Chapter 2: Designing Curriculum PDF

D E S I G N CHAPTER 2: DESIGNING CURRICULUM  The TEACHER as a curriculum designer You will be part of the intellectual journey of your learners. Providing experiences that enable learners to learn what you intend them to learn. LESSON 3.1 FUNDAMENTALS OF...

D E S I G N CHAPTER 2: DESIGNING CURRICULUM  The TEACHER as a curriculum designer You will be part of the intellectual journey of your learners. Providing experiences that enable learners to learn what you intend them to learn. LESSON 3.1 FUNDAMENTALS OF CURRICULUM DESIGN DESIRED LEARNING OUTCOMES  Identify the fundamentals of curriculum designing.  Appreciate the task of designing a curriculum. AXIOMS OR THEOREMS Gordom, W., Taylor R., and Oliva.,Peter (2019) It is used to guide curricularist in designing a curriculum. It can use as guidelines of a frame of reference. BUILDING ON PETER OLIVA’S 10 AXIOMS FOR CURRICULUM DESIGNERS 10 Axioms about curriculum that teachers Need as Reminders 1. Curriculum change is inevitable, necessary, and desirable: Being dynamic Societal development and knowledge revolution 2. Curriculum is a product of its time: Timeliness (changes brought by current social forces, philosophical positions, psychological principles, new knowledge and educational reforms) 3. Curriculum changes made earlier can exist concurrently with newer curriculum changes. Revision a curriculum starts and end slowly. Changes that occur can coexist and oftentimes overlap for long periods of time. 4. Curriculum change depend on people who will implement the change. Involved in its development Teachers should design and own the changes Ensures an effective and long lasting change. 5. Curriculum development is a cooperative group activity. Group decisions in some aspect of curriculum is suggested. Any significant change should involve a broad range of stakeholders to gain understanding, support and input. 6. Curriculum development is a decision-making process made from choice of alternatives. The developer or designer must decide what content to teach, philosophy or POV to support, how to provide multicultural groups, what methods or strategies, and what evaluation to 7. Curriculum development is an going process Continuous monitoring, examination, and improvement of curricula. As the needs of learners change, 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 “piecemeal”. Based on careful plan, clearly establish intended outcomes, support resources and needed time available and should equipped teaching staff pedagogagically. 9. Curriculum development is more effective when it follows a systematic process. Composed of desired outcomes, subject matter, 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. 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 the curriculum. For most curricula the major components or elements are answers to the following questions: 1. What learning outcomes need to be achieved? (Intended Learning Outcomes) 2. What content should be included to achieve the learning outcomes. (Subject matter) 3. What learning experiences and resources should be employed? (Teaching-Learning methods) 4. How will the achieved learning outcomes be measured? (Assessment of Achieved Learning Outcomes)  ELEMENTS OR COMPONENTS OF A CURRICULUM DESIGN There are many labels or name for curriculum design. Some would call it syllabus or a lesson plan. Some would call it a unit plan or a course design. Whatever is the name of the design, the common components for all of them are almost the same. However some schools, institution or departments may add other minor parts or trimmings to the design. A lesson plan or teaching guide includes: Intended Learning Outcomes (ILO) or the Desire Learning Outcomes (DLO) formerly labelled 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; It is desired learning outcomes that is to be accomplished in a particular learning episodes, engage in by the learners under the guidance of the teacher. (Anderson and Krathwohl 2003)  The behavioral objectives, intended learning outcomes or desired learning outcomes are expressed in action words found in the revised Bloom’s Taxonomy of Objectives for the development of the cognitive skills. For the affective skills, refer to domain by simpson. The statement should be SMART: S - Specific M - Measurable A - Attainable R - Result-oriented T – Time bound Intended learning outcomes is used to refer to the anticipated result after completing the planned activity or lesson. In Framing learning outcomes, it is good practice to:  Express each outcome in terms of what successful student will be able to do. For example, rather stating students will be able to explain the reason why... It should be: ‘Students must have explained the reasons why... The most common are Cognitive objectives (learning facts, theories, formulae, principle etc.) and performance outcomes (learning how to carry out procedures, calculations and processes, which typically include gathering information and communicating results).  