Components of Curriculum Design | Free LET Reviewer and Drill

The Teacher and The School Curriculum   

Lesson 9: Components of Curriculum Design

Curriculum Design means the organization of curriculum components. It can be: lesson plan (miniscule curriculum), syllabus, unit plan, or course design. Curriculum design is the process of organizing all the parts that make up what you learn in school so everything fits together in a clear way. These parts can be as small as a single lesson plan (which is just one day’s lesson), or bigger like a syllabus (a list of topics for a whole subject), unit plan (several lessons joined together around a theme), or a course design (the structure for a whole course you take). By planning and arranging these pieces well, teachers make sure that learning is logical, complete, and helps students reach their goals.

MAJOR COMPONENTS OF THE CURRICULUM

I. Behavioral Components

• The objectives should be SMART: Specific, Measurable, Attainable, Result-oriented, and Time-bound.

Objectives in curriculum design should be SMART: Specific, Measurable, Attainable, Result-oriented, and Time-bound, because this makes learning clear and focused for both teachers and students. When goals are specific, everyone knows exactly what should be achieved, which helps avoid confusion and ensures that teaching stays on track. Measurable objectives allow teachers to check progress and see if students are reaching the desired outcomes using tests or other assessments. Attainable goals are realistic, so students are not expected to do something that is impossible; this helps them feel confident about their learning. Result-oriented objectives keep everyone focused on achieving something meaningful, and making goals time-bound means they should be reached within a set period, which helps keep learning organized and allows everyone to see improvement as time goes by. Altogether, SMART objectives are important because they guide teaching, motivate students, and make education easier to manage and evaluate.

II. Content / Subject Matter

• Subject matter should be relevant to the outcomes of the curriculum.

The subject matter in a curriculum should be relevant to the outcomes because it ensures that what students are taught directly helps them achieve the goals and skills the curriculum promises. When learning content matches the expected outcomes, students gain knowledge and abilities that are actually useful for their education, personal growth, and future opportunities. If the subject matter is not connected to the desired results, students may end up learning information that seems pointless or does not help them grow in ways that are important for their lives or for society. Relevant subject matter keeps learning focused, meaningful, and aligned with what students need to be successful.

III. Teaching and Learning Methods

• These are the activities where the learners derive experiences.

Activities where learners derive experiences are the practical tasks and exercises in a curriculum that help students learn by doing, not just by listening or reading. These can include working on group projects, conducting experiments, solving real-life problems, or participating in field trips, all designed to give students direct, hands-on involvement with the topic. Through these activities, learners actively build knowledge, develop skills, and connect what they learn in class to real-world situations, making learning more memorable and meaningful.

IV. Teaching and Learning Methods

• Cooperative learning activities allow students to work together. Students are guided to learn on their own to find solutions to their problems. The role of the teachers is to guide the learners.
• 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.
• Competitive activities, where students will test their competencies against another in a healthy manner, allow learning to perform to their maximum. They mostly become the survivors in a very competitive world.

Common Teaching & Learning Methods

Method and Proponent/s	Main Features	Success Rate
Direct Instruction   Proponent/s: Barak Rosenshine Model	The traditional method of teaching. Begins with stating the objectives (1), review (2), presenting new materials (3), explain (4), practice (5), guide (6), check for understanding (7), provide feedback (8), assess performance (9), and review and test (10).	80% or more during practice session
Guided Instruction   Proponent/s: Madeline Hunter Model	Lecture begins with REVIEW (1) of previous lesson, followed by ANTICIPATORY SET (2) (to get interest of students) and STATING OF OBJECTIVES (3), INPUT (4), use of MODELING (5) (teacher demonstration), CHECK for Understanding (6), GUIDED PRACTICE (7) (teacher-assisted activity), and ends with INDEPENDENT PRACTICE (8) (students do the task on their own).	Performance based on independent practice
Mastery Learning   Proponent/s: J.H. Block and Lorin Anderson Model	Begins with clarification of goals (objective), presents the lesson to the whole group (class), gives pre-test (formative; no-fault basis), provides enrichment activity to mastery group and corrective drill to non-mastery group, post-test for non-mastery group, reteach if not successful.	Pre-test results: Mastery Group (80% based on score); Non-mastery Group Post-test: at least 75% success rate
Systematic Instruction   Proponent/s: Thomas Good and Jere Brophy	Begins with review (using homework and previous exercises), development (promotes student understanding & provides controlled practice), assess comprehension (ask questions and provide controlled practice), seatwork (provide uninterrupted seatwork, get everyone involved, sustain momentum), accountability (check the students' work), assign homework regularly & provide review problems, and special reviews (provide weekly reviews to check and further enhance learning).	Provide weekly reviews

CRITERIA IN SELECTING TEACHING LEARNING METHOD

1. Adequacy - This refers to the actual learning space or classrooms (space, light, ventilation, technology available).
2. Suitability - This relates to planned activities. It considers chronological and developmental ages of learners.
3. Efficiency - This refers to operational and instructional effectiveness.
4. Economy - This refers to cost effectiveness.

V. Assessment/Evaluation

Learning occurs most effectively when students receive feedback.

Implementing a Curriculum Daily in the Classrooms

DepEd Order No. 70 s. 2012

• Teachers of all public elementary and secondary schools will NOT be required to prepare detailed lesson plans.
• Teachers with less than 2 years teaching experience shall be required to prepare Daily Lesson Plans

Components of Curriculum Design Quiz: click here

“If you truly understand, comment your reflection in at least 3-5 sentences or more about this lesson.”
With God’s grace, you’ll surely pass the upcoming board exam! 🙏

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