Module II

Crafting the
Curriculum
 Introduction
 As a teacher, one has to be a curriculum
designer, curriculum implementor
and a curriculum evaluator.
These threefold functions are embedded
in the teaching profession.
Curriculum Design Models
 CRAFTING A CURRICULUM
- Is like writing a lesson plan

 A curriculum can be organized either:

1. Horizontal Organization- the direction
of the curriculum elements is side ways.
2. Vertical Organization- the direction of
the curriculum elements follow a vertical
design.
 Other structures of
Curriculum Design
 1. Subject-centered design model
• Focuses on the content of the curriculum
• Centered design corresponds mostly on
textbooks
• Aim for excellence in the subject matter
content
Subject-Centered Curriculum
a. Subject design
• Oldest and the most familiar design for
teachers, parents, laymen and advocates.
• Easy to deliver
• Complementary books are written & support
instructional materials are commercially
available
Subject-Centered Curriculum
b. Discipline design
• Focuses on academic disciplines
• Learned through a method which the
scholars
use to study a specific content in their fields
• Often used in college
Subject-Centered Curriculum
c. Correlation design
• Links separate subject designs in order to
reduce fragmentation
• Subjects are related to one another but
each
maintains its identity
Subject-Centered Curriculum

d. Broad field design/interdisciplinary

• Prevent the compartmentalization of subjects
& integrate the contents that are related to
each other
• Sometimes called holistic curriculum
–Broad field design draws around themes
and integration
 Other structures of
Curriculum Design
2. Learner-Centered Design
• Among the progressive educational
psychologists, the learner is the center
of the
educative process.
 Other structures of
Curriculum Design
a. Child-centered design
• Anchored on the needs and interests of the
child
• Learner learns by doing
• Learners interact with the teachers &
environment
• Collaborative effort between teachers &
students on planning lessons
 Other structures of
Curriculum Design
b. Experience-centered design
• Believes that the interests and needs of
learners cannot be pre-planned
• Time is flexible and children are free to make
options
• Activities revolve around different emphasis
such as touching, imagining
relating & others
 Other structures of
Curriculum Design
c. Humanistic design
• Development of self is the ultimate objective
of learning
• It considers the cognitive, affective and
psychomotor domains to be interconnected
and must be addressed in the curriculum
 Other structures of
Curriculum Design
3. Problem-Centered Design
• Draws on social problems, needs, interest and
the abilities of the learners
• Emphases on life situations, contemporary
life problems, areas of living & many others
 Other structures of
Curriculum Design
a. Life-situations design
• Pressing immediate problems of the society
and the students' existing concerns are
utilized
• The connection of subject to real situations
increases the relevance of the curriculum
 Other structures of
Curriculum Design
b. Core design

• Centers on general education and the

problems are based on common human
activities
• Central focus includes common needs,
problems and concerns of the learner.
Lesson 2:
Dimensions and Principles
of Curriculum Design
6 Dimensions of a Curriculum Design:

Scope Sequence
Continuity Integration
Articulation Balance
Dimensions of Curriculum Design
1. Scope
• All the contents, topics, learning experiences
and organizing threads comprising the
educational plan
• It is where the decision-making of the teacher
is needed
• Can be divided into chunks called
units, sub units, chapters or
sub-chapters
Dimensions of Curriculum Design
1. Scope
• Deductive principle
– from whole to the parts which will
have a cascading arrangement
• Inductive principle
– From examples to generalization
Dimensions of Curriculum Design
1. Scope

• Deductive principle
– from whole to the parts which will
have a cascading arrangement
• Inductive principle
– From examples
Dimensions of Curriculum Design

2. Sequence
• Contents and experiences are arranged in
hierarchical manner, where the basis can
either be logic of the subject matter or on the
developmental patterns of growth of the
cognitive, affective and psychomotor
domains.
 4 Principles for Sequence
(Smith, Stanley& Shore)
a. Simple to complex learning
– Content experiences are arranged
from simple to complex; concrete to
abstract, from easy to difficult
b. Prerequisite learning
– There are fundamental things to be
learned ahead
c. Whole to part learning
– Overview before specific content or
topics

d. Chronological learning
– Order of events is made as a basis of
sequencing the content and
experiences
5 Major Principles for organizing
content in units
(Posner & Rudnitsky)
1. World-related sequence
– Relationship that exists among people,
objects or events of the world
a. Space
– Spatial relations will be the basis
– Closest to farthest;top to
bottom or east to west
1. World-related sequence
– Relationship that exists among people,
objects or events of the world

a. Space
– Spatial relations will be the basis
– Closest to farthest;top to
bottom or east to west
2. Concept-related sequence
– Reflects the organization of theconceptual world, how ideas
arerelated together in a logical manner

a. Class relations
– Refers to group or set of things that
share common practices

b. Propositional relations
– Statement that asserts something
– Evidence ahead before proposition
3. Inquiry-related sequence
– Based on scientific method of inquiry
– On the process of generating,
discovering and verifying knowledge
– Content and experiences are
sequenced logically and methodically

4. Learning-related sequence
– Based on psychology of learning and
how people learn
a. Empirical prerequisites
– Based on empirical studies where prerequisite is required
before learning the nextlevel

b. Familiarity
– Prior learning
– Familiar should be taken up first before the unfamiliar
c. Difficulty
– Easy content is taken ahead than the difficult one
d. Interest
– Contents and experiences that stimulate interest
are those that are
novel
– These can arouse curiosity and interest of
learners
– Use these contents and experiences to increase
the appetite for learning
3. Continuity
• Vertical repetition and recurring appearances of
the content provide continuity in the curriculum
• For learners to develop the ideas,these have
developed and re developed in spiral fashion in
increasing depth and breadth as the learners
advance
4. Integration
• Organization is drawn from the world themes
from real life concerns

5. Articulation
• Can be done either vertically or horizontally
Guidelines in Curriculum Design
• Curriculum design committee should involve teachers,
parents, administrators and even students.
• School's vision, mission, goals and objectives should be
reviewed and used as bases for curriculum design.
• The needs and interest of the learners, in particular, and
the society, in general
should be considered.
• Alternative curriculum design should consider advantages
and disadvantages in
terms of costs, scheduling, class size, facilities and personnel
required.
• The curriculum design should take into account cognitive,
affective, psychomotor
skills, concepts and outcomes.
 Lesson 3:
Approaches to
Curriculum Design
6 Features of a Curriculum:
Teacher
Learners
Knowledge, Skills, Values
Strategies and Methods
Performance
Community Partners
THANK YOU