CURRICULUM

DEVELOPMENT
Module 2

Crafting the Curriculum

Prepared by:
Christy C. Ador

Curriculum
The

planned and guided learning experiences and

intended learning outcomes, formulated through

the systematic reconstruction of knowledge and
experiences, under the auspices of the school, for
the learners continuous and willful growth in the
personal social competence.
( Daniel Tanner, 1980)

LESSON 1

CURRICULUM DESIGN MODELS

Objective:

This lesson will present the different design

models curriculum and;
This will guide to discover that curricula are
organized.

SUBJECT-CENTERED
DESIGN MODEL

This

model focuses on the content of

the curriculum.

The

subject centered design

corresponds mostly to the textbook
written for the specific subject.

EXAMPLES OF THE SUBJECTCENTERED DESIGN

Subject

design

is the oldest and the most familiar design for

teacher, parents and other laymen.
Discipline

design

refers to the specific knowledge learned

through a method which the scholars use to
study a specific content of their fields.

EXAMPLES OF THE SUBJECTCENTERED DESIGN

Correlation

design

this comes from the core, correlated

curriculum design that links separate subject
designs in order to reduce fragmentation.

EXAMPLES OF THE SUBJECTCENTERED DESIGN

Broad

field
design/interdisciplinary

this design was made to prevent the

compartmentalization of subjects and
integrate the contents that are related to
each other.

LEARNER-CENTERED
DESIGN MODEL

centered

on certain aspects of the

learners themselves.

the

learner is the center of the educative

process.

EXAMPLES OF THE LEARNERCENTERED DESIGN

Child-centered

design

( John Dewey, Rouseau, Pestallozi, and Froebel)

the curriculum design is anchored on the needs

and interests of the child.
the learner is not considered as a passive
individual but as one who engages with his/her
environment.

EXAMPLES OF THE LEARNERCENTERED DESIGN

Experience-centered

design

experiences of the learners become the

starting point of the curriculum, thus the
school environment is left open and free.

EXAMPLES OF THE LEARNERCENTERED DESIGN

Humanistic

design

( Abraham Maslow and Carl Rogers)

the development of self is the ultimate

objective of learning.
it stresses the whole person and integration
of thinking, feeling and doing.

PROBLEM-CENTERED
DESIGN MODEL

draws on social problem, needs, interests

and abilities of the learners.

content

cuts across the subject boundaries

and must be based on the needs, concerns

and abilities of the students .

EXAMPLES OF THE PROBLEMCENTERED DESIGN

Life-situation

design

it uses the past and present experiences of the of

learners as a means to analyze the basic areas of
living.
the pressing immediate problem of the society
and the students existing concerns are utilized.

EXAMPLES OF THE PROBLEMCENTERED DESIGN

Core

design

it centers on the general education and the problem

are based on the common human activities.
the central focus of the core design includes
common needs, problems, concerned of the
learners.

LESSON 2

DIMENSIONS AND PRINCIPLES

OF CURRICULUM DESIGN
Objective:

this lesson will allow us to consider some of

the dimensions and provide some principles
in its use in curriculum development.

DIMENSIONS OF THE
CURRICULUM DESIGN

Scope
defines as all the content, topics,

learning experiences and organizing

threads comprising the educational
plan.

Scope
provides boundaries in curriculum as it

applies to the different educational levels.

it should include time, diversity and
maturity of the learners, complexity of
content, and level of education.

DIMENSIONS OF THE
CURRICULUM DESIGN

Sequence
contents and experiences are arranged in

hierarchical manner, where the basis can

either be logic of the subject or on the
developmental patterns of growth of the
cognitive, affective and psychomotor
domains.

Four principles
of Sequence
(Smith, Stanley and Shore, 1957)

Simple

to Complex learning

content and experiences are organized

from simple to complex, from concrete to
abstract, form easy to difficult.
Prerequisite

learning

it means that there are fundamental things

to be learned ahead.

Whole

to part learning

the meaning can very well be understood if

everything will be taken as a whole.
Chronological

learning

the order of events is made as a basis of sequencing

the content and the experiences. This can be
arranged from the most recent to the distant past or
vice versa.

