this are my compiled research for the task given to me by my professor.

1. Prepared by:
Rose Mae L. Artiola VELLEY P. SEGUISA PhD
PROFESSOR
ED. 54 CURRICULUM PLANNING AND
DEVELOPMENT

2. What is Crafting the Curriculum?

3. 3

5. • It is where the decision making
of a teacher is needed.
• The depth of the content to be
taught at a specific grade level.
• It is a skills and content that
teachers are expected to
include in their instruction.

6. Scope of the Curriculum can be divided into
chunks:
• Units
• Sub-units
• Chapters
• Sub-chapters

7.  Each Chunk is guided by the general curriculum
objectives or goals.
 Division of the content may use deductive principle.
Arrangement of scope is inductive.
 Content Outline of the Curriculum may follow some
design:
√ Thematic
√ Linear
√ Logical

8. The thematic curriculum promotes high quality learning
through engaging topics and it is sequenced to provide a
clear framework of progression in skills and knowledge to
equip children for the next stage of their education.
Thematic Curriculum

9. Thematic Curriculum

10. The first type of curriculum model is the “linear
models of curriculum.
– this model prescribe a rational step- by – step
procedure for curriculum development starting
with objectives. The linear curriculum models
includes the following models:
Linear Curriculum

11. Linear Curriculum

12. The curriculum provide for the Logical
Sequence of subject Matter, classes and
activities should be planned so as to
achieve orderly development of subject
matter and step by step progress of a
learner.
Logical curriculum

13. Logical Curriculum

14. • It is the order in which the content
should be taught for the best
learning.
• The materials and plans for the
learning experiences are organized
around
• A Sequence designed to support
children at various levels of
development.

15.  It is the order in which the content should
be taught for the best learning.
 The materials and plans for the learning
experiences are organized around
 A Sequence designed to support children at
various levels of development.
 Simple to complex learning- content and
experiences are organized,
From simple to complex from concrete to
abstract and from easy to difficult.

16. • Pre requisite Learning- there are
fundamental things to be Learned ahead
Like letters before words, words before
phrases and phrases before sentences.
• Whole to part Learning – overview before
specific content or topics
• Chronological learning – order of events is
made as a basis of sequencing the content
and the experiences
• The sequence can be arranged from the
most recent to the distant past vice versa

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World related
sequence
Learning
related sequence
Concept related
sequence
Utilization
related sequence
Inquiry related
Sequence

32. 3.CONTINUITY

37. horizontal

40. Pointers:
 Curriculum design committee should involve teachers,
parents, administrators and even students.
 School’s vision, mission, goals and objectives should be
reviewed and used as a bases for curriculum design.
 The needs and the interests of the learners, in
particular, and the society, in general, should be
considered.

41. Teacher as
the
Curriculum
designer

42. Introduction :
• As a teacher one has to be a curriculum
designer, curriculum Implementor, and
Curriculum Evaluator
• every single day, teacher plans, implements and
evaluates the curriculum in plans in the school
• Teachers Facilitate Learning Using a Wide range
of Strategies by Presenting Content in innovative
and Impactful Ways.

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44. What is the role of a teacher in
a curriculum process?

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Curriculum is content, but when Contextualized, it comes alive for Students
• The role of teachers in the curriculum process is to help students develop an
engaged relationship with the content.
• Active Learning will increase the focus and retention of the Curriculum, resulting in
an Exciting learning Environment.
Multiculturalism
• During the Curriculum process, teacher use a prescribed Curriculum to build
lessons that have Global Impact.
For example: teachers integrate examples of diverse people who have made
Significant Contributions in the content Area.
• The Intentionality of Building Inclusions helps dispel Stereotypes and to
Encourage Students to look favorably upon diverse groups.

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Well-intended curriculum cannot always meet the needs of all learners in the
classroom. Teachers are the experts, when it comes to understanding the
individualized needs of each student. Differentiated or Adaptive instruction is
critical so that it ensures that each student will maximize their potential.
Teachers may group students by interest to encourage collaborative learning or to
assess student progress so that the teacher can determine the pace of curriculum
delivery. Teachers may also create groups with varied levels of student achievement
to encourage collaborative learning and success. The curriculum process relies on
teachers to modify content delivery, as needed.

