1.

Chapter 8- Curriculum Design

2. Design the arrangement of the elements of a curriculum into a substantive entity

3. Elements of Curriculum Design Aims, Goals, and Objectives Subject Matter Learning Experiences
Evaluation Approaches

4. Sources for Curriculum Design Science Society Eternal and Divine Sources Knowledge Learner

5. Science as a Source Scientific method provides meaning for the curriculum design Designs that stress
learning how to learn or “thinking” curricula emphasize scientific procedures Coincides with the
scientific and rational world of Western culture

6. Society as a Source School is an agent of society, thus the school should draw its ideas for the
curriculum from the analysis of the social situation Curriculum design can only be completely
understood if it is contextualized socially, economically, and politically

7. Eternal and Divine Sources Draw on the past for guidance as to what is appropriate content Related to
eternal truth revealed through such sources as the Bible or other religious documents

8. Knowledge as a Source Disciplined Knowledge has a particular method or methods by which scholars
extend its boundaries Undisciplined Knowledge does not have unique content, but has content that is
clustered according to the focus of the investigation

9. The Learner as a Source Curriculum should be derived from what we know about the learner---how he
learns. Forms attitudes, generates interests, and develops values

10. Conceptual Framework Horizontal organization scope and integration side by side arrangement of
curriculum elements sequence and continuity longitudinal placement of curriculum elements

11. Design Dimension Considerations Scope Sequence Continuity Integration Articulation Balance