the
future. The discussion of every topic starts with the general concept of curriculum planning,
design and organization leading to the contextualized application of concept in the classroom
level. Demonstrating knowledge of the topics covered such as Elements of curriculum design,
Types and Approaches of Curriculum design and Curriculum mapping process will help you
in the accomplishment of the intended learning outcomes for this unit.
Have fun learning, future curricularists!

I. ELEMENTS OF CURRICULUM DESIGN

There are four major components or elements of a curriculum and the curriculum
design reflects the nature and the organization of these elements. As as can be seen in
Figure 2.1, the elements are:
 Behavioral
Objectives or
Intended
Learning
Outcomes

Assessment Content/
and Subject
Evaluation Elements Matter

of
Curriculum
Design

Teaching and
Learning References
Methods

Figure 2.1: Elements of Curriculum Design

These are the following:

1. Behavioral Objectives or intended Learning Outcomes

The International Bureau of Education (IBE) defines Curriculum

aims/goals as broad descriptions of purposes or ends stated in general terms
without criteria of achievement or mastery. Curriculum aims or goals relate to
educational aims and philosophy. They are programmatic and normally do not
delineate the specific items or content. (www.ibe.unesco.0rg, retrieved:
07/07/2020)

Curriculum aims, goals and objectives is the starting point in

curriculum development. It serves as the compass that gives direction for
curriculum workers and experts in the conceptualization of the curriculum. It
answers the question what is to be done?
What are included in the curricular aims, goals and objectives?

It is earlier stated that the broad and value-laden statement expressing

philosophical and ethical considerations that answer the needs and demands
of the society especially children and youth refers to the curricular aim.
The institutional vision, mission, and goals guide the school in their
entire operation. These should be the anchors from which the curricula should
revolve. Vision is defined as a clear concept of what the institution would like
to become in the future while the mission spells out how it intends to carry out
its Vision and targets to produce the kind of persons the students will become
after having been educated over a certain period of time. Goals are broad
statements or intents to be accomplished; they are the descriptions of the
general objectives of school’s curricula/courses that are expected to represent
the entire school program prepared by professional associations or local
educational agencies. On the other hand, objectives are the descriptions of
what eventually take place in the classroom.

The following are the examples:

Vision: NEUST is a locally responsive and internationally recognized

University of Science and Technology (NEUST Vision)
Mission: To develop new knowledge and technologies and transform
human resources into productive citizenry to bring about development impact
to local and international communities (NEUST Mission).
Goals: Practice professional and ethical teaching standards to respond
to the demands of the local and international communities (College of
Education Goals, NEUST, Sumacab Campus).
Program Outcomes: Articulate the rootedness of education in
philosophical, socio-cultural, historical, psychological and political contexts
(Teacher Education Program Outcome: Common to all programs).
Objectives: Prepare developmentally sequenced lesson plans with well-
aligned learning outcomes and competencies based on curriculum
requirements (Intended Learning Outcome (ILO) for Prof Ed 5).
 From the given examples, take note that the formulation of the
Behavioral Objectives or Intended Learning Outcomes for a specific subject is
derived from the institution’s vision and mission as well as the college goals
and program outcomes. The formulated objectives or intended learning
outcomes will now serve as the starting point of the teacher in designing
instruction.
In the classroom context, designing curriculum is designing instruction.
In this case, teachers should begin with the end in mind. The behavioral
objectives or the intended learning outcomes derived from the curriculum
aims, goals and objectives will provide teachers and students with a clear
understanding on what they are intended to accomplish after each learning
episode.
Decision regarding the choice of meaningful learning experiences,
appropriate content and assessment tasks will all be in accordance with the
formulated behavioral objectives or intended learning outcomes. Additionally,
this constructive alignment is in accordance with the OBE principle. See the
illustration below.

