CHAPTER III

(Curriculum Design)

Objectives: By the end of this chapter, you must be able to:

1. define curriculum design;
2. identify different examples of curriculum designs;
3. discuss the things to consider in designing a curriculum; and
4. Identify the features of a good curriculum design.

Definition of Curriculum Design Different Curriculum Designs

Curriculum design
- refers to the arrangement of the - Print 1988 classified the different
elements of a curriculum. These curriculum designs in four groups
four elements are intent (aims, according to him all curriculum
goals, and objectives); subject designs can be classified as
matter or content; learning subject centered learner centered
experiences; and evaluation used problem centered or core learning
interchangeably with curriculum design
organization.
Subject centered designs. Majority of
Two Ways of Organizing Curriculum the curriculum used in schools are
Contents (Posner (1997) arranged or organized in terms of
subjects. Thus, the subject centered
 Macro Level deals with arranging or design is
organizing the total curriculum from the the most popular among the four types
philosophy down to the contents of of curriculum designs the subject
different subjects. centered
design is classified into three specific
 Micro level deals with organizing the designs:
content of a specific subject or a. Subject design. The curriculum
discipline. is organized in terms of subjects
- The macro level of arranging the like Mathematics, Science,
elements and contents of the Filipino, English, and other
curriculum can be referred to as a subjects. Most of these subjects
function of curriculum design are offered in the elementary
while the micro level is a function level. The subjects are organized
of curriculum organization. in a fragmented manner.
However, it is important to note Connections between and among
that curriculum organization is these subjects are not
based on the curriculum design emphasized in the subject
curriculum design provides a design. Instead the nature of the
philosophical way of organizing subject is highlighted in this
the contents and elements for the designed to provide students with
curriculum. a general knowledge of a subject
 b. Academic Disciplines Design. in the curriculum. The aim of these
This type of design organizers to designs is to develop the potentials and
the curriculum in terms of abilities
disciplines like algebra, physics, of the learners and making the
chemistry, literature, economics, curriculum relevant and responsive to
Philippine history, and other them.
discipline. It is mostly used in
high school or in college. The a. Activity or experience design
contents are highly specialized concentrates on activities that are
particularly in the college level meaningful and interesting to the
learners. In doing these activities,
learners will develop various skills
c. Integrated design this like process skills, communication
curriculum design is based on the skills, problem solving skills,
principle that learners learn in an critical thinking, and creativity that
integrated manner does this type are important for the learners.
of curriculum design tries to b. Humanistic design is composed
merge two or more related of topics and learning
subjects. Basically, there are experiences that focus on the
three types of integration: holistic development of an
individual. It also addresses the
 Interdisciplinary includes the needs and nature of the learners.
merging of two related disciplines The goal of this design is the
or subject. An example is the development of a well-rounded
integration of science and health individual.
educators believe these two are
naturally integrated one needs to Problem centered designs focus on
signs knowledge in order to understanding and finding solutions to
understand health concepts. individual and social issues and
 Multi-disciplinary or broad fields problems. They require students to use
includes the integration of three their skills
or more related disciplines. An and knowledge of different subjects and
example is a social studies disciplines as they engage themselves
curriculum this subject integrates in
civics history culture and meaningful learning of various social
economics and individual problems like poverty,
 Core requires that all subjects or climate
disciplines in the school change, is an order or terrorism,
curriculum be put together using diseases, traffic, and economic
a single theme. Usually, this type recession, among
of integrated curriculum design is others.
used in preschool where subjects a. Thematic design suggests the
are combined using curriculum thematic approach to integration.
themes Almost all models advocate this
Learner centered designs focus on the approach. The only thing that is
needs nature and interest of the learners different is a main focus of the
 theme some models give thinking of students that they can
emphasis on human activities as employ in their everyday life.
thethemes of study while others
use different topics that are a. Core design. This is a set of common
interesting to students. Themes subjects, discipline, or courses that are
can be either be concepts comma required for students to study before
guided questions , activities , or they graduate or move to a different
standards and skills but the level.
purposes and goals are all b. National core curriculum design.
intended to provide an education This is a set of subjects or courses that
that is holistic , meaningful , and are required to be taught to all students
relevant to the life of the learner across the country period. The national
b. Problem design. Their learners core curriculum is prescribed by the
are exposed to different lessons state through the Department of
in problem solving involving real Education (DepEd) or the Commission
life problems. By doing problem on Higher Education (CHED). Examples
solving activities , the learners of national core curriculum designs are
are exposed to some practical the general education curriculum for
situations or issues that are undergraduate courses and the k to 12
important to them and to their Curriculum for basic education.
community

Core learning designs Things To Consider In Designing

Curriculum
- these curriculum designs focus
on learning a set of common There are two major forces considered
subjects, disciplines, courses, in designing curriculum these are the
skills, or knowledge that is horizontal and vertical organization
necessary for students to master.
It aims to provide a uniform type [Link] organization
of education based on a certain - is often referred to as the scope
philosophy or educational theory. and horizontal integration is
The core curriculum began in the concerned with arrangement of
early part of the 20th century in curriculum components at any
the united states as an point in time print 1993. For
experiment on liberal higher example, it asks about the
education and it remains vibrant relationship between geography,
until now the central theme of this history, economics, and civics in
curriculum design is not just to elementary social studies
provide common learning to curriculum. It focuses on
students it also aims to provide establishing relationships and
an education that is integration among subject areas
transformative and relevant to all in elementary or secondary
types of learners. Furthermore, it curriculum.
aims to develop a habit of mind or [Link] organization.
cultivate the critical and creative
 - Focuses on the spiral progression a. Simple to complex this is traditionally
of curriculum contents. For applied to discipline like math, language,
example, what skills, concepts, signs, or music. The topics are arranged
and values should be taught in in the progressive spiral sequence.
science from grade 1 to grade
six. It focuses on the distribution b. Prerequisite learning this principle is
of curriculum content from followed in subject and forces that
kindergarten to grade 12 k-12. largely consists of laws and principles
Looking at the spiral progression like geometry, algebra, and physics.
of curriculum content enables To understand the laws and principles,
teachers to focus on developing students should learn the basic
students' mastery of the content prerequisite knowledge and concepts.
by examining prerequisite
knowledge and skills in learning c. Chronology this design principle
different subjects. Tomlinson [Link] suggests sequencing of content
2002 identified these important according to phrenology of events.
features for a good curriculum History is an example.
design. Accordingly , a good
curriculum design must be d. Whole to part learning this is a
mentally and affectively engaging deductive approach to designing
comma allows meaningful contents. One must see the big picture
collaboration , develops in depth of ideas to understand the specific
understanding , connect to the concepts
students lives and world focuses and skills.
on product , deals with profound
ideas , and must be real , e. Increasing abstraction content can be
purposeful , and useful to sequence according to the idea or
students . principle that a student can learn most
Sequencing Curriculum Content effectively if the concept or skills is
- Sequencing curriculum content is related or relevant to own personal
essential in curriculum design experiences.
sequence is defined as the order
in which contents are presented
to the learners. Print (1993)
Traditionally , contents are
sequence based on the nature of
the subjects and disciplines they
belonged . They are also
organized according to a specific
curriculum design principle or
philosophy Prince 1993 identified
the following design principles
that are most commonly used to
sequence the curriculum
contents: