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SCOPE AND SEQUENCE IN CURRUCULUM

ORGANIZATION

Scope it isthe total breadth of the activity in a subject field. This determines the

extent or limits of activity or coverage.

Example:

1. Economic Security 5. Food Production

2. Peace and Order 6. Recreation

3. Hygiene and Sanitation 7. Civic Life

4. Home Beautification 8. Moral Life

Sequence is the placement of curriculum content or learning experience from

the standpoint of time.

Example:

Grades

I & II III IV V VI

Home andfamily life andliving in ourschools

Living in ourtown andprovince.

The Filipino andtheir past.

The Filipinonation and itsresources.

The Philippines inthe community ofEastern andWesternhemispheres and inthe emerging workcommunity

Steps in Curriculum Organization

1. Consideration of the educational aims to be achieved.

2. Formulation of educational objectives.

3. Selection and organization of the content.

4. Procedures and methods to be used to accomplish aims.

5. Selection of techniques for the evaluation of outcomes.

6. The selection of references and materials to be used by the learners and by the

teachers.

7. Determination of specific grade outcomes and standards of attainment.


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Selection and Organization of Content and learning

Experiences in Curriculum Development

Curriculum Organization is the systematic arrangement of content and

educational learning experiences for the effective employment of human andmaterial resources for the attainment of educational objectives.

- refers to the structure and form of the curriculum.

Types of Curriculum Organization

1. Traditional Curriculum Patterns

2. Integrative Curriculum Patterns

3. Unified Program

1. Traditional Curriculum

a. Subject curriculum is an organization in which the school subjects

constitute the basis for organizing the school experiences of learners.

b. Correlated curriculum is one that articulates and establishes

relationships between two or more subjects on the basis of a topic or atheme, or teaching similar topics on two or more subjects simultaneously in

an effort to help students gain a better understanding of such topics.

c. Broad Fields Curriculum is essentially an effort to overcome the

compartmentalization and atomization of the curriculum by combining

several specific areas into larger fields.

2. Integrative Curriculum - entirely eliminates school subject division and

broad fields of subject matter and organizes the learning experiences of the

work of the school around the learners needs, interests, abilities, major

functions of social life, and normal activities of learners.

a. Learner-Centered Curriculum is one that organizes its learning

experiences and content around normal child activities such as exploring,

listening, storytelling, playing and listening.

b. Experience Curriculum is one that places emphasis on the immediate felt

needs of learners and not on the anticipated needs and interest.

c. Core Curriculum is also called the social functions orAreas ofLiving

Curriculum.

- is intended to enable the learner to study problems that demand

personal and social action in the contemporary world.

3. Unified Program

- According to William B. Ragan, there should be a balance betweenextremes in educational theory and educational practice.


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Curriculum Issues, Concerns and Responses

Curriculum managers and educational experts are always looking for

better ways to achieve better learning through teaching. However,

curriculum innovations seemed to be difficult for many, issues which need tobe addressed. Certain aspects need to be clarified in order to overcome the

attitude and feelings that create some concerns.

Curricular Issues and Concerns

Poor academic performance of the learners. Issues on the varied

implementation of the curriculum among schools and teachers seem to

be the one of the reasons for the prevailing low performance of the

schools all over the country. There is perennial complaint about booksand other instructional materials. Overcrowded classrooms do not

provide a good learning environment.

Curricular innovations lack the sense of ownership from

stakeholders. Sometimes the implementers lack full understanding of

the changes or modifications that they are doing. The goal is unclear,

thus there are a lot of questions in the implementation as well as

evaluation from concerned persons. Because of these concerns, there

is little support that comes from other stakeholders. They just leave

the school to do it their own thus, giving the classroom teacher theburden.

Some curricular innovations are results of bandwagon but are not

well supported by the managers. In desire of some schools to be

part of global educational scenario, changes and innovations are

drastically implemented even if the school is not ready. They jus have

to show that they are also keeping abreast of the development even if

their equipment is insufficient.