Learning
BO/ILO Content Assessment
Experiences

Figure 2. Constructive Alignment in Designing Curriculum

2. Content /Subject Matter

A curriculum will not be complete without this element. Curriculum

content or subject matter refers to the body of knowledge that needs to be
taught and skills to be acquired by learners.
Curriculum content takes many form. To some, this refers to
knowledge, or a compendium of facts, concepts, generalizations, principles,
and theories.
 Curriculum content simply means the totality of what is to be taught in
the school system (https://hyattractions.wordpress.com retrieved:
07/07/2020).
The determination of curriculum content to be covered is based on the
first element- Behavioral Objectives or Intended Learning Outcomes.

Example of Content or Subject Matter:

Unit I. Nature of the Curriculum

A. Definition
B. Major Conceptions (types, components, purpose)
Unit II. Foundations of Curriculum
A. Philosophical Foundations
B. Psychological Foundations
C. Historical-Sociological Foundations
D. Legal Foundations
From the subject PROF Ed 5 – The Teacher and the School
Curriculum
In selecting content, Bilbao, et al (2015), remind us of the following:
1. Subject matter should be relevant to the outcomes of the curriculum. An
effective curriculum is purposive and clearly focused on the planned
learning outcomes.
2. 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.
3. Subject matter should be up-to-date and, if possible, should reflect current
knowledge and concepts.

Criteria in the Selection of Learning Content

In selecting developmentally – appropriate and valid content, teachers must be
guided by the following criteria (Bilbao,et al 2015) :
1. Self-sufficiency- Does it help the learners to attain maximum self-sufficiency
in learning but in the most economical manner?
Example: Self-learning modules will lead students to learn on their own, and
at their own pace
How to construct a one semester curriculum map in Prof Ed 5? VS
Curriculum Mapping Process
 2. Significance- does it contribute to the development of the learning abilities,
skills, processes and attitude of the learner?
Select content that will help students attain holistic learning.
3. Validity- Is the subject matter authentic or is it already obsolete?
Always check for the authenticity of the content. Search for the recent
findings of researches and new trends in education, science and technology.
4. Interest- Is it meaningful to the learner?
The content is interesting if it is meaningful on the life of the learner. Let us
find out what is interesting for them by also considering their developmental
level as well as their background.
5. Utility- Will it add meaning to the learner’s life or will it develop his human
potential?
Teachers must make sure that the content to be included will be useful in
their life at present or in the future.
6. Learnability- Is it within the learning range of the experiences of the
learners?
Let us consider the grade level and developmental level of our students.
7. Feasibility- Can the subject matter be learned within the time allowed,
resources available, expertise of the teacher and the nature of the learner?
Let us be realistic in including content to be taught to our class.

Principles in the Organization of Learning Content (Bilbao, et al 2015)

The Merriam Dictionary defines organization as “the act or process of putting the
different parts of something in a certain order so that they can be found or used easily”.
In the case of curriculum designing, content is organized in order to ensure ease and
efficiency of learning on the part of the students. Effective organization of content will also
guarantee that the most learning competencies as stated in the curriculum will be acquired
by students.
Consider the following principles in the effective organization of content
1. Balance-The equitable and fair distribution of content among the different
levels of instruction.
Considering the number of units and the time allotment needed in
covering the content per subject area, teachers are advised to balance the
distribution per grading period (in the case of basic education level) or per
term (in the case of tertiary level).
2. Articulation-The provisions for establishing the vertical linkage from level to
level.
Articulation prevents the glaring gaps between levels.
Content Learned in the lower level will lead students to learn contents
in the next grade or year level.
3. Sequence-The sequential and graded arrangement of subject matter.
In this case organization of content considers the difficulty and
complexity of content to be included. Less difficult content is provided for the
lower level while the more difficult and complex ones are included in the
higher level.
4. Integration-The horizontal link of content in subject areas.
Integration blends curriculum content of several subjects into a
related subject area. This principle prevents compartmentalization
5. Continuity- The constant repetition, review, and reinforcement of learning.

