2 TEACH + 2 TOUCH LIVES 4 EVER

DIMENSIONS AND PRINCIPLES OF CURRICULUM DESIGN

DIMENSIONS OF CURRICULUM DESIGN SCOPE SEQUENCE

SCOPE
-- All the content, topics, learning experiences and organizing threads comprising the educational plan. -- It provides boundaries in curriculum as it applies to different educational levels. -- It simply refers to the

COVERAGE OF THE CURRICULUM

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SEQUENCE
-- Continuous and Cumulative learning, a vertical relationship among the elements of the curriculum provides the sequence. --Contents and Experiences
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PRINCIPLES OF SEQUENCE
Smith, Stanley and Shore
Simple to Complex Learning Content and
experiences are organized from simple to complex, from concrete to abstract, from easy to difficult.

Prerequisite Learning 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.

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Chronological Learning Order of events is
made as a basis of sequencing the content and the experiences. -- Sequence can be arranged from the most recent to the distant past or vice versa.

PRINCIPLES FOR ORGANIZING CONTENTS

1. World-related sequence Space- Spatial relations will be the basis for the sequence. Time- This is similar to the chronological principle of Smith, et al. the content is based from earliest to the more recent. Physical attributes- This principle refers to the physical characteristics 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. Class relations- Class concept refers to the group or set of things that share common practices. Teaching the characteristics of the class ahead of the characteristics of the member of the class.

Propositional relations- is a statement that asserts something. Sequence is arranged so that evidence is presented ahead before proposition. 3. Inquiry related- sequence- this is based on the scientific method of inquiry. 4. Learning- related sequence- based on the psychology of learning the next level. Empirical prerequisites- sequence is prrimarily based on the