Lack of regular monitoring and evaluation. After a new curriculum

has been installed, it is left unattended.Very little means is providedtofind out if theimplementation is running smoothly or not. When the

time of implementation ends, sometimes there is no evaluation

aspects, thus the innovation cannot be judged as failure or success for

it to be continued or not.

Innovations result to teacher burn out. With so manynew changes

taking place in the curriculum, many teachers are getting burn out.

They get so tired quickly and motivation is very low because they

cannot cope up with rapid changes that take place.

Innovations are not communicated to all. Only the managers or the

proponents understand the changes. Those who are directly involved

merely follow hook line and sinker. This is called regimentation.


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Responses to Issues and Concerns

The BEC is an example of an innovation that tries to address the

continuous decline in the learners performance in basic education and

the DepEd is eager to provide support for its implementation. Among

the support that DepEd provided were the fast tracking of textbook

procurement, the retraining and upgrading of teachers, the teacher

induction program, the support of principals and more initiatives.

More school buildings were constructed and computers and other

technology related equipment are provided.

In the installation of a new curriculum or innovation, all stakeholders

should be involved. Even in the planning stage, consultations should

be held. Right at the beginning, the students, teachers, alumni,

industry and other sectors involved in workshops, conferences and

consultations.

There is a need to respond to the fast changing times in terms of

school curriculum innovations but the steps however, should be well

planned and well studied. Changing for the sake of change is useless

or even irrelevant if the innovation is not well studied.

General practice seems to show that when anew curriculum is

introduced or implemented, it ends without report of result. However,

because this issue has been raised again and again, it is noteworthy to

find new curricular programs have now embedded monitoring andevaluation in its plan. In fact, in the school-based innovations,

principals have been empowered to conduct monitoring new

curricular programs.

Collaboration in the implementation of a new curriculum is very

necessary. In School heads or managers, teachers, and learners should

have adequate information about the innovation before it will be

introduced. They must even help in deciding whether such innovation

should be introduced or not.


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Approaches to Curriculum Design

There are three commonly used approaches to curriculum design. These

approaches are subject-centered, curriculum, learner-centered curriculum,

and problem-centered. Each of these approaches has several specificexamples.

I. Subject-Centered Curriculum

This model focuses on the content of the curriculum. This corresponds

mostly to the textbook, written for the specific subject.

Henry Morrison and William Harris- are the few curricularists who were

firm believers of this design.

a. Subject Design- is the oldest and so far the most familiar design for

teachers, parents and layman.b. Discipline Design- focuses on the academic disciplines.

c. Correlation Design- This comes from a core, correlated curriculum

design that links, separate subject designs in order to reduce

fragmentation.

d. Broad-Field Design/Interdisciplinary- is a variation of the subject-

centered design.

II. Learner-Centered Curriculum

The philosophy underlying in this curriculum design is that the child isthe center of the educational process and the curriculum should be build

upon his interest, abilities, purposes and needs.

a. Child-Centered Design- This design is often attributed to the

influence of John Dewey, Rouseau, Pestallozi, and Froebel. Learners

interact with the teacher and environment.

b. Experience-Centered Design- believes that the interest of learners

cannot be pre-planned.

c. Humanistic Design- the development of self is the ultimate objectiveof learning.

Abraham Maslow and Carl Rogers- are the key lead personalities in this

curriculum design.

II. Problem-Centered Curriculum

This design draws on social needs, problem, interest and abilities of the

learners.

d. Life-Situations Design- The contents are organized in ways that

allow students to clearly view problem areas clearly. .e. Core Design- it is centered on general education and the problems are

based on common human activities.


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Implementing Curriculum Change

There must be an examination of the place of formative process and

summative evaluations of curriculum programs and of the practical materials

for the actual process of installing new curricula in schools.

Change and the Curriculum Development

Before a developer can develop the skills needed to manage of the

programs of innovations, a curriculum developer must have some

knowledge of the change process itself. He must plan for the consequences

that arise from the different change strategies employed. Effective

curriculum change program must maintain the relevance of the schools to

the current needs of the society.