3. References

The reference follows the content. It tells where the content or subject
matter has been taken. the reference may be a book, a module, or any
publication. It must bear the author of the material and if possible, the
publications (Bilbao, et al 2015).
Internet sources or materials are also use as references and must also
be cited properly. However, you are advised to exercise precaution in utilizing
sources from the internet. Obtain and use only those coming from legitimate
sources and sites. Proper citation must also be observed to avoid plagiarism
issue.
Some examples are the following in APA format:
How to cite a book: one author (a book chapter)
Easton, B. (2008). Does poverty affect health? In K. Dew &
A. Matheson (Eds.), Understanding health inequalities in Aotearoa New
Zealand (pp. 97–106). Dunedin, New Zealand: Otago University Press
(Retrieved from https://aut.ac.nz.libguides.com/APA6th/referencelist).
How to cite a website:
Mendeley, J.A., Thomson, M., & Coyne, R.P. (2017, January 16). How and when
to reference. Retrieved from https://www.howandwhentoreference.com
 How to cite a webpage:
Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017, January 25) APA citation. How
and when to reference. Retrieved
from https://www.howandwhentoreference.com/APAcitation

4. Teaching and Learning Methods

Curriculum experiences are the heart and core of the curriculum.
Curriculum should provide physical, mental, and emotional experiences or
their integration to the learners. Curriculum experiences may include all the
approaches and strategies of teaching so that students may embody and
realize everything that is stated in the curriculum aims, goals and objectives.
In a curriculum design, learning experiences is termed as Teaching and
Learning Methods.
These are meaningful learning activities where students derive
experiences and learning which will help then internalize learning in order to
arrive at the learning outcomes.
The curriculum experiences answer what instructional strategies,
resources, and learner-centered activities will be employed in the classroom.
According to Bilbao, et al (2015), the teaching and learning methods
should allow cooperation, competition as well as individualism or
independent learning among our students. Examples are:
Cooperative learning activities allow students to work together.
Students are guided to learn on their own to find solutions to their problem.
Independent learning activities allow learners to develop personal
responsibility. The degree of independence to learn how to learn is enhanced.
Competitive activities, where students will test their competencies
against another in a healthy manner allow learners to perform to their
maximum.
The use of various delivery modes to provide learning experiences is
also recommended.

5. Assessment/ Evaluation

Curriculum Evaluation refers to an ongoing process of collecting,

analyzing, synthesizing and interpreting information to aid in understanding
what students know and can do. It refers to the full range of information
gathered in the school to evaluate (make judgments about) student learning
and program effectiveness in each content area.

Regular evaluation of the total curriculum is necessary to ensure that

the written and delivered curriculum is having the desired effect for students
(https://www.grinell-k12.org, retrieved: 07/07/2020).

Moreover, Stufflebeam, (1991) as cited by Reyes, et al (2015) define

curriculum evaluation as the formal determination of the quality,
effectiveness, or value of the program, process, or product of the curriculum.
Evaluation is the systematic collection of evidence to determine whether in
fact certain changes are taking place in the learner as well as to determine the
amount or degree of change in the learner. It can either be quantitative or
qualitative.

What to Evaluate?

Ornstein & Hunkins (1998) as cited by Reyes et al (2015) stated that

evaluation may be undertaken to gather data and relevant information that
would assist educators in deciding whether to accept, change, or eliminate the
curriculum in general or an educational material in particular.

They likewise stressed that objects or subjects for curriculum

evaluation maybe the entire curriculum or could be some specific components
such as goals, objectives, content, methodology and/or outcomes.

The most widely used is Stufflebeam's CIPP Model. This model of

Curriculum Evaluation was a product of the Phi Delta Kappa committee
chaired by Daniel Stufflebeam. The model made emphasis that the result of
evaluation should provide data for decision making. An evaluator can only
take any of the four stages as the focus of the evaluation (Bilbao, et al 2015).
The process in CIPP model is continuous and very important to curriculum
managers. CIPP Model includes:

1. Context Evaluation (environment of curriculum) –stage 1 assesses needs

and problems in the context for decision makers to determine the goals
and objectives of the program/curriculum.
2. Input Evaluation (ingredients of curriculum) – stage 2 assesses alternative
means based on the inputs for the achievement of objectives to help
decision makers to choose options for optimal means.
 3. Process Evaluation (ways and means of implementing) – stage 3 monitors
the processes both to ensure that the means are actually being
implemented and make necessary modifications.
4. Product Evaluation (accomplishment of goals) – stage 4 as the final stage
compares actual ends and leads to a series of recycling decisions.

