CURRICULUM DESIGN
and CONSTRUCTION
KENNETH BONIFACIO
Primarily there are four elements to curriculum design and construction. These elements may deem
relevant when used in evaluating curricula.
SCOPE
Scope refers to the content of the curriculum. It pertains to the things the curriculum covers. It
may include the topics, the activities, and the learning experiences which may seem appropriate in
achieving the goals of the curriculum.
Let us analyze a sample curriculum. The Bachelor of Science in Statistics major in Actuarial
Science program of De La Salle University, Manila is inclined to the following objectives:
1.)
To prepare the student for graduate studies in either theoretical or applied statistics, or
in other related field
2.)
3.)
As seen, the goal of the curriculum in general is to produce market competitive statisticians
and/or actuaries. Now, let us check a few subjects, activities, and special features the program offers:
Some statistics based subjects:
-
Life Contingencies 1 (LIFECO1) - A course that covers single life functions, the
measurement of mortality, life annuities, life insurance, net annual premiums, and net
level premium reserves.
Actuarial Topics (ACTOPIC) - A course that covers the estimation of tabular survival
models from complete and incomplete data samples study design using moment and
maximum likelihood procedures; estimation of parametric survival models, estimation of
survival models from general population theory and graduation of life tables.
Other subjects:
-
Computer for Math 1 (COMMAT1) - This course covers the fundamentals of logic
formulation and their implementation using the Turbo Pascal programming language.
Topics discussed in the course includes simple data types, arithmetic operators, built-in
functions, assignment operation, IO operation, _oolean expressions, conditional
statements, looping structures, compound statements, procedures and functions,
parameter passing, arrays and scoping.
Activities:
-
A summer practicum is required to give students the opportunity to apply the theories
and concepts learned inside the classroom to real-world problems. At the same time,
the students are exposed to the workplace environment to help them get employment
after graduation.
It takes only 10 terms (or 3 years and 1 term) to complete the program as compared to
the regular 4-year statistics programs of the other schools.
This program has a specialization in actuarial science which makes it in effect some
kind of a double-degree program in statistics and actuarial science. Hence, graduates
of this program could become statisticians and/or actuaries. Furthermore, with enough
students and resources in the future, other areas of specialization may be offered such
as statistical computing, biostatistics, epidemiology, market research, statistical process
control, statistical consulting, etc.
This statistics program is mathematics-based which gives the students a more solid
foundation in terms of the theories in mathematics and statistics. Graduates of this
program are expected to be well-prepared for and more capable of pursuing graduate
studies in statistics compared to the regular statistics graduates of other schools.
Students of this program are provided with adequate support in terms of faculty
capability; textbooks, journals and references; and computer facilities (hardware and
licensed software) at the Mathematics and Statistics Computing Laboratory (MSCL),
STRC 316.
The contents of the curriculum are properly chosen to meet the specified objectives. The subjects
establish the theories, concepts and skills needed. The activities provided are applications of such
theories.
SEQUENCE
Sequence is the arrangement or the distribution of the scope in the curriculum. Usually, it is given
in reference to a standpoint in time. The sequence is usually in an ordered progression of skills and
knowledge across grade levels. It depends on the program goals and the curriculum model.
Four different ways to approach the sequence of a curriculum may be as follows:
-
Each way is not mutually exclusive, and each may be incorporated in the design.
Let us look at an outline of the scope and sequence of the 2002 Basic Education Curriculum for
secondary level mathematics.
Elementary algebra (first year)
1.) measurement
2.) real number system
3.) algebraic expressions
4.) first degree equations and inequalities in one variable
5.) linear equations in two variables
6.) special products and factors
Intermediate algebra (second year)
1.) system of linear equations and inequalities
2.) quadratic equations
3.) rational algebraic expressions
4.) variation
5.) integral exponents
6.) radical expressions
7.) searching for patterns in sequences: arithmetic, geometric, etc.
Geometry (third year)
1.) geometry of shape and size
2.) geometric relations
3.) triangle congruence
4.) properties of quadrilaterals
5.) similarity
6.) circles
7.) plane coordinate geometry
Advance algebra, trigonometry, and statistics (fourth year)
1.) functions
2.) linear functions
3.) quadratic functions
4.) polynomial functions
5.) exponential and logarithmic functions
6.) circular functions and trigonometry
7.) triangle trigonometry
8.) statistics
It can be seen that the approaches are incorporated in how the subjects are arranged.
Prerequisite learning and simple to complex learning are the evident approaches in the curriculum outline.
CONTINUITY
Continuity is the planned repetition of content at successive levels in which each level is more
complex than the previous one. This provides students the opportunities to revisit knowledge and skills in
more in depth as they go through the years. This also reinforces the possibly repeated skills.