Management of Change

Change- is defined as any alteration of the properties of one or more system

elements; the relationship between system elements; the properties

of the client system.

Client System- defined as any recipient of a change element; any group of

system elements characterized by natural boundaries (a school, a

community, a nation).

System Elements- is defined as discreet phenomena whether material

(buildings, students, .people, pupils) or immaterial (ideas, attitudes,

values) that are interrelated and can be considered as part of client

system.

Change Element- is defined as a material or immaterial phenomenon that is

foreign or new to the client system, this includes new combinations

of system elements. (ex. new relationship).

Change Agent- is defined as the carrier of the change element.

Resistance to Change- is defined efforts of the client system or of

individual system elements to frustrate or slow the introduction of a

change element or to alter its properties.


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Persons Involved in Curriculum Design

The persons involved in curriculum design are teachers, students,

administration, DepEd/CHED, alumni, parents, professionals, organizations, and

business organizations. These are the persons who support and give life to thecurriculum.

1. Internal- means inside

a. Teachers- are the developers and implementers of the curriculum. They are

the curriculum maker. The one who prepares activities for the students to

do.

b. Students- are the center of the curriculum. They are the reason why a

curriculum is developed. They are the primary stakeholder in the

curriculum. They are the ones who make the curriculum alive.

c. Administration- They are the ones who provide optimum educationalopportunities for all the children in school, like equipment, supplies,

finance, curriculum faculty and other personnel. They are the one who

prepare the school budget and assist in curriculum construction.

d. DepEd/CHED- this are the two agencies that has mandatory and regulatory

powers over the implementation of any curricula, because all schools in the

country are under the regulation of the national government as provided in

the Philippine Constitution, then the government has a great stake in

curriculum implementation.

2. External- means outsidea. Alumni- These are the graduate students, the one who are already

experienced, and benefited the effectiveness of the curriculum.

b. Parents- They are the supporters of the curriculum, because they are the

ones paying for their childs education. They are willing to pay the cost of

educating their child for as long as their children get the best learning or

schooling experiences. They follow up the lessons of their children

especially in basic education. They provide curriculum materials that are

not provided in school. They provide permission for their children toparticipate in various activities outside the school campus.

c. Professionals- They are engaged in an occupation as a paid job rather than

as a hobby, showing a high degree of competence. They are being asked by

curriculum specialists to contribute in curriculum review because they have

a voice in licensure examinations, curriculum enhancement and many more.

d. Organizations- A group of people identified by shared interests or purpose.

This also refers to the group of students in school.

e. Business Organization- They are the companyor other organization thatbuys and sells goods, makes products or provide services for a course of

study at a university, college and other education that teaches the basic

principles of business and business practices.


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Curriculum Evaluation

Every activity that has objectives needs corresponding evaluation that will

determine the extent to which goals are being achieved. Evaluation therefore, is

important for it serves as a way of making conclusions of the effectiveness of theactivity being conducted.

What is Curriculum evaluation?

Curriculum evaluation refers to a systematic process of judging the value,

effectiveness, and adequacy of a curriculum: its process, product and setting.

Steps in Evaluating the Curriculum

1. Identification of the instructional objectives.

2. Selection and administration of instruments.

3. Data collection.

4. Data analysis.5. Interpretation.

Techniques of evaluation

1. Formative Evaluation

- is done when pupils achievement or written tests are administered

during preliminary tryouts of an educational program in order to improve a

proposed curriculum.

2. Summative Evaluation

- is terminal evaluation and it involves judgment of a finished product

such as teaching machine or a curriculum on the market and assessingwhether it is better than another or the best among others of its kind.

3. Payoff Evaluation

- is the examination of the effects of the instrument or curriculum on

student learning by comparing the results of pre- and post-tests or

determining the scores of the experimental group and those of controlled

group on specific criteria.