The six steps are suggested for curriculum evaluation for all of the
stages in the CIPP model of Curriculum Evaluation.

Stages of the CIPP Model Steps Taken in All of the Stages

1. Context Evaluation Step 1: Identify the kind of Decision to be
2. Input Evaluation made.
3. Process Evaluation Step 2: Identify the kinds of data to make that
4. Product Evaluation decision.
Step 3: Collect the data needed.
Step 4: Establish the criteria to determine
quality of data.
Step 5: Organize needed information for
decision makers

A Simple way of Curriculum Evaluation Process

There are actually different models of curriculum evaluation that schools may utilize
if they would like their curricula to be subjected for evaluation. Bilbao, et al (2015) suggested
another way of evaluating a curriculum.
For a very simple and practical way of curriculum evaluation, responding to the
following questions will provide an evaluation data for curriculum decision. Just ask the
following questions and any no answer to an item will indicate a need for a serious
curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demand?
3. Can this curriculum be applied to any particular level? (Kindergarten, elementary,
secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d)
tested and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide qualitative methods of assessment?
 9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?

Regardless of the methods and materials evaluation will utilize, a suggested plan of action
for the process of curriculum evaluation is introduced. These are the steps:

1. Focus on one particular component of the curriculum.

2. Collect or gather the information. Information is made up of data needed
regarding the object of evaluation.
3. Organize the information.
4. Analyze information.
5. Report the information.
6. Recycle the information for continuous feedback, modifications and
adjustments to be made.

In the classroom context, the teacher is responsible in designing the

assessment tasks together with the formulation of objectives, determination of
meaningful learning experiences, and appropriate content. As previously mentioned
in this unit, assessment tasks are geared toward the attainment of the intended
learning outcomes.
Result of assessment must be fed back to learners so that they are informed
regarding the range of learning that they have gained or not. This information will become
the premise if adjustment has to be made. It could also be a basis for future instructional
planning and design.
Why do we need to assess?
According to De Guzman, E., et al (2015), there are three (3) interrelated puposes of
assessment. Knowledge of these purposes and how they fit in the learning process can
result to a more effective classroom management.
1. Assessment for Learning
Assessment for learning pertains to diagnostic and formative assessment
tasks which are used to determine learning needs and monitor academic
progress of students.

2. Assessment as Learning
Assessment as learning employs tasks or activities that provide students
with an opportunity to monitor and further their own learning – to think
about their personal learning habits and how they can adjust their learning
strategies to achieve their goals.
 3. Assessment of Learning
Assessment of learning is summative and done at the end of the unit, task,
process or period. Its purpose is to provide evidence of a student’s level of
achievement in relation to curricular outcomes.

II. TYPES OF CURRICULUM DESIGN

There are three types of curriculum design models. These are subject-centered
design, learner-centered design, and problem-centered design.
The subject-centered Design focuses on the content of the curriculum. It
corresponds mostly to the textbook written for the specific subject, thus, this type of
design aims for excellence in the subject matter content.

Under the subject-centered design model, there are three subtypes. These
include the subject design, the discipline design, the correlation design, and the
broadfield design.

The subject design focuses on the cluster of content. However, the drawback
of this design is that sometimes learning is so compartmentalized. It stresses so much
on the content that it forgets about students’ natural tendencies, interest and
experiences.

The discipline design focuses on academic disciplines. Discipline, in this

context, refers to specific knowledge learned through a method which the scholars
use to study a specific content of their fields.

