MODULE 2: LESSON 2: DIMENSIONS AND PRINCIPLES OF
CURRICULUM DESIGN
INTRODUCTION
crafting a curriculum follows some designs. Curriculum designs provide clear
relationships between and among the different elements of the curriculum:
objectives, contents, activities and evaluation. Considering all of these elements, as
a curriculum designer, one has to look into the parameters or dimensions upon
which a design can be crafted.
4 ELEMENTS OF CURRICULUM
1. AIMS, GOALS, AND OBJECTIVES
2. CONTENT
3. LEARNING EXPERIENCES
4. EVALUATION:
DIMENSIONS OF CURRICULUM-DESIGN
SCOPE
* Tyler in Ornstein (2004) defines scope as all the con-tent, topics, learning
experiences and organizing threads comprising the educational plan. Scope does
not only refer to the cognitive content, but also to the affective and psychomotor
content.
* refers to the breadth and depth of knowledge, skills, and experiences that a
curriculum covers. It essentially defines "what" is taught and "how much" of it is
taught within a specific program or course. This includes the range of topics, the
level of detail, and the complexity of the content presented.
* The scope of the curriculum can be divided into chunks called units, sub-units,
chapters or sub-chapters as the case may be. Each chunk is guided by the general
curriculum objectives or goals
DIMENSIONS OF CURRICULUM DESIGN
SEQUENCE
* To provide continuous and cumulative learning, a vertical relationship among the
elements of the curriculum provides the sequence. Contents and experiences are
arranged in hierarchical manner, where the basis can either be logic of the subject
matter or on the developmental patterns of growth of the cognitive, affective and psy-
chomotor domains. Some schools formulate their curricular objectives, content, and
experiences by grade levels and consider the stages of thinking.
SMITH, STANLEY AND SHORE (1957) INTRODUCED
FOUR PRINCIPLES FOR SE-QUENCE. THESE ARE THE FOLLOWING
* 1. Simple to complex learning Content and experiences are or-ganized from
simple to complex, from concrete to abstract, from easy to difficult. This principle is in
consonance with developmental theories of learning and cognition.
* 2. Prerequisite learning It means that there are fundamental things to be learned
ahead. Like addition before multiplication in mathematics or letters before words,
words before phrases and phrases before sentences.
* 3. Whole to part learning This principle has a relations to gestalt. The forest
before the trees. The overview before the specific content or topics. The meaning
can very well be understood if everything will be taken as a whole.
* 4. Chronological learning The order of events is made as a basis of sequencing
the content and the experiences. This principle is closely allied to history, political
science or world events. Time is the factor to be considered. The sequence can be
arranged from the most recent to the distant past or vice versa.
MAJOR PRINCIPLES
1. World-related sequence What relationship exists among people, objects or
events of the world? How can contents and experiences be arranged so that they will
be consistent with the world?
A. SPACE- Spatial relations will be the basis for the sequence. Closest to farthest,
bottom to top or east to west.
B. TIME- This is similar to the chronological principle of Smith, et al. The content is
based from the earliest to the more re-cent. Teach the Philippine Presidents from the
first to the cur-rent.
C. PHYSICAL ATTRIBUTES- attributes - This principle refers to the physical
characteristics of the of the phenomena such as age, shape, size, brightness, and
others.
2. Concept-related sequence This arrangement reflects the organization of the
conceptual world, how ideas are related together in a logical manner.
A. CLASS RELATIONS- Class concept refers to the group or set of things that
share common practices.
B. PROPOSITIONAL RELATIONS- A proposition is a statement that asserts
something
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 sequenced logi cally and methodically
4. Learning-related sequence - This is based on the psychology of learning and how
people learn.
A. EMPERICAL PREREQUISITES- Sequence is primarily based on empirical
studies where the prerequisite is required before learning the next level.
B. FAMILIARITY- Prior learning is important in sequences
C. DIFFICULTY- Easy content is taken ahead than the difficult one.
D. INTEREST- Contents and experiences that stimulate interest are those that are
novel.
DEMENSION OF CURRICULUM DESIGN
CONTINUITY Vertical repetition and recurring appearances of the content provide
continuity in the curriculum. This process enables the learner to strengthen the
permanency of learning and development of skills. Gerome Bruner calls this "spiral
curriculum" where the con-tent is organized according to the interrelationship
between the struc-ture of the basic ideas of a major discipline.
Integration - "Everything is integrated and interconnected. Life is a series of
emerging themes." This is the essence of integra-tion in the curriculum design.
Organization is drawn from the world themes from real life concerns. Subject matter
content or disciplined content linnes are erased and isolation is elime\inated.
ARTICULATION This can be done either vertically or horizon. tally. In vertical
articulation, contents are arranged from level to level or grade to grade so that the
content in a lower leve is connected to the next level. Horizontal articulation happens
when the association is among or between elements that happen at the same time
like social studies in grade six is related to science in grade six.
BALANCE Equitable assignment of content, time, experiences and other elements
to establish balance is needed in curriculum design. Too much or too little of these
elements maybe disastrous to the cur-riculum. Keeping the curriculum "in balance"
requires continuous fine tuning and review for its effectiveness and relevance.
GUIDELINES IN CURRICULUM DESIGN
After looking into various design in curriculum, perhaps it would help future
curriculum makers like you to take into consideration some pointers. Here are some
pointers.
>Curriculum design committee should involve teachers, parents, administrators and
even students.
>School's vision, mission, goals and objectives should be reviewed and used as a
bases for curriculum design.
>The needs and the interests of the learners, in particular, and the society in
general, should be considered.
>Alternative curriculum design should consider advantages and disadvantages in
terms of costs, scheduling, class size, facilities an personnel required.
>The curriculum design should take into account cognitive, affective psychomotor
skills, concepts and outcomes.