Curriculum Organization
In the research literature various useful evidences can be found to help to design a good
curriculum organization. However, there are no standard solutions. The effectiveness of
certain ideas depends on the particular context of the curriculum: the discipline, the type
of instruction, the culture in the teacher’s team, the aims etc. (Dearn, 2010). A number of
research-based evidences that are relevant in making decisions about the organization
of a curriculum in higher education are presented below.
1. Berkvens and Van den Akker (2013) have identified six qualities criterions which
should be met when (re)designing a curriculum:
a. Relevance. The curriculum is based on state-of-the-art academic knowledge
and understanding of contextual need and wishes
b. Consistency. The structure of the curriculum in logical and coherent
c. Practicality. The curriculum is usable in the context it is designed for
d. Effectiveness. The curriculum leads to the desired outcomes
e. Scalability. The curriculum is successfully implemented scale
f. Sustainability. The curriculum remains successful over extended periods of
time.
Steps in Curriculum Organization
1. Considerations of Educational Aims to be achieved.
This is the phase wherein target learning competencies comprising the desired
learning goals and outcomes are being identified, consolidated and being taken
into considerations with reference to the learning needs, learning styles and
modalities, and the learning experiences of the learners.
2. Formulation of Educational Objectives:
When organizing a curriculum, it is necessary to establish the specific goals to be
achieved. Here, educational objectives need to be formulated. These includes
necessary or pre-requisite knowledge, skills and attitudes inscribed in the learning
attainment.
3. Selection and Organization of Content
This is the part where the content of the curriculum is being evaluated, scrutinized,
categorized, and finally being decided upon as to what subject matters have to
included and which have to be excluded- which is important and which is not. Then,
core ideas and unit topics are being determined and sequenced according to
desired framework or structure.
4. Procedures and Methods to be used to accomplish aims
This is the part where feasible steps or strategies and methodologies are being
determined as the manual of the teaching-learning process in order to achieve the
desired learning outcomes of the curriculum. This involves also defining or
selecting appropriate teaching strategies and approaches directed towards
academic performance and achievement.
5. Selection of Techniques for the Evaluation of Outcomes
This is the part whereupon Learning Assessment and Evaluation are being
specifically defined and logically selected. This pertains to various ways of
measuring the learning outcomes against learning objectives-as to whether or not
the learning goals are achieved or met.
6. Selection of References and Materials to be Used by Teachers and Learners
This step focuses on the part of identifying resources and equipment necessary
for the conduct of the teaching-learning process. Here, needed books and other
sources, including the required materials and tools are being specifically selectedfittingly aligned to both performance and content standards.
7. Determination of Specific Grade Outcomes and Standards of Sttainment
This final step involves identifying specific content and performance standards and
their respective learning competencies in each corresponding grade level following
the desired structure of the curriculum with consideration on preserving the logic
of the subject matter and the psychological sequence of the learning experiences.
Meaning, do these learning.