In some contexts, affective outcomes are important too ( for developing attitudes or values, e.g. Those required as a person and for a particular profession). 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 in addition to those mentioned about the content in previous lessons: 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 toward building on previous lessons. Content which are too basic or too advanced for the development levels of learners make student either bored or baffled and effect their motivation to learn.  Subject matter should be up-to-date and, if possible, should reflect current knowledge and concepts. Subject matter should follow the principle of B A S I C S. III. References Some examples are given below. 1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary conservation and Environmental Education program. Council of Environmental Education, Bethesda, MD 2. Shipman, James and Jerry Wilson, et al (2009). AN introduction to physical science Houghton Mifflin Co Boston MA 3. Romo, Salvador B. (2013). Horticulture an Exploratory Course, Lorimar Publishing Inc. Quezon City 4. Bilbao, Purita P. And Corpuz, Brenda B. et al (2012). The Teaching Profession 2nd Ed. Lorimar Publishing Inc. Quezon City IV. Teaching and Learning Methods The teaching-learning methods should allow cooperation, competition as well as individualism or independent learning among the students. For example:  Cooperative learning activities allow students to work together. Student are guided to learn on their own to find solutions to their problem. The role of the teacher is to guide the learners. Democratic process is encourage, and each one contributes to the success of learning. Students learn from each other in ways. Group projects and activities considerably enhance the curriculum  Independent learning activities allow learners to developed personal responsibility. The degree of independence to learn how to learn is enhanced. This strategy is more appropriate for fast learners.  Competitive activities, where student 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. They mostly become the survivors in a very competitive world.  The use of various delivery to provide learning experiences is recommended. Online learning and similar modes are increasingly important in many curricula, but these need to be planned carefully to be effective. There are some examples of very simple teaching-learning methods with detailed steps that you can start using as you begin teaching. Some Behaviorist Teaching Learning Methods A. Direct Instruction: Barak Rosenshine Model (in Ornstien & Hunkins, 2018) Detailed Steps: 1. State Learning Objectives/ Outcomes: Begin lesson with a short statement of objective or desired lesson learning outcomes. 2. Review: Introduce short review of previous or prerequisite learning. 3. Present new materials: Present materials in small, sequenced manner. 4. Explain: Give clear and detailed instructions and explanations. 5. Practice: Provide active practice for all students. 6. Guide: Guide students during initial practice; or provide seatwork activities. 7. Check for understanding: Ask several questions, assess students comprehension. 8. Provide Feedback: Provide systematic feedback and corrections. 9. Assess performance: Obtain student success rate of 80 percent or more during practice session. 10. Review and test: Provide for spaced review and testing. B. Guided Instruction: Madeline Hunter Model (in Ornstein & Hunkins, 2018) 1. Review: Focus on previous lesson, ask students to summarize main points. 2. Anticipatory set: Focus student's attention on new lesson. Stimulate interest in the new materials. 3. Objective: State explicitly what is to be learned; state rationale or how it will be useful. 4. Input: Identify needed knowledge and skills for learning new lesson; present materials in sequenced steps. 5. Modeling: Provide several examples or demonstrations throughout the lesson. 6. Check for understanding: Monitor students' work before they become involved in lesson activities, check to see they understand directions or tasks. 7. Guided practice: Periodically ask students questions and check their answers. Again monitor understanding. 8. Independent practice: Assign independent work or practice when it is reasonably sure that students can work on their own with understanding and minimal frustration. C. Mastery Learning; JH Block and Lorin Anderson Model (in Ornstein & Hunkins, 2018) 1. Clarify. Explain to students what they are expected to learn. 2. Inform. Teach the lesson, relying on the whole group instruction. 3. Pretest. Give a formative quiz on a no fault- basis, students can check their own paper. 4. Group. Based on results, divide the class into mastery and non- mastery groups (80% is considered mastery). 5. Enrich and correct. Give enrichment instruction to mastery group. Give corrective (practice/drill) to non-mastery group. 6. Monitor. Monitor student progress; vary amount of teacher time and support for each group based on group size and performance. 7. Posttest. Give a summary test for non- mastery group. 