What is Curriculum Organization

Curriculum Organization
It is the systematic arrangement of content and educational learning experiences
for the effective employment of human and material resources for the attainment of
educational objectives.
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.
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 a theme, 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 learner’s 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 or Areas of Living
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 between extremes in
educational theory and educational practice.
 -

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 the curriculum.
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 educational
opportunities 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 outside
a. 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 child’s’ 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 to participate 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 company or other organization that buys
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.
Educational Aims and Educational Objectives
Two 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 to the
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.
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 different behaviors.
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.

Submitted By,
P. THIVIYA
divyalakshmi6794@gmail.com