4. Intrinsic Evaluation

- refers to the assessment of the educational program or the curriculum

itself

5. Cost-Benefit Study

- is figuring out of the opportunity cost, that is, the cost of forgoing,

the next best alternative.

Marks of a Good Curriculum

1. A good curriculum is systematically planned and evaluated.

2. A good curriculum maintains balance among all aims of the school.

3. A good curriculum reflects adequately the aims of the school.

4. A good curriculum promotes continuity of experience.5. A good curriculum arranges learning opportunities flexibly for adaptation to

particular situations and individuals.

6. A good curriculum utilizes the most effective learning experiences and

resource available.

7. A good curriculum makes maximum provision for the development of each

learner.


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Formulation of Objectives in Curriculum Design

An Activity which is intentional like the curriculum should be based for its

effectiveness upon the origin of intentions, that is, upon the valued objectives of

those and participating in the activity. Intentional, deliberate, organized activities

and pressured concentration upon some things rather than others, making ofchoices and an establishment of properties.

Curriculum developers today recognize the need to translate educational aims

into educational objectives which suggest the process of and content element of

learning. This specific objective serves as a reference for classroom selection andsome modifications. It is important that the objectives must be sufficiently specific

to guide instructional decisions in making the curriculum and since these

objectives must be enumerated I a rational organization, it must propose some

kind of organizational plan to the classroom teacher.

Educational Aims and Educational ObjectivesTwo Kinds of Educational Aims

1. Specialized Educational Aims- which establish criteria to be met before

educational technicians who render services to others.

2. General Educational Aims- which do not impose minimum standard

achievement, since this serve all men in their individual differences for

adjustment and self-fulfillment.

Two Kinds of Educational Objectives

1. Educational Objective is directly derived from an educational aim which

is formulated for students who are identified to their level of education, for

example, primary, intermediate, secondary, collegiate, or college level.

2. Instructional Objective is suggested by an educational objective and

educational aims.

Characteristics of Educational Objectives

Rational curriculum development demands that educational objectives meet

the following requirements:

1. Comprehensive. Full implications of educational aims may be returned tothe objectives in the process of derivation among substantive elements and

transactions among the curriculum developers at the various curriculum

planning.

2. Consistency. Logical faithfulness of the objectives to aims as well as that

the objectives must be maintained. The different objective must relate with

the other and be supportive of the educational aims.

3. Attainability. The objective must be achievable by the students educational

purpose, result of studies in psychology may be used in achieving the

attainability or not of objectives.4. Feasibility. Educational objectives must be evaluated in the ways of

practical considerations including teacher competence, available

instructional materials, time allotment, expenses involved, and the prejudice

of the community served by the educational system.


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Functions of Educational Objectives

Educational aims are stated in general levels in order to provide orientation

to the main emphasis in education al programs. The educational objectives

however, are more specific which describes behaviors or programs to be attained

in a particular unit, a subject matter, course, educational level program.The function of the educational objective is to guide the making of

curriculum decisions on what to cover, what to emphasize, what to select, and

which learning experience to stretch.

Guidelines in the Formulation of Educational Objectives

1. Educational objectives must be clearly conceived and clearly stated.

2. A statement of objectives describes both the kind of behavior expertise and

the content or the context on which the behavior is applied.

3. Complex educational objectives need to be stated analytically and

specifically enough so that there is no doubt as the kind of behavior

expected.

4. Educational objectives should also be so formulated that there is clear

distinctions among learning experiences required to attain differentbehaviors.

5. Educational objectives should be developmental, representing roads to

transfer rather than terminal points.

Sources of Educational Objectives

1. Objectives are derived from felt needs, social values and ideals.Educational objectives must emerge from continuous studies of

contemporary society, changing conditions, and trends, society, social

values, and ideals in the growing needs and demands.

2. It is derived from studies and researches.

Educational Objectives in the Philippines

In the Philippine Educational System, the fundamental aims of education

are provided in Sec. 3 if Article XIV of the 1987 constitution which states that:

1. Educational institution shall include the study of the constitution as

prescribed in the curriculum.

