Methodological Dimension of

Curriculum Development
 How curriculum is Organized?

• Horizontal Organization – means the direction of the

curriculum elements is sideway. Is the alignment of
the curriculum being taught by teachers in a common
grade level.

• Vertical Organization – or sequence of curricular

elements. It is also planning curriculum across the
grade levels, from kindergarten through high school,
building upon instruction based upon standards.
 Curriculum Design may also adopt the
following structures:
Subject-centered design model
- This model focuses on the content of the curriculum. School using this
model aims for excellence in the subject matter. It includes the
following:
a. Subject design – content based
b. Discipline design – focuses on academic discipline often use in
college.
c. Correlation design – subject are related to one another but each
subject maintains its identity.
d. Broad field design / interdisciplinary – variation of the subject
centered design. Sometimes called the holistic curriculum
Curriculum Design may also adopt the
following structures:
Learner-centered design model
– according to progressive educational psychologist, the learner is
the center of the educative process. It includes the following:

a. Child-centered design – anchored on the needs and interest of

the child.
b. Experience-centered design – the experience of the learner is
the starting point of the curriculum.
c. Humanistic design – the development of one’s self is the ultimate
objective of curriculum design.
Curriculum Design may also adopt the
following structures:
Problem-centered design model
– generally draws on social problems, needs, interest and abilities
of the learner. It includes the following:

a. Life situation design – it allows students to view problem clearly

and uses past and present experiences to analyze the basic
areas of living.
b. Core design – it centers on general education and the problems
are based on common human activities.
 Curriculum Planning
Is the process whereby
the advance arrangement
of learning opportunities
for a particular population
of learners is created
 Needs and Importance of
Curriculum Planning
 The needs for Exactness and Particularity in making decisions
about ends and means demands scientific curriculum planning.

 Curriculum planning develop well-coordinated, quality

teaching, learning and assessment programs, which build
students’ knowledge, skills and behaviors in the disciplines, as
well as their interdisciplinary and/or physical, personal and
social capacities.

 The full range of learning needs of students are addressed.

The Bases of Curriculum Planning
• History
• Philosophy
• Social forces
• Psychology
• Religion
• Contemporary Issues
Lack of Curriculum Planning and
Framework Will Result To:
Sari-sari (hodgepodge)
Pira-piraso (piemal)
Tagpi-tagpi (patchwork)
Sabog (lack of focus)
Malabo (vague)
Lakas ng kutob (gutfeel)
Hula-hula (hunches)
Gaya-gaya (patterned from existing model)
Bahala na (by chance)
Patama-tama (no deliberate)
 Factors in Curriculum Planning

1. Identifying relevant substantive decisions at

increasing levels of specificity and precision

2. Checking for consistency between and among the

ends-and means decisions by a two way process of
derivation and evaluation at each stage and by
referring to data sources for basic information