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Axioms For Curriculum Designers

The document outlines Peter Oliva's 10 axioms for curriculum design that teachers should use as guidelines. The axioms are that 1) curriculum change is inevitable and necessary to address societal changes, 2) curriculum is a product of its time and should be timely, and 3) older curriculum changes can coexist with new changes as curriculum is gradually phased in and out. The remaining axioms discuss how curriculum change depends on those implementing it, is a cooperative process, involves decision making, is ongoing, is more effective when comprehensive and systematic, and should build on the existing curriculum.

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Chelo Mae Arrogante
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330 views2 pages

Axioms For Curriculum Designers

The document outlines Peter Oliva's 10 axioms for curriculum design that teachers should use as guidelines. The axioms are that 1) curriculum change is inevitable and necessary to address societal changes, 2) curriculum is a product of its time and should be timely, and 3) older curriculum changes can coexist with new changes as curriculum is gradually phased in and out. The remaining axioms discuss how curriculum change depends on those implementing it, is a cooperative process, involves decision making, is ongoing, is more effective when comprehensive and systematic, and should build on the existing curriculum.

Uploaded by

Chelo Mae Arrogante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Building on Peter Oliva’s 10 Axioms for Curriculum Designers

As we begin to discuss curriculum designing, all teachers need to know the different axioms
or theorems regarding curriculum as presented by Gordon, W., Taylor R., and Oliva P. in
2019. These axioms will be used to guide curricularist in designing a curriculum. Axioms are
principles that practitioners as curriculum designers can use as guidelines or a frame of
reference.

Ten Axioms About Curriculum That Teachers Need as Reminders


1. Curriculum change is inevitable, necessary, and desirable.
Earlier it was stated that one of the characteristics of a curriculum is its being dynamic.
Because of this, teachers should respond to the changes that occur in schools and in their
context. Societal development and knowledge revolution come so fast that the need to
address the changing condition requires a new curriculum design.

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, the 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 the 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 content 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 the existing curriculum. An existing
design is a good starting point for any teacher who plans to enhance and enrich a
curriculum.

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