Continuity can be in the subject matter, but can also be in other skills such as team working, and
problem solving.
Let us look at a part of the 2002 Basic Education curriculum for the elementary level science. One
of the continuing topics in the curriculum is the concept of Energy. However, each grade level focuses
on different aspects of energy, and each succeeding grade level appears to be more difficult than the
former level.
GRADE 3
GRADE 4
GRADE 3
GRADE 4
INTEGRATION
Integration is the blending, fusion or unification of disciplines. It integrates various subjects
together, and concepts in one subject may be applied in another. However, the integration is not solely
limited to the concepts in the curriculum; it also involves integrating academic concepts to real situations
and values.
Once again, let us look at a part of the 2002 BEC. It has been stated that Values Education has
been integrated in all subjects in the curriculum. Particular subjects also give specific focus to certain VE
subjects.
BALANCE: the equitable assignment of content, time, experiences and other elements
(e.g. cognitive, affective and psychomotor, which would be discussed further later)
SCALE: the relation of school size to the curriculum (e.g. limiting the number of
applicants in extra curricular organizations)
CAPACITY: the ability of the workers, in this case the teachers, to carry out the
necessities of the curriculum
SOURCES:
2002
Basic
Education
Curriculum.
Scribd.
Last
viewed
<http://www.scribd.com/doc/35943746/2002-Basic-Education-Curriculum >.
December
5,
2010
BEC Science. .docstoc: Documents for Small business and Professionals. Last Viewed December 5,
2010 <http://www.docstoc.com/docs/56715738/BEC-Science >.
Compilation
in
Curriculum.
Scribd.
Last
viewed
<http://www.scribd.com/doc/18353723/Compilation-in-Curriculum >.
December
5,
2010
Selection of Objectives
Deriving Objectives from philosophy
Philosophy
Purposes/Aims
Goals
Objectives
Develop the
personality
Improve society
Promote selfknowledge
Develop skills
and knowledge
needed for
change
Philosophies
Objective
Demonstrate
knowledge
gained
Demonstrate
knowledge and
skills gained
Apply problemsolving in daily
life
Allow selfexpression
Apply knowledge
and skills to
change society
Communication Arts
Social Studies
Science and Technology
Mathematics
Values Education
Technology and Home Economics (THE)
Physical Education, Health and Music (in 4 th year HS it also includes
Citizenship Advancement Training or CAT program)
Prepared By:
Neslita C. Villanueva
II-31 BSE- Physics
They should facilitate and promote learning in the different domains (cognitive,
affective, and psychomotor) and motivate students to learn the content.
They should be within the level of the developmental stage of the learners to
perform and understand the activities, and should consider students needs and
interests.
Feasibility
The selection of the learning experiences should be feasible in terms of time,
qualification and experience of the staff, available resources (within and outside the school),
safety, and legal considerations. The planning on what methods to use for instruction and the
activities to include in the lesson should consider all these important factors t avoid frustration as
well as legal problems.
Variety
Different disciplines and domains require different activities and methods. Sometimes,
when the same methods and activities are employed for the different learning areas, the interest
and enthusiasm of the learners decrease. On the other hand, there are empirical pieces of
evidence to support the effectiveness of innovations, creative strategies and new experiences in
generating interest and motivating students to learn even difficult materials.
Optimal Value
Learning experiences should encourage the learners to continue learning on their own,
broaden their interests and perspectives, and apply the knowledge and skills they develop in outof-school situations.
Other Criteria for Selection of Learning Experiences
1. Can the experience bring optimum benefit to the learners?
2. Does the experience help meet the evident needs of the learner?
3. Are the learners likely to be interested in the experience?
4. Does the experience encourage the learners to inquire further?
5. Does the experience stimulate the learners to engage in higher levels of thinking and
reasoning?
6. Does the experience involve the use of different senses and sense perceptions?
7. Does the experience approximate real life situations?
8. Is the experience in accord with the real life patterns of the learners?
9. How contemporary is the experience? Is it timely and relevant?
10. Do the experiences provide for the attainment of a range of instructional objectives?
Grade Placement
Heres the sample of policy of grade placement from Brent International School in Subic:
The School reserves the option of placing a student into an appropriate grade
and class section. Students are assigned to an instructional level according to five categories:
previous school records, performance on achievement tests, physical and emotional maturation,
and any relevant data requested by the Registrar to help determine grade eligibility.
The next example is the age requirements for grade placement from Nagoya International
School in Japan.
Elementary School
Middle School
High School
Time Allotment
Heres is the sample of time allotment in the curriculum of high school in St.
Scholasticas College.
Curriculum/Course Offerings
High School
First Year
Second Year
Third Year
Fourth Year
Old Testament
1 unit/3 hrs.