2. They shall inculcate patriotism and nationalism, foster love of humanity

and respect for human rights. Teach the rights and duties of citizenship

stronger than ethical and spiritual values, develop moral character and

personal discipline, encourage creative thinking and technological

knowledge and promote vocational efficiency. Article II Sec. 17 states that

the state shall priority to education, science and technology, arts culture andsports. Article XV also states that The state recognizes the Filipino family

as the foundation of the nation.


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Points of View of the Curriculum

Curriculum - is a set of subject/ body of subject which is prepared by theteachers for the students or learners.

Robert M.Hutchins emphasized the basic education.

Joseph Schwab stated that the curriculum is divided into chunk ofknowledge. (English, math, etc.) And the academic discipline

becomes the view of what the curriculum is.

Progressive Point of View of Curriculum (experience is given

importance)

- curriculum is defined as the total learning experience of an

individual.

Coswell and Campbell curriculum is the all experience/ totalexperience of children acquired under the guidance of their

teachers.

Point of view on Curriculum Development it connotes changes

which are systematic. It also produce positive changes,development should be purposeful, planned and progressive.

Three Interacting Process in Curriculum Development

Planning Implementing Evaluation


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Types of Curriculum Operating in School

Allan Glatthorn describes seven types of curriculum operating in school.

1. Recommended Curriculum proposed by scholars and professional organizations.

It may come from a national agency like the Department of Education (DepEd),Commission on Higher Education (CHED) Department of Science and Technology(DOST) or professional organization.

2. Written Curriculum this includes documents, course of study or syllabi handed

down to the schools, districts, division, department or colleges for implementation.

Most of the written curriculums are made by the curriculum experts with theparticipations of the teachers. Examples of these are the Basic Education Curriculum

(BEC). Another example is the written lesson plan of each classroom teacher made up

of objectives and planned activities of the teachers.

3. Taught Curriculum the different planned which are put into action in theclassroom composed of taught curriculum. These are varied activities that areimplemented in order to arrive at the objectives or purpose of the written curriculum.

4. Supported Curriculum this refers to the support curriculum that includes

materials, resources such as books, computers, audio-visual materials, laboratory

equipment, playground, zoos, and other facilities.

5. Assessed Curriculum this refers to a tested or evaluated curriculum. At the end of

theteaching episodes, series of evaluation are being done by the teachers to determinethe extent of teaching or to tell if the student is having a progress. Assessment tools

like the pencil and paper test, authentic instruments like portfolio are being utilized.

6. Learned Curriculum refers to the learning outcomes made by the students.

Learning outcomes are indicated by the results of the tests and changes in between

which can either be cognitive, affective and psychomotor.

7. Hidden Curriculum this is unintended curriculum which is deliberately plannedbut may modify behavior or influence learning outcomes. Examples of these are peer

influence, school environment, physical condition, teacher-learner interaction, mood

of teachers and many other factors make up the hidden curriculum.

Factors to be considered in Curriculum Development

6. Teaching-Learning Process

a. Teacher

b. Learner

c. Learning situation


a. Teacher

b. Learner

c. Learning situation


a. School

b. Community

9. Social Needs

Dimensions and Principles of Curriculum Design

Curriculum design provides clear relationship between and among the differentelements of the curriculum: objectives, content, activities and evaluation. Considering all


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of these elements, as curriculum designer, one has look into the parameters or dimensions

upon which a design can be crafted.

Dimensions of Curriculum

Scope- (Tyler, 2004) defines curriculum as all content, topics, learning experiences and

organizing threads comprising the educational plans. Scope does not refer to thecognitive content but, but also to the affective and psychomotor.

Sequence-contents and experiences are arranged in hierarchical manner. Some schoolsformulate curricular objectives, content and experience by grade levels andconsider the stages of thinking.

