THE TEACHER AS THE CURRICULUM DESIGNER

Karen Schweitzer (2019)

A curriculum design as a purposeful, deliberate and systematic organization of curriculum within
a class or a course.

Bibao, et. al. (2015)

A curriculum as a planned sequence of learning experiences should be at the heart and mind of
every teacher.

Katy Ryan
Curriculum design focuses on the creation of the overall course blueprint, mapping content to
learning outcomes, including how to develop a course outline and build the course.
Teachers design each curriculum with a specific educational purpose in mind. The ultimate goal
is to improve student learning

Fundamentals of Curriculum Design

Building on Peter Oliva,s 10 Axioms for Curriculum Designers

-All teachers need to know the different axioms or theorems regarding curriculum as prsented
by Gordon, W., Taylor R., and Olivia, P. in 2019.

1. Curriculum change is inevitable, necessary, and desirable. Earlier it was stated that one of
the characteristics of curriculum is its being dynamic.
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.
3. Curriculum changes made earlier can exit concurrently with newer curriculum changes. A
revision in a curriculum starts and ends slowly.
4. Curriculum change depends on who will implement the change. Teacher who will
implement the curriculum should be involved in its development, hence should know how to
design a curriculum.
5. Curriculum development is a cooperative group activity. Group decisions in some aspects of
curriculum development are suggested.
6. Curriculum development is a decision-making process made from choices of alternatives. A
curriculum developer or designer must decide what contents what teacher, philosophy or point
of view to support, how to provide 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.
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 staff pedagogically
equipped.
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 curriculum design is a good starting
point for any teacher who plans to enhance and enrich curriculum.

Elements or Components of a Curriculum Design

There are many label or names for curriculum design. Some would call it a syllables, or a lesson
plan. Lesson plan as a miniscule curriculum.
FOR A LESSON PLAN INCLUDES:
• INTENDED LEARNING OUTCOMES (ILO) OR THE DESIRED LEARNING OUTCOMES
(DLO), KNOWN AS BEHAVIORAL OBJECTIVES
• SUBJECT MATTER OR CONTENT
• TEACHING AND LEARNING METHODS
• ASSESSMENT EVALUATION
I. Behavioral Objectives or Intended Learning Outcomes

The objectives or intended learning outcomes are the reasons for undertaking the learning
lesson from the student's point of view. As a curriculum designer, the beginning of the learning
journey is the learning outcomes to be achieved.

The statement should be SMART: Specific, Measurable, Attainable, Result-oriented

and Time-bound.

In framing learning outcomes, it is good practice to:

• Express each outcome in terms of what successful students will be able to do.

• Include different kinds of outcomes. The most common are cognitive

objectives (learning facts, theories, formula, principles etc.)

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:
 • 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 publications.

IV. Teaching and Learning Methods

These are the activities where the learners derive experiences. It is always good to keep 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.

EXAMPLE

1. Cooperative learning activities, allow students to work together. Students are guided to learn
on their own to find solutions to their problems.

2. 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.

3. 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.

VI. Assessment/Evaluation

Learning occurs most effectively when students receive feedback. 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.

2. Peer assessment, in which students provide feedback on each other's learning.

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 student learn more) or

Summative (expressing a judgement on the student’s achievement by reference to

stated criteria).
EVALUATION

Directions: Read each question carefully. Choose the letter of the best answer.

1. Which of the following is another term for intended learning outcomes (ILO)?
A. Lesson Plan
B. Behavioral Objectives
C. Assessment Tools
D. Teaching Strategies
2. Why should subject matter be appropriate to the level of the lesson?
A. To ensure it meets government standards
B. To save time in lesson delivery
C. To maintain student motivation and avoid confusion
D. To promote competition among learners
3. Which teaching method would best suit fast learners who prefer working on their
own?
A. Cooperative Learning
B. Field Trips
C. Independent Learning
D. Peer Assessment
4. Which set of characteristics best defines SMART objectives?
A. Sustainable, Measurable, Active, Responsible, Thorough
B. Specific, Measurable, Attainable, Result-oriented, Time-bound
C. Simple, Manageable, Accurate, Responsive, Timely
D. Specific, Multiple, Aligned, Reasonable, Tested
5. Which assessment method allows learners to reflect on and improve their own
performance?
A. Peer Assessment
B. Summative Assessment
C. Self-Assessment
D. Teacher Assessment
6. Which of the following best represents a complete curriculum element that includes
objectives, content, strategies, and assessment?
A. Test paper
B. Rubric
C. Lesson Plan
D. Reference book
7. If a teacher uses a laboratory experiment in a science class, what method is being
used?
 A. Experiential learning
B. Lecture method
C. Peer coaching
D. Practical or hands-on approach
8. Why is teacher assessment important in curriculum design?
A. It allows educators to evaluate student performance
B. It encourages peer collaboration
C. It replaces self-assessment practices
D. It helps guide instructional improvements
9. How can you determine if a teaching method is appropriate for your learners?
A. Analyze the learners’ developmental level and learning style
B. Select the method based on what is easiest for the teacher
C. Use the same method for all students
D. Compare the method with the learning outcomes
10. What should a teacher examine if students are disengaged during a lesson?
A. The neatness of the blackboard
B. The alignment between the content and students’ learning levels
C. The school’s overall schedule
D. The textbook font size
The title of our assign topic in report is all about The Teacher as The Curriculum Designer and
my assign topic is all about Elements or Components of a Curriculum Design. During my report
in EDUC9, I honestly felt nervous and unsure of myself. Even though I’m already in my third year,
I realized that I still struggle to speak confidently in front of the class. As I stood there, I felt like I
was lacking as if I wasn’t really skilled at speaking in front of others. My hands were cold, my
voice was shaky, and I had a hard time maintaining eye contact with my classmates. I kept
focusing on my notes, hoping I wouldn’t make a mistake.

But despite those difficulties, I can say that I learned a lot more through this reporting
experience. Preparing for the lesson made me understand the topic more deeply, and delivering
it helped me recognize the importance of communication, especially for someone like me who
wants to become a teacher someday. When Ma’am gave her feedback, she mentioned that my
voice was too soft and that I needed to make more eye contact with the audience. Hearing that
honestly hit me — not in a bad way, but in a way that made me realize how much I still need to
improve. That feedback became a turning point for me. I realized that if I really want to be an
effective and inspiring future teacher, I need to step out of my comfort zone. I need to learn
how to face people with more confidence, speak with clarity, and connect with my audience.

This experience was humbling, but also empowering. Yes, I struggled, but I also grew. It taught
me that it's okay to feel nervous — what matters is that I keep trying and use every opportunity
to improve myself. This reporting didn’t just help me academically; it helped me grow personally
and professionally