New Testament
1 unit/3 hrs.
Religion Extension
Program:
Christian Morality
1.3 units/4 hrs.
English
Communication Arts
English 1
1.7 units/5 hrs.
Communication Arts
English II
1.7 units/5 hrs.
Communication Arts
English III
1.7 units/5 hrs.
Communication Arts
English IV
1.7 units/5 hrs.
Literature: Philippine
Literature and
Developmental
Reading
0.68 unit/2 hrs.
Literature:
Afro-Asian Literature
and Developmental
Reading
0.68 unit /2 hrs.
Literature: World
Literature and
Functional Reading
0.68 unit/2 hrs.
Literature:
Emergent Literature
and Gender Reading
0.68 unit/2 hrs.
Prelude to Oral
Effective Oral
Strategic Competence
Presentations,
and Sentence Writing Paragraph Writing and
1.02 units/3 hrs.
Basic News Writing
1.02 units/3 hrs.
Public Speaking,
Logical Thinking
and Guided
Composition
Writing
1.02 units/3 hrs.
Debate and
Research Paper
Writing
1 unit/2 hrs.
Oral Defense
1.02 unit/3 hrs.
Filipino
Communication Arts
Filipino I
1 unit/3 hrs.
Communication Arts
Filipino II
1 unit/3 hrs.
Communication Arts
Filipino III
1 unit/3 hrs.
Communication Arts
Filipino IV
1 unit/3 hrs.
El Filibusterismo)
Mathematics
1 unit/3 hrs.
1 unit/3 hrs.
Elementary
Intermediate
Algebra
1.7 units/5 hrs.
Algebra
1.7 units/5 hrs.
Science and
Technology
Science and
Technology I
1.7 units/5 hrs.
PEHM (Physical
Education,
Health and
Music)
Chemistry
Physics
Philippine History,
Government and
Constitution
1 unit/3 hrs.
World History I
Asian Perspective
1 unit/3 hrs.
Consumer Economics
1 unit/4 hrs.
PEHM I
1 unit/3 hrs.
PEHM II
1 unit/3 hrs.
PEHM III
1 unit/3 hrs.
PEHM IV
1 unit/3 hrs.
P.E.: Gymnastics/
Emergency
Preparedness and
Outdoor Education
P.E.: Philippine
P.E.: Team Sports
Folk Dance and and Foreign Folk
Basic Swimming/
Dances
Individual Sports
Health: Alternative
Health Care and SelfHealing
Music: Basic Rudiments
of Music in the
Philippine Context
THE
(Technology
and Home
Economics)
Geometry and
Trigonometry
1.7 units/5 hrs.
(Ibong Mandaragit)
Health: Adolescent
Sexuality
Music: Afro-Asian
Latin American
Music
Health: Marriage
and Family Life
Education
Music: History of
Western Music
Health: Maternal
and Child Care,
Caring for the
Elderly
Music: Rudiments
of Song Writing
Technology and
Technology and
Technology and
Technology and
Livelihood Education I Livelihood Education II Livelihood Education III Livelihood Education IV
(TLE)
(TLE)
(TLE)
(TLE)
1 unit/3 hrs.
1 unit/3 hrs.
1 unit/3 hrs.
0.67 unit/2 hrs.
Home
Management and
ArtsComputer
Creative Arts:
Computer
Education:
Computer
Culinary Arts
Computer
Education: Web
Development
Entrepreneurship
Computer Education:
Computer Programming
Education: Internet
Essentials
Animation
Elective
Introduction to
Business and
Accountancy
Introduction to
Hotel and
Restaurant Mgt.
Introduction to
Psychology
Mandarin as a
Language
Environmental
Education
Introduction to
Visual Arts
Introduction to
Media Education
Total Units
10.1 units/
30 hours
10.1 units/
30 hours
10.1 units/
30 hours
10.74 units/
33 hours
Sources:
http://www.ssc.edu.ph/sscweb/HS%20-%20Current%20Stud/Curriculum%20Offerings.html
http://depedteacher.blogspot.com/2009/05/10-suggested-criteria-for-selection-of.html
http://www.brentsubic.edu.ph/Admissions05.html
http://www.nagoyais.jp/nis/admissions/admissionsinfo/placement
http://books.google.com.ph/books?
id=O30q1APs_tkC&printsec=frontcover&dq=developing+the+physical+education+curriculum&
source=bl&ots=oTXJxunPUR&sig=tOdhuCWXYmQiAAAuCu4zO__bJXI&hl=en&ei=Z3IJTZ
OGApHMrQe7_v3UDg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CCQQ6AEwAw
#v=onepage&q&f=false
Prepared by:
Jason Mark S. Garcia
II-31 BSE Physics