Smith, Stanley, and Shore (1957) Introduced Principles for Sequence

1. Simple to complex learning

Content and experiences are organized from simple to complex,concrete toabstract, from easy to difficult.

2. Prerequisite learning

It means that there are fundamental thing to be learned ahead. Example: 1.

addition- multiplication 2. words - phrase

3. Whole to part learning

The meaning can be very well understood if everything will be taken as a

whole. This principle is same as Gestalt Theory. Example:

1. forest before the trees 2. body systems to tissues/cells

4. Chronological learning

This principle is closely allied to history, political science, and world events.

The sequence can be arranged from the most recent to the distant past or viceversa.

Major Principles for Organizing content in Units which can Also be

Applied to a Curriculum (Posner and Rudnitsky, 1944)

1. World-Related Sequence

Relationship that exist among people, objects or events of the world;

a. Space

- Spatial relations will be the basis if the sequence. Example:

1. Closest to farthest 2. bottom to top three east to westb. Time

- The content is based from the earliest to the more recent .

- Same as Smith, Chronological Learning. Example:

1. Philippine president first to current

2. Discoveries from earliest to present

c. Physical Attributes

- This principle refers to the physical characteristics of the

phenomena like age, shape, size, brightness and others. Example:

1. 3 regions, Luzon, Visayas, and Mindanao should be taken ahead ofPanay, Negros, Cebu and Bohol.

2.Heavenly bodies like stars, comets, galaxies should be ahead of planets.

2. Concept-Related Sequence

This arrangement reflects the organization of the conceptual world, how ideasare related together in a logical manner.


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a. Class Relation

Class concept refers to the group or set of things that share common

practices. Teaching the characteristics of the whole class ahead of thecharacteristics of the member of the class. Example:

1. Teach mammals before teaching specific animals.

2. Compare sound and light before teaching about wave motion.

b. Propositional Relation

Sequence is arranged so that evidence is presented ahead beforeproposition. Example:

1. Teaching the principle of equal protection under the laws then proceed

to discuss Supreme Court decisions.

2. Study first the rules in moving decimal point before multiply, add,divide, and subtract it.

3. Inquiry-Related Sequence

This is based upon the scientific method of inquiry. Example:

Scientific method- problem, hypothesis, observation, experimentation, evaluation

4. Learning-Related Sequence

This is based on the psychology of learning and how people learn experiences.

a. Empirical Prerequisites

Sequence primarily requires application based on empirical studies where

the basics are required before learning the next level. Example:

1. Initial consonants- complex words.

2. Teach catching and throwing the ball before batting.

b. Familiarity

What is familiar should be taken up first before the unfamiliar. Example:

1. Teach the peso before the dollar.

2. Identifying the animals in the community before those in Manila Zoo.

c. Difficulty

Easy content is taken ahead than the difficult one. Example:

1. Rhymes before the blank words..

d. Interest

Use these content and experiences to whet their appetite for learning.These can arouse the curiosity of the learners. Example

1. Identify the different volcanoes before teaching about volcanism.

2. Identify the different beautiful scenery before different kinds of

landforms.

e. Continuity

This process enables the learners to strengthen the permanency of learning

and development of skills. Gerome Bruner calls this spiral curriculumwhere the content is organized according to the interrelationship between

the structure/ pattern of a basic idea of major disciplines. Example:

1. Concepts of living things in science which continuously occurs in theelementary curriculum but with different complexity from level to level

f. Integration

Everything is integrated and interconnected. Life is a series of emerging

themes. This is the essence of integration in the curriculum design.Merging or integrate the subject like math to science.


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g. Articulation

This can be done either vertically or horizontally. In vertical articulation,

contents are arranged from level to level or grade to grade so that thecontent in a lower level is connected to the next level. In horizontal

articulation, it happens when the association is among or between

elements that happens at the same time. Like social studies in grade six isrelated to science in grade six.

h. Balance

Equitable assignment of content, time, experiences and other elements to

establish the balance in curriculum design..

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