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During the curriculum process, teachers consider
how they can incorporate student choice into
classroom learning. Teachers can help students
connect content to an individualized plan that
reflects a career interest. Project-based learning is
a dynamic option that teachers must plan in
advance, during the curriculum process. This hands-
on technique immerses students in a practical
project that brings alive the classroom curriculum.
Providing a wide variety of learning options speaks
to the needs of all students and optimizes
learning potential. Teachers use the curriculum
process to plan and coordinate student choice
options.

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What is it to be a
New teacher?

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Curriculum design
expertise
Subject matter
Knowledge
Pedagogical Content
knowledge
Curriculum Consistency
expertise

50.  Curriculum design Expertise -teachers who fulfil the role of designer
are expected to have intuitive design expertise;
the knowledge and skills required to design high
quality curriculum materials.
 Subject Matter Knowledge-extends beyond knowing a lot about
something. It suggests that both educators and students think in a
disciplined manner that they can apply to a multitude of places and
situations. The mastery of the Subject Matter.
 Pedagogical content knowledge - is a type of knowledge that is
unique to teachers, and is based on the manner in which teachers
relate their pedagogical knowledge (what they know about teaching)
to their subject matter knowledge (what they know about what they
teach)
 Curriculum consistency expertise is teachers' ability to design
materials that are internally and externally consistent
.

51. Skills that a teacher as a
curriculum designer must possess
Curriculum designed expertise
(CDE)
Subject Matter Knowledge
(SMK)
Pedagogicalcontent
Knowledge
(PCK)
Curriculum Content
Expertise
(CCE)
• Knowledge and skills to
formulate a problem statement
• idea generation skills
• Systematic curriculumdesign
skills
• Formative and Summative
Evaluation Skills
• CurricularDecisions- making
skills
• Implementation management
skills
• Knowledge and Skills
to keep Subject
Matter Knowledge
up-to-date
• Knowledge and Skills
to gain insights into
learners’subject
matter knowledge
difficulties.
• Pedagogical
repertoire
• Material
selection skills
• ICT
• selection skills
• Knowledge and
skills to create
internally
consistent
curricula
• Knowledge and
skills to create
externally
consistent
curricula

52. Support to Enhance Teachers’
Design Expertise
Support, which is Part of the
team’s design process, is offered
just- in time and is Context
Specific
Support in the form of Specific
Workshops or training Sessions.

54. 1.Curriculum change is inevitable,
necessary and desirable
One of the characteristics of curriculum is its being
dynamic, Societal development and knowledge revolution
come so fast that the need to address the changing
condition requires new curriculum designs.

55. ⊳ 2. CURRICULUM REFLECTS
AS 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

56. ⊳ 3. CURRICULUM CHANGES MADE
EARLIER CAN EXIST CONCURRENTLY
WITH NEWER CURRICULUM CHANGES.
A revision in a curriculum starts and end slowly, More often,
curriculum is gradually phased in and phased out thus the
change that occurs can coexist and often times overlaps for a
long period of time.

57. ⊳ 4. CURRICULUM CHANGES
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. This will
assure an effective and long lasting change.

58. ⊳ 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 sense of ownership. Any significant change
in the curriculum should involve a broad range of
stakeholders to gain their understanding support
and input.

59. ⊳ 6. CURRICULUM DEVELOPMENT
IS A DECISION MAKING PROCESS
MADE FROM CHOICES OF
ALTERNATIVES.
A curriculum developer or designer must decide what
contents what teach, philosophy or point of view to
support, how to provide multicultural groups, what
methods strategies and what type of evaluation to use.

60. ⊳ 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.

61. ⊳ 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
intended outcomes clearly established support resources
and needed time available and teaching of pedagogically
equipped.

62. ⊳ 9.CURRICULUM DEVELOPMENTIS MORE
EFFECTIVE HEN IT FOLLOWS A
SYSTEMATIC PROCESS.
A curriculum design is composed of desired outcomes, subject
matter content complemented with reference set of procedurezs,
needed materials and resources and evaluation procedure which can
be placed in a matrix.

63. ⊳ 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 curriculum.

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