Ch 3: Curriculum Design Interdisciplinary (Integrated Design)

-Merges two related disciplines or subjects.

Curriculum Design
-Refers to the arrangement of the elements of Multidisciplinary or Broad fields
the curriculum. (Integrated Design)
•Intent -The integration of three or more related
disciplines.
•Subject Matter
•Learning Experiences
Core (Integrated Design)
•Evaluation
-Requires that all subjects in the School
1. Subject centered Design
curriculum be put together using a single
2. Learner centered
theme, commonly used in Preschool where
3. Problem centered
subjects are combined using curriculum
4. Core Learning Design
themes.

Subject-centered Designs
Learner-centered Designs
-Most popular among the four types of
-It focuses on the needs, nature and interests
curriculum designs, “organized in terms of
of the learners in the curriculum, "develop the
subjects”.
potentials and abilities as the aim of these
designs.”

Subject Design
-The curriculum is organized in terms of
subjects like Mathematics, Science, Filipino,
English and other subjects
o Nature of the subject is highlighted to
provide students a general knowledge of each
subject
Activity/Experience Design
-Concentrates on activities that are meaningful
and interesting to the learners that could
develop various skills (Process,
Communication skills, Problem solving,
Critical thinking, and Creativity.)

Academic Disciplines Design Humanistic Design

-Mostly used in High School or in College, and Composed of topics and learning experiences
the contents are highly specialized particularly that focus on the holistic development o an
in the College Level. individual

Integrated Design Problem-centered Designs

-Based on the principle that learners learn in Focuses on understanding and finding
an integrated manner. solutions to individual and social issues and
problems.
Thematic Design Vertical Organization
Suggests the thematic approach to Focuses on the spiral progression of
integration, either be concepts, guided, curriculum contents.
questions, and activities.

Sequencing Curriculum Content

Problem Design
The order to which content are presented to
The learners are exposed to different lessons the learners.
in problem solving involving real-life problems.

Core Learning Designs
Focuses on learning a set of common
subjects, disciplines, courses, skills, or
knowledge that is necessary for students to
master and provide uniform type of education
based on a certain philosophy or educational
theory as the aim of these designs.
Core Design
Set of common subjects, disciplines, or
courses that are required for students to study
before they move to a different higher level.
Simplex to Complex
Topics are arranged in a progressive spiral
sequence.
Prerequisite Learning
Students should learn the basic prerequisite
knowledge and concepts before they go to
next higher level of contents.
Chronology
-Suggests sequencing of content according to
chronology of events.

National Core Curriculum Design

Set of subjects or courses that are required to
be taught to all students across the country. Sequencing Curriculum Content
General Education Curriculum and K-12 Whole-to-part Learning
curriculum as examples.
-Deductive approach to designing contents,
general to specific.
Things to Consider in Designing
Curriculum
Increasing Abstraction
Horizontal Organization
-Content can be sequenced according to the
-Referred to as the scope and horizontal idea or principle that a student learn more
integration that is concerned with the effectively when the contents are relevant to
arrangement of curriculum components at any own personal experience.
point in time.
Chapter 1
Definition of Curriculum
1. As a list of subject
2. As a learning experiences
3. As intended learning outcomes
4. As planned learning experience
5. As a discipline
6. As a content or subject matter
Ideal or Recommended Curriculum
- This refers to what scholars propose at the
most appropriate curriculum for the learners.
Intended, Official, or Written Curriculum
-This refers to the official curriculum embodied
in approved state curriculum guides.
Implemented Curriculum
-This type of curriculum refers to the actual
implementation of the curriculum or what
teachers in the school teach.
Achieved Curriculum or Learned
Curriculum
-This refers to the result of the curriculum or
what students actually learned in school.
Tested Curriculum
This is a set of learning that assesed in teacher
-made classroom test, curriculum reference
test, and in standardized tests.
Entitlement Curriculum
It refers to what the people or the general
society believed the learners should expect to
learn in the educational system for them to
become good members of the society.
Supported Curriculum
This refers to the curriculum that is reflected
on and shaped by the resources allocated to
support or deliver the official curriculum.
Null or Censored Curriculum
This refers to various curriculum content or
topics that must not be taught to the students.
Hidden Curriculum
This refers to various skills knowledge, and
attitudes that students learn in school as a
result of their interaction with ither students,
staff, and faculty members.
Curriculum Foundations
1. Psychology
2. Sociology
3. Philosophy
Curriculum Conceptions
Academic Rationalist Conception
-considered as the oldest among the
curriculum conception.
Cognitive processes Conception
-seeks to develop a repertoire of cognitive
skills that are applicable to wide range of
intellectual problems.
Humanistic Conception
-stresses the idea that curriculum or education
is an instrument for developing the full
potentials of individuals.
Social Reconstructionist Conception
-views the school or schooling as an agency
for social change.
Technological Conception
-is preoccupied with the development of
means to achieve curriculum or educational
goals.
Ecletic Conception
-is where curriculum workers find themselves
aligning their ideas with two or more
curriculum conceptions.
Elements of a Curriculum
Curriculum Intent
• Aims
• Goals
• Objectives
-are broad statements of social educational
expectations
-are general statements of what concepts,
skills, and values should be learned in the
curriculum
-are specific learning outcomes.
Learning Experiences
-include all instructional strategies that
useful for the implementation of
curriculum.
Evaluation
-used to evaluate the performance of the
learners after they have undergone the
curriculum.
Understanding Curriculum
Philippine Educational System
• Basic Education
– K to 12. Each has its specific curriculum
recommended.
– New basic education levels are provided in
the K to 12 Enhanced Curriculum of 2013 of
the DepEd.
• Technical Vocational Education
– post secondary tech-voc educ'l training by
TESDA
– TechVoc track in SHS of DepEd, close
coordination is sought Philippine Educational
System
• Higher Education
– Baccalaureate or Bachelor Degrees and the
Graduate Studies (Master's and Doctorate)
– CHEd
Definitions of Curriculum
• Curriculum as a list of subjects
– “permanent” or the traditional subjects
offered in school curriculum such as Math,
Language, Science, Music, Arts, etc.
• Curriculum as learning experiences
– Students’ curricular and co-curricular
activities and the learning experiences they
encounter in or out of the school
are – It includes the school culture
the • Curriculum as intended learning outcomes
– List of competencies or standards that
students should learn in school.
• Curriculum as planned learning experiences
– Documents specifying contents, objectives,
general ideas of what students should know in
schools or in a specific discipline
• Curriculum as a discipline
– Has its own principles, theories and
practices
• Curriculum as content or subject matter
– Series of topics under each subject area