The correlation design comes from a core, correlated curriculum design that
links separate subject designs in order reduce fragmentation. The Subjects are related
to one another, but each subject maintains its identity.

The broad-field design is also known as the interdisciplinary design. It is

designed in such a way that the compartmentalization of subjects is avoided. Instead,
contents that are related are integrated with each other. A holistic curriculum, a
broad-field design draws around themes and integration.
 The Learner-centered Design advocates that the the learner should be the
center of the educative process. It has three subtypes, namely, child-centered design,
experience-centered design, and humanistic design.

The child-centered design is anchored on the needs and interests of the child.
In here, the learner is not considered as a passive individual but as one who engages
with his/her environment. Thus, a child learns by doing.

Although the experience-centered design is similar to the child-centered

design, it proposes that the interests and needs of the learner cannot be pre-planned.
Therefore, it is the experiences of the learners which should become the starting point
of the curriculum, and thus, the school environment.

The humanistic design, on the other hand, draws on the development of self as
the ultimate objective of learning. It stresses the whole person and the integration of
thinking, feeling, and doing.

The problem-centered design draws on a more progressive view of the

curriculum and has two types, the life-situation design and the core design.

Life-situation design ensures that the contents are organized in ways that
allow students to clearly view problem areas clearly. It uses the past and the present
experiences of learners as a means to analyze the basic areas of living.
The connection of subject matter to real life-situations increases the relevance of the
curriculum. On the other hand, the core design centers on general education and the
problems are based on common human activities. Central focus of the core design
includes common needs, problems, concern of the learners.
APPROACHES TO CURRICULUM DESIGN
From the above mentioned types of curriculum design, how would a teacher approach each
curriculum design? Each curriculum is to be approached by the teacher base on its type.
1. Child-centered or Learner-centered Approach
 Based on the underlying philosophy that the child is the center of the educative
process
  Curriculum is constructed based on the needs, interests, purposes, and
abilities of the learner as well as the knowledge, skills, learning, and potentials
of the learner

2. Subject-centered Approach
 Anchored on the curriculum design which prescribes different and separate
subjects into one broad field
 Primary focus is the subject matter and emphasis is on bits and pieces of
information which are detached from life
 Learning takes place inside the classroom only and subject matter serves as a
means of identifying problems in living

3. Problem-centered Approach
 Based on the curricular 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.
 Learners are independent learners that are capable of directing and guiding
themselves in resolving problems, they are problem solvers

III. CURRICULUM MAPPING PROCESS

Curriculum mapping is a process for collecting and recording curriculum-related data
that identifies core skills and content taught, processes employed, and assessments used for
each subject area and grade or program level. The completed curriculum map then becomes
a tool that helps teachers keep track of what has been taught and plan what will be taught.
A curriculum map is a planning tool, a procedure for examining and organizing
curriculum that allows educators to determine how content, skills and assessments will
unfold over the course of the year. It is a visual timeline that outlines the desired learning
outcomes to be achieved, the lesson content, skills, and values to be taught, the strategies to
be utilized, and how the progress of the students will be measured. A curriculum map can be
designed individually by a teacher, or it can be a collaborative effort by teachers belonging
to the same department or program. It can also be done at the level of the whole school or
the educational system. The curriculum map, like the curriculum itself is not rigid. It is a
continuous work in progress which serves as a basis for the development or enhancement
of a curriculum.
 In the tertiary level, a curriculum map is a tool to validate if a match exists between
core program outcomes (competencies) and the content of a curricular program (on a per
course or subject basis).
In a curriculum map, the following letter symbols are used: L, P, and O.
“L” refers to learned outcomes such as knowledge, skills, and values or outcomes
achieved in the subject. This demonstrates whether the subject course facilitates learning of
the competency. Thus, input is provided, and competency is evaluated.
“P” denotes to practiced outcomes. This shows whether the subject course allows the
students to practice the competency prescribed. Thus, no input is provided, but competency
is evaluated.
“O” signifies opportunity to learn and practice. This presents whether a subject course
is an opportunity for development. This represents opportunities to learn and practice
knowledge, skills, and values but they are not taught formally. Thus, there are no input or
evaluation, but competency is practiced.