8. Assess performance. At least 75% of the students should achieve mastery by the summative test. 9. Reteach. If not, repeat procedures; starting with corrective instructions (small study groups, individual tutoring, alternative instructional materials, extra homework, reading materials practice and drill). D. Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and Hunkins, 2018) 1. Review. Review concepts and skills related to homework, provide review exercises. 2. Development. Promote students understanding, provide controlled practice. 3. Assess comprehension. Ask questions, provide controlled practice. 4. Seatwork. Provide uninterrupted seatwork; get everyone involved, sustain momentum. 5. Accountability. Check the students work. 6. Homework. Assign homework regularly; provide review problems. 7. Special reviews. Provide weekly reviews to check and further maintain and enhance learning. Teaching-Learning Environment In the choice of the teaching learning methods, equally important is the teaching learning environment. Brian Castaldi in 1987 suggested four criteria in the provision of the environment or learning spaces in designing a curriculum. These criteria include: (1) adequacy, (2) suitability, (3) efficiency and (4) economy. 1. Adequacy- This refers to the actual learning space or classrooms. Is the classroom large enough for student's mobility for class interaction and collaborative work. 2. Suitability- This relates to planned activities. Suitability should consider chronological and developmental ages of learners. Also to be considered will be the socio-cultural, economic even religious background of the learners. 3. Efficiency- This refers to operational and instructional effectiveness. 4. Economy- This refers to cost effectiveness. VI. Assessment/Evaluation  Self assessment, through which students learn to monitor and evaluate their own learning. This should be a significant element in the curriculum because we aim to produce graduates who are appropriately reflective and self- critical. VI. Assessment/Evaluation  Peer assessment, in which students provide feedback on each other's learning. This can be viewed as an extension of self- assessment and presupposes trust and mutual respect. Research suggests that students can learn to judge each other's work as reliably as staff. VI. Assessment/Evaluation  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 the student learn more) or  Summative (expressing a judgment on the student's achievement by reference to stated criteria)  Summative assessment usually involves the allocation of marks or grades. This helps the teacher make decisions about the progress or performance of the students.  Students usually learn more by understanding the strengths and weaknesses of their work than by knowing the mark or grade given to it. For this reason, summative assessment tasks (including unseen examinations) should include an element of formative feedback, if possible APPROACHES TO CURRICULUM DESIGN Desired Learning outcomes 🔹 identify some familiar curriculum designs and approaches to design 🔹Analyze the approaches in the light of how these are applied in the school setting  Types of curriculum design models Subject-centered design This is a curriculum design that focuses on the content of the curriculum. The subject-centered design corresponds mostly to the textbook because textbooks are usually written based the specific subject or course. Henry Morrison and William Harris are the few curricularists who firmly believed in this design. As practiced, school hours are allocated to different school subjects such as: science, mathematics, language,social studies, physical education and others.  This is also practiced in the Philippines, because a school day is divided into class period, a school year into quarters or semester. Subject-centered curriculum design has also some variations which are focused on the individual subject, specific discipline and a combination of subjects or disciplines which are a broad field or interdisciplinary. Subject design Subject design curriculum is the oldest and so far the most familiar design for teachers, parents and other laymen. According to the advocates ,subject design has an advantage because it is easy to deliver. Textbooks are written and support instructional materials are commercially available. Teachers are familiar with the format, because they were educated using also the design. Discipline design This curriculum design model is related to the subject design. However, while subject design centers only on the cluster of content, discipline design focuses on academic disciplines. Discipline refers to specific knowledge learned through a method which the scholars use to study a specific content of their fields. Students in history should learn the subject matter like historians, students in biology should learn how the biologists learn, and so with students in mathematics, who should learn how mathematicians learn. Teachers should teach how the scholars in the discipline will convey the particular knowledge.  