Republic of the Philippines

PALAWAN STATE UNIVERSITY

Tiniguiban Heights, Puerto Princesa City

SOFRONIO ESPAÑOLA CAMPUS

Sofronio Española, Palawan

CHAPTER 3: CURRICULUM DESIGN

I. LEARNING OBJECTIVES

At the end of Chapter 3, the students should able to:

a. define what curriculum design is;

b. identify different examples of curriculum designs; and
c. identify the features of a good curriculum design.
.

II. DISCUSSION

DEFINITION OF CURRICULUM DESIGN

• Curriculum design refers to the systematic arrangement of the elements of a curriculum:

✓ Intent;
✓ Content;
✓ Learning Experiences; and
✓ Evaluation.

DIFFERENT CURRICULUM DESIGNS

• Print (1988) classified the different curriculum designs in four groups. According to him , all
curriculum designs can be classified as subject centered, learner-centered, problem centered, or
core learning designs.

1. Subject-centered design – Majority of the curricula used in schools are arranged and
organized in terms of subjects. Thus the subject-centered design is the most popular
among the four types of curriculum designs. The subject-centered design is classified into
three specific designs.
✓ Subject Design – The curriculum is organized in terms of subjects like
Mathematics, Science, Filipino, English and other subjects.
✓ Academic Disciplines Design – Like the subject design, this type of design
organizes the curriculum in terms of disciplines like Algebra, Physics, Chemistry,
Literature, Economics, Philippine history, and other disciplines.
✓ Integrated Design – This curriculum design is based on the principle that leaners
learn in an integrated manner. Basically, there are three types of integration:

Interdisciplinary – includes the merging of two related disciplines or

subjects. An example is the integration of Science and Health. Educators
believe these two are naturally integrated. One needs science knowledge
in order to understand health concepts.
Multidisciplinary or broad fields – includes the integration of three or
more related disciplines. An example is the Social Studies curriculum. This
subject integrates civics, history, culture, and economics.
Core – requires that all subjects or disciplines in the school curriculum be
put together using a single theme.
2. Learner-centered Designs – Learner -centered design s focus on the needs, nature, and
interests of the learners in the curriculum. The aim of these designs is to develop the
potentials and abilities of the learners and making the curriculum relevant and responsive
to them.

✓ Activity/ Experience Design. This concentrates on activities that are meaningful

and interesting to the learners. In doing these activities, learners will develop
various skills like process skills, communication skills, problem solving, critical
thinking, and creativity that are important for the learners.

✓ Humanistic Design. The curriculum is composed of topics and learning

experiences that focus on the holistic development of an individual. It also
addresses the needs and nature of the learners. The goal of this design is the
development of an individual. It also addresses the needs and nature of the
learners. The goal of this design is the development of a well-rounded individual.

3. Problem-centered Designs. These curriculum designs focus on understanding and finding

solutions to individual and social issues and problems. They require students to use their
skills and knowledge of different subjects and disciplines as they engage themselves in
meaningful learning of various social and individual problems like poverty, climate change,
peace and order or terrorism, diseases, traffic, and economic recession, among others.

✓ Thematic Design. This design suggests the thematic approach to integration.

Almost all models advocate this approach. The only thing that is different is the
main focus of the theme. Some models give emphasis on human activities as
themes of study while others use different topics that are interesting to students.
Themes can either be concepts, guided questions, activities, or standards and
skills but the purposes and goals are all intended to provide an education that is
holistic, meaningful, and relevant to the life of the learner.

✓ Problem Design. The learners are exposed to different lessons in problem solving
involving real-life problems. By doing problem-solving activities, the learners are
exposed to some practical situations or issues that are important to them and to
their community.

4. Core Learning Designs. These curriculum designs focus on learning a set of common
subjects, disciplines, courses, skills, or knowledge that is necessary for students to
master. It aims to provide a uniform type of education based on a certain philosophy or
educational theory. The core curriculum began in the early part of the 20 th century in the
United States as an experiment on liberal higher education and it remains vibrant until
now. The central theme of curriculum design is not just to provide common learning to
students. It also aims to provide an education that is transformative and relevant to all
types of learners. Furthermore, it aims to develop a habit of mind or cultivate the critical
and creative thinking of students that they can employ in their everyday life.

✓ Core Design. This is a set of common subjects, disciplines, or courses that are
required for the students to study before they graduate or move to a different level.

✓ National Core Curriculum Design. This is a set of subjects or courses that are
required to be taught to all students across the country. The national core
curriculum is prescribed by the state through the Department of Education or the
Commission on Higher Education. Examples of national core curriculum designs
are the General Education Curriculum undergraduate courses and the K-12
Curriculum for basic education.
 THINGS TO CONSIDER IN DESIGNING CURRICULUM

• There are two major forces considered in designing curriculum. These are the horizontal and
vertical organizations.

✓ Horizontal Organization – is often referred to as the scope and horizontal

integration that is concerned with the arrangement of curriculum components at
any point in time (Print,1993). For example, it asks about the relationship between
Geography, History, Economics, and Civics in the elementary Social Studies
Curriculum. It focuses on establishing relationships and integration among subject
areas in elementary or secondary curriculum.

✓ Vertical Organization – Focuses on the spiral progression of curriculum contents.

For example, what skills, concepts, and values should be taught in Science from
Grade 1 to Grade 6. It focuses on the distribution of curriculum contents from
kindergarten to Grade 12 (K-12). Looking at the spiral progression of curriculum
content enables teachers to focus on developing students’ mastery of the content
by examining prerequisites knowledge and skills in learning different subjects.

SEQUENCING CURRICULUM CONTENT

• Sequencing Curriculum Content is essential in curriculum design. Sequence is defined as

the order in which contents are presented to the learners (Print, 1993). Traditionally,
contents are sequenced based on the nature of the subjects and disciplines they belong.
They are also organized according to a specific curriculum design principle or philosophy.
• Print (1993) identified the following design principle or philosophy.

✓ Simple to Complex – This is traditionally applied to disciplines like Math, Language,

Science or Music. The topics are arranged in a progress spiral sequence.

✓ Prerequisite Learning – this principle is followed in subjects and courses that are
largely consist of laws and principles like Geometry, Algebra, and Physics. To
understand the laws and principles, students should learn the basic prerequisite
knowledge and concepts.

✓ Chronology – this design principle suggests sequencing of content according to

chronology of events. History is an example.

✓ Whole-to-part Learning – this is a deductive approach to designing contents. One

must see the big picture of ideas to understand the specific concepts and skills.

✓ Increasing Abstraction – content can be sequenced according to the idea or

principle that a student can learn most effectively if the concept or skill is related
or relevant to own personal experiences.

III. ASSESSMENT

A. How will you define curriculum design? (20 points)

B. Identify different examples of curriculum designs through a concept map. (20 points)
C. Identify the features of a good curriculum design trough a graphic organizer. (20 points)