Curriculum Mapping Process

 Make a matrix/spreadsheet (use you Microsoft excel).
 Place a timeline that you need to cover. (E.g. One quarter, one semester, one year)
 Enter the intended learning outcomes, skills needed to be taught.
 Enter the content areas/ subject areas to be covered.
 Enter and align the name of resources available.
 Enter the teaching-learning methods to achieve outcomes.
 Enter and Align the assessment procedure and tools to the intended learning
out6comes, content areas and resources.
 Circulate the map among all involved personnel for their inputs.
 Revise and refine map based on suggestions and distribute to all concerned.

Curriculum Mapping for Higher Education (The Process)

 Make a matrix or spreadsheet.
 Identify the degree or program outcomes (e.g. BSEd,BEEd).
 Identify subject/courses under the degree (e.g. Child and Adolescent Development,
Curriculum Planning and Development).
 List the subjects along the vertical cells of the matrix in a chronological/logical
manner.
 List the degree program outcomes along horizontal cell (use code such as PO1, PO2,
etc., if too long to fit in a cell). Example of codes:
 Po1= Applied basic/higher 21st century skills.
  PO2= Comprehended knowledge of the content they will teach.
 PO3= Demonstrated different teaching approaches.
 Cross the subject and the outcomes. Determine if such subject accomplishes the
outcomes as either:
 Learned (L),
 Performed (P) or
 given Opportunity (O)
 Fill up the cells
 After accomplishing the map, use it as a guide for all teachers teaching the course for
students to complete the degree in four years

Examples of a curriculum map:

The matrix below shows a general curriculum map for the Bachelor of Secondary
Education Major in Science, using sample subjects only. (CHED CMO 75, 2017)
Program
Courses Outcomes
PO1 PO2 PO3
Genetics L P O
Cell and Molecular Biology L P O
Microbiology and Parasitology L P O
Environmental Science L P L
Anatomy and Physiology L P O
Inorganic Chemistry L P O
Organic Chemistry L P O
The Teaching of Science P P P
Technology for Teaching and Learning 2** P P P
Research in Teaching L P L
Legend:
L-Learned Outcomes; P-Practiced the Learned Outcomes; O-Opportunity to learn and
practice

The program outcomes for the Bachelor of Secondary Education-Major in Science are
the following:
PO1: Demonstrate deep understanding of scientific concepts and principles;
PO2: Apply scientific inquiry in teaching and learning; and
PO3: Utilize effective science teaching and assessment methods.
 In the basic education level, a curriculum map is the documentation and discussion of
what is being taught. It is a collaborative process that helps teachers understand the
interaction of teaching and learning processes throughout the K-12 levels.
The curriculum map below is an excerpt from the DepEd curriculum guide for Grade 10
Science, using sample subjects only. (CHED CMO 75, 2017)

Program
Courses Outcomes
PO1 PO2 PO3
Genetics L P O
Cell and Molecular Biology L P O
Microbiology and Parasitology L P O
Environmental Science L P L
Anatomy and Physiology L P O
Inorganic Chemistry L P O
Organic Chemistry L P O
The Teaching of Science P P P
Technology for Teaching and Learning 2** P P P
Research in Teaching L P L
Legend:
L-Learned Outcomes; P-Practiced the Learned Outcomes; O-Opportunity to learn and
practice

The program outcomes for the Bachelor of Secondary Education-Major in Science are the
following:
PO1: Demonstrate deep understanding of scientific concepts and principles;
PO2: Apply scientific inquiry in teaching and learning; and
PO3: Utilize effective science teaching and assessment methods.
In the basic education level, a curriculum map is the documentation and discussion of
what is being taught. It is a collaborative process that helps teachers understand the
interaction of teaching and learning processes throughout the K-12 levels.
The curriculum map below is an excerpt from the DepEd curriculum guide for Grade
10 Science.