Discipline design model of curriculum is often used in college, but not in the elementary or secondary levels. So from the subject -centered curriculum, curriculum moves higher to a discipline when the students are more mature and are already moving towards their career path or disciplines as science, mathematics, psychology, humanities, history and others. Correlation design Coming from a core, correlated curriculum design links separate subject designs in order to reduce fragmentation. Subjects are related to one another and still maintain their identity. Broad field design/ interdisciplinary Broad field design or interdisciplinary is variation of the subject- centered design. This design was made to cure the compartmentalization of the separate subjects and integrate the contents that are related to one another. Thus subjects such as geography, economics, political science, anthropology, sociology and history are fused in to one subject called social studies. Language arts will include grammar, literature, linguistics, spelling, and composition. Learner- Centered Design Among progressive educational psychologists, the learner is the center of the educative process. This emphasis is very strong in the elementary level, however, more concern has been placed on the secondary and even the tertiary levels. Although in high school, the subject or content has become the focus and in the college level, the discipline is the center, both levels still recognize the importance of the learner in the curriculum. Example of curriculum designs which are learner-centered 1.1 Child-centered design The design is often attributed to the influence of John Dewey, Rouseau, Pestalozzi and Froebel. This curriculum design is anchored on the needs and interests of the child. The learner is not considered a passive individual but one engages with his/her environment. One learns by doing. 1.2 experience -centered design This design is similar to the child-centered design. Although the focus remains to be the child, experience - centered design believes that the interests and needs of learners cannot be re-planned. Instead, experiences of the learners become the starting point of the curriculum, thus the school environment is left open and free. Learners are made to choose from various activities that the teacher provides. The learners are empowered to shape their own learning from the different opportunities given by the teacher. 1.3 Humanistic design The key influence in this curriculum design is Abraham Maslow and Carl Rogers. Maslow's theory of self- actualization explain that “a person who achieves this level is accepting of self, others and nature, is simple, spontaneous and natural, is open to different experiences, possesses empathy and sympathy towards the less fortunate among the many others.” The person can achieve this state of self-actualization later in life but has to start the process while still in school. Carl Rogers, on the hand, belived that a person can enhance self-directed learning by improving self-  Carl Rogers believed that a person can enhance self-directed learning by improving self-understanding, the basic attitude to guide behavior. 2. Problem -centered design Problem-centered design draws on social problems, needs, interest and abilities of the learners. Various problems are given emphasis. There are those that center on life situations, contemporary life problems , areas of living and many others. In this curriculum, content cuts across subject boundaries and must be based on the needs, concerns and abilities of the students. 2.1 Life-situations design It uses the past and the present experiences of learners as a means to analyze the basic areas of living. Based on Herbert Spencer's curriculum writing, his emphasis were activities that sustain life, enhance life and in rearing children, maintain the individuals social and political relations enhance leisure, tasks and feeling. The connection of subject matter to real situations increases the relevance of the 1.1 core problem design Core Design it centers on general education and the problems are based on the common human activities. The central focus of the core design includes common needs, and bossing in 1959,it presented ways on how to proceed using core design of a curriculum. There are the steps: Step 1. Make group consensus on important problem. Step 2. Develop criteria for selection of important problem. Step 3. State and define the problem. Step 4. Decide on areas of study, including class grouping. Step 5. List the needed information for resources. Step 6. Obtain and organize information. Step 7. Analyze and interpret the information. Step 8. State the tentative conclusions. Step 9. Present a report to the class individually or by group. Step 10. Evaluate the conclusions. Step 11. Explore other avenues for further problem solving. Table 1. Overview of the major curriculum designs (Ornstein A& Hunkins,F,2018) Design Emphasi Underlying philosophy Source/focus Spokesperson/ champion s Subject-centered Subject design