Five major
principles for
organizing content
(Posner and Rudnitsky 1957)

1. World-related sequence
a. Space
- spatial relation will be the basis for the
sequence.

b. Time
- the content is based from the earliest to the
more recent.

c. Physical attributes
- this principles refers to the physical
characteristics of the phenomena.

2. Concept-related sequence
a. Class relation
- refers to the group or set of things that share
common practices. Teaching the characteristics
of the class ahead of the member of the class.

b. Proportional relations
- a statement that asserts something. Sequence
are arranged so that the evidence presented
ahead before proposition.

3. Inquiry-related sequence
- this is based on the scientific method of

inquiry. Based on the process of

generating, discovering and verifying
knowledge, content and experiences are
sequence logically and methodically.

4. Learning-related sequence
a. Empirical prerequisites
- sequence is primarily based on empirical
study where the prerequisite is required before
learning the next level.

b. Familiarity
- prior learning is important in sequence. What
is familiar should be taking up first before the
unfamiliar.

c. Difficulty
- easy content is taken ahead than the
difficult one.

d. Interest
- contents and experiences that stimulate
interest are those that are novel. These can
arouse curiosity and interest of learners.

DIMENSIONS OF THE
CURRICULUM DESIGN
Continuity
- this process enables learners strengthen the
permanency of learning and development of
skills. Gerome Bruner called this spiral
curriculum where the content is organized
according to the interrelationship between the
structure of the basis ideas of a major
discipline.

DIMENSIONS OF THE
CURRICULUM DESIGN

Integration
Everything is integrated and
interconnected. Life is a series of
emerging themes.
- organization is drawn from the
world themes from real life concerns.

DIMENSIONS OF THE
CURRICULUM DESIGN
Articulation
Vertical Articulation
- the contents are arranged from level to level or grade
to grade so that the content in the lower level is
connected to the next level.

Horizontal Articulation
- happens when the association is among or between
elements that happen at the same time.

DIMENSIONS OF THE
CURRICULUM DESIGN
Balance
- equitable assignment of content,

time, experiences and other elements

to establish balance is needed in
curriculum design.

LESSON 3

APPROACHES TO THE CURRICULUM

Objective

this lesson will bring the various phases of

designing a curriculum.
identify the commonly used approaches in the
design of curriculum.
enhance and integrate the experiences and
observations based on the features and
characteristics of the different approaches.

THE SIX (6)

FEATURES OF
THE
CURRICULUM

1.

Who teaches?
-- the Teacher
Good teachers bring a shining light into
the learning environment, and are needed
to sort out the knowledge from the
information but more important,
excellent teachers are needed to sort the
wisdom from the knowledge.

2. Who do the teachers teach?

-- the Learners
the learners are at the center stage in
the educative process. They are the most
factors in the learning environment.
There is no teaching without them.
they come from different sectors of the
society.

3. What do the teachers teach?

-- knowledge, skills, values
to help the learners cope with the rapid
changes to understand and to succeed in the new
work in the work place, we must design a
curriculum oriented to tomorrow.

4. How do teachers teach?

-- Strategies and Methods
Teachers should select teaching methods,
learning activities and instructional
materials or resources appropriate to
learners and aligned to the objective of
the lesson. Situations should be creative
to encourage learners to use higher order
thinking skills.

5. How much of the teaching was

learned?
-- Performance
These learning outcomes indicate the
performance of both teachers and the learners.
Learning outcomes are the product performance
of the learners as the result of teaching.
Performance is the feature of a curriculum that
should be given emphasis.

6. With whom do we teach?

-- Community Partners
Teaching is a collaborative undertaking
Partnership is the means not an end to be
pursued in itself. Society changes, teachers
will have a new beginning, an opportunity to
recast their role in their communities, to
change their attitude to their community, to
change the attitude of their communities and
societies about them.

REFERENCE:

Bilbao, Purita,. et.al, (2008) Curriculum

Development,. LORIMAR Publishing Company

THANK YOU
GOD BLESS
=)

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