Separate subject Essentialism Science, Harris, hutchins Perennialism knowledge Broad-fields Interdisciplinary Essentialism Science,knowled Broudy,dewey design subject,scholarl Progressivism ge y discipline Correlation Separate subject, Progressivism Knowledge Alberto,alberty design disciplines linked Essentialism but identities maintained  Learner- centered Child centered Child's needs Progressivism Child Dewey,Kilpatrick design and interests ,parker Experience Child experience Progressivism Child Dewey,Rugg,shu centered design and needs maker Humanistic Experiences,inte Reconstructioni Psychology,child Combs,Abraham design rest,needs of a sm ,society Maslow,Carl rogers person and existentialism group Problem -centered -design Life-situation Life (social) Reconstructioni Society Spencer design problem sm Transformatory( Child,focus on Open system Society Slattery or becoming) society and the post modernism change world all reals of culture Reconstructioni Child, the Open system Postmodernism Roth st design teacher,the world Approaches to Curriculum Design Models Curriculum Design Models provide frameworks for organizing and structuring educational experiences. These models offer different approaches to designing curricula, each with its own strengths and weaknesses.  There are three types of Approaches to Curriculum Design Model 1. Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child or the learner is the center of the educational process. Principles of the Child-Centered Curriculum Approach 1. Acknowledge and respect the fundamental rights of the child. 2. Make all activities revolve around the overall development of the learner. 3. Consider the uniqueness of every learner in a multicultural classroom. 2. Subject Centered-Approach This is anchored on a curriculum design which prescribes separate distinct subjects for every educational level: basic education, higher education or vocational-technical education. This approach considers the following principles: 1.The primary focus is the subject matter. 2.The emphasis is on bits and pieces of information which may be detached from life. 3.The subject matter serves as s means of identifying problems of living. 4.Learning means accumulation of content, or knowledge. 5. Teacher’s role is to dispense the content. 3. Problem-Centered Approach This approach is based on a design which assumes that in the process of living, children experience problems. Thus, problem solving enables the learners to become increasingly able to achieve complete or total development as individuals. This approach characterized by the following views and beliefs: 1. The learner are capable of directing and guiding themselves in resolving problems, thus developing every learner to be independent. 2. The learners are prepared to assume their civic responsibilities through direct participation in different activities. 3. The curriculum leads the learners in the recognition of concerns and problems in seeking solutions. Learners are problem solvers themselves. Curriculum Mapping Curriculum mapping is a model for designing, refining, upgrading and reviewing the curriculum resulting in a framework that provides form, focus and function (Hale and Dunlap, 2010). It is a reflective process that helps teachers understand what has been taught in class., how it has been taught and how learning outcomes are assessed. This process was introduced by Heidi Hayes Jacobs in 2004 in her book Getting results with Curriculum Mapping (ASCD, 2004). Curriculum Mapping This approach is an ongoing process or "work- in-progress". It is not a one time initiative but a continuing action, which involves the teacher and other stakeholders, who have common concerns. Curriculum mapping can be done by teachers alone, a group of teachers teaching the same subject, the department, the whole school or district or the whole educational system. Curriculum Mapping These questions may include: 1. What do my students learn? 2. What do they study in the first quarter? 3. What are they studying in the school throughout the year? 4. Do my co-teachers who handle the same subject, cover the same content? Achieve the same outcomes? Use similar strategies? 5. How do I help my students understand the connections between my subjects and other subjects within the year? Next year?  Benefits to curriculum mapping By mapping your curriculum, you can align it with educational standards, learning objectives, and institutional goals. It allows you to ensure that your curriculum covers the necessary content and skills outlined by relevant standards, and helps you identify any gaps or redundancies in the curriculum.  Curriculum mapping process Example A 1. Make a matrix or a spread sheet. 2. Place a timeline that you need to cover.(One quarter,one semester,one year) This should be dependent on time frame of a particular curriculum that was written. 3. Enter the intended learning outcomes, skills needed to be taught or achieved at the end of the teaching. 4. Enter in the same matrix the content areas/subject areas to be covered 5. Align the name each resource available such as textbooks,workbooks, module next to subject areas. 6. Enter the teaching-learning methods to be used to achieve the outcomes. 7. Align and enter the assessment procedure and tools to the intended learning outcomes, content areas, and resources. 8. Circulate the map among all involved personnel for their inputs. 9. Revised and refine map based on suggestions and distribute to all concerned. Example B 1. Make a matrix or a spreadsheet. 2. Identify the degree or program outcomes (ex.BEEd,or BSED) 3. Identify the subjects or courses under the degree (GendEd, Prof. Ed,and Major for Based) 4. List the subjects akong the vertical cells of matrix in a logical or chronological order. 5. List the degree program outcomes along the horizontal cell (use code as PO1,PO2... If outcomes are too long to fit in the cell) PO means program outcomes. 6. Cross the subject and the outcomes,and determine if such subject accomplishes the outcomes as either learned (L), performed ( P)vor given opportunity (O).place the code in the corresponding cell. 7. Fill up all cells 8. After accomplishing the map, use it as a guide for all teachers teaching the course for students to complete the degree in four years. The Curriculum Map Curriculum maps are visual timelines that outline desired learning outcomes to be achieved, contents, skills and values taught, instructional time, assessment to be used, and the overall student movement towards the attainment of the intended outcomes. Curricular maps may be simple or elaborate that can be used by an individual teacher, a department, the whole school or educational system. A map is geared to a school calendar. The Curriculum Map Curriculum maps provide quality control of what are taught in schools to maintain excellence, efficiency and effectiveness. It is intended to improve instruction and maintain quality of education that all stakeholders need to be assured of. The Curriculum Map Parents, teachers and the whole educational community can look at the curriculum map to see that intended outcomes and content are covered. A map can reassure stakeholders specific information for pacing, and alignment of the subject horizontally or vertically. It will also avoid redundancy, inconsistencies and misalignment. Courses that are not correctly aligned will allow teachers to quickly assess the mastery of the skills in the previous grade, to avoid unnecessary reteaching. The Curriculum Map Horizontal alignment, called sometimes as "pacing guide", will make all teachers, teaching the same subject in a grade level follow the same timeline and accomplishing the same learning outcomes. This is necessary for state-mandated, standard-based assessment that we have in schools. Vertical alignment, will see to it that concept development which may be in hierarchy or in spiral form does not overlap but building from a simple to more complicated concepts and skills. Alignment, either vertical or horizontal, will also develop interdisciplinary connections among teachers and students, between and among courses.. EXAMPLE A OF CURRICULUM MAP  ELEMENTARY SCIENCE GRADE 3 CONTENT CONTENT PERFORMAN LEARNING LEARNING STANDARDX CE COMPETENCI MATERIALS GRADE 3 - MATTER STANDARD ES FIRST QUARTER/FIRST GRADING PERIOD 1. Living Things The Learners The Learners The Learners 1.1 Humans demonstarte should be able to... should be able to... 1.2 Sense Organ understanding of........ practice healthful 1. describe the parts and function habits in taking parts and function of the sense organs care of the sense of the sense organs of the human body. organs of the human body; 2. Enumerate BEAM-Grade healthful habits to 3- Unit 2 protect the sense Animals DLP Science 3 DLP organs; 19 2. Living things Parts and functions 3. Describe the Beam-Grade 2.1 Animals of animals and Enumerate ways of animals in their 3- Unit 2 Animals importance to grouping animals immediate DLP Science humans based on their surrounding. 31-32 structure and Learning Guide importance Changes that Effects of investigate the describe changes in BEAM-G3 Unit materials undergo temperature on different changes in materials based on 3 Material-Distance materials materials as the effect of Learning Module affected by temperature: BEAM G3 Unit 3 temperature 4.1 Solid to Liquid Materials Module 4.2 Liquid to solid 44-49 4.3 Liquid to gas 4.4 Solid to gas  CONTENT CONTENTPERFORMAN LEARNING LEARNING STANDARDX CE COMPETENCI MATERIALS STANDARD GRADE 3 - LIVING THINGS AND THEIR ES ENVIRONMENT SECOND QUARTER/SECOND GRADING PERIOD 1.Properties The Learners The Learners The Learners should Learning Guide in demonstarte should be able to... be able to... science & health: 1.1 Character understanding Mixtures istics of solid, of........ group common describe the different objects BEAM-Grade 3 Unit liquids, gases ways of sorting objects found at based on their materials and home in school 4 Materials characteristics (e.g. LG-Science 3 describing them as according to solids, shape, weight, Materials Module 1 solid, liquid or gas liquids and gas. volume, ease o flow) based on observable properties 4. identify the parts in Science & health: and function of The Body Guar animals; ds 5. classify animals according arts and use; body 6. state the importance of animals to humas; 7. describe ways of proper handling of animals  Sample A1 - Science Curriculum Map Showing the sequence of domian for the Year Qtrper G3 Quarter G4 G5 G6 G7 G8 G9 G10 1 Matter Matter Matter Matter Matter Force, Living Earth and Motion, Things space Energy and Their Environmen t 2 Living Living things Living things Living things Living Earth and Matter Force, things & & Their & Their & Their things & space Motion, Their Environment Environment Environment Their Energy Environmen Environmen t t 3 Force, Force, Force, Force, Force, Matter Earth & Living Motion, Motion, Motion, Motion, Motion, Space Things Energy Energy Energy Energy Energy and Their Environmen t 4 Earth & Earth & Earth & Earth & Earth & Living Force, Matter Space Space Space Space Space Things Motion,  Sample B - Curriculum Map for Bachelor of Elementary Education (Professional Education Outcomes PO1 Sample Subjects Courses) PO2 PO3 PO4 PO5 PO6 PO7 PO8 Child Dev P L L O L O O O Facilitating Human P P L O L O L O Learning Social Dimension P L L O L O L O Teaching Profession P P P P P O P P Principles of P P P P L O P O Teaching Assessment of P P P P L O P O Learning Educational P P P P L O P O Technology Curriculum P P P P O O P P Development Developmental P P P P O O P O Reading Field Study P P O P O P P P Practice teaching P P P P P P P Legend: L - Learned outcomes (knowledge, skills, values)/outcomes achieved in the subject P - Practised the learned outcomes (knowledge, skills, values) O - Opportunity to learn and practice (opportunities to learn Note: and practise knowledge,skills and values but not taught 1. Not allformally) professional subjects are entered in the matrix. 2. Desired outcomes for the professional courses are: PO1 - Applied basic and higher 21st century skills. PO2 - Acquired deep understanding of the learning process. PO3 - Comprehended knowledge of content they will teach. PO4 - Applied teaching process skills (curriculum designing, Materials development, educational assessment, teaching approaches). PO5 - Facilitated learning of different types of learners in diverse learning environment. PO6 - Directed experiences in the field and classrooms (observation, teaching, assistance practice teaching) PO7 - Demonstrated professional and ethical standard of the profession. PO8 - Demonstrated creative and innovative thinking and practice of alternative teaching approaches.  CURRICULUM QUALITY AUDIT  It is a form of curriculum mapping It requires a written curriculum and the tested curriculum Linked to both the taught and written curricula. Supported by Susan Rafe The best practice in curriculum development and implementation require the discipline based standards embody curricular and program scopes and sequences. To engage in curriculum quality audit questions are worth to be considered: 1. Is the curriculum planned, executed, and asses in accordance with appropriate standards? 2. How does the school system conform of the standards of quality in instructional organization like specificity, quality and scope for teaching, learning and assessment? 3. Are all studens achieving success quality and effectively? If not what can be done about it? Benefits of Curriculum Quality Audit 1. Identify gaps, under and overrepresentation of the curriculum based of the standards. 2. Ensures alignment of learning outcomes, activities and assessments to the standards 3. Achieve an internationally comparable curriculum as standards become the basis of the curriculum analysis. The Philippine Professsional Standards for Teachers (PPST) – aims to set clear expectations of teachers along well defined career stages of professional development from beginning to distinguished practices. DEPED Order (DO) 42, s. 2017. - Teacher, educators, program heads, curriculum planners may refer to the PPST to ‘quality audit’ the pre-service teacher education curriculum as basis for quality assurance provision of teacher education.  Using (CQA) process- pre-service teachers were mapped to the PPST t ensure the standards for beginning teachers (career stage 1) Teacher educators are assured that pre-service teachers embody the competencies of beginning teachers as they practice their profession in the DepEd. CHED CMO’S 74 to 83- specific to the degree program being offered. Both have generic standards for all teacher education degree programs and specific standards for each degree program.  CMO 74. S.2017 – contain the standards for BEED or teachers who will teach in the elementary level. CMO 75. S.2017 – contain the standards for Bachelor of Secondary Education of for teachers who will teach in the secondary level. INTERNATIONAL STANDARDS FOR GLOBALIZATION 1. Competency Framework For Teachers in Southeast Asia (CFT-SEA) of SEAMEO and SEAMES and the European Tuning Asia Southeast (TASE) teacher competences.