PRINCIPLES OF

CURRICULUM
ORGANIZATION
WMSU .
ORGANIZING A PROGRAM
FOR CURRICULUM
DEVELOPMENT
 Organizing a program for curriculum
development is an important responsibility of the
school administrator. As individual who holds a key
position in his school or school system, it is the
function to develop and maintain an organization
that coordinates the efforts of individuals, group,
gives direction and purpose to varied activities and
systematizes ideas and action.
Basic Principles
1. Consideration of the educational aims to be achieved.
2. Formulation of educational objectives.
3. Selection and organization of the content
4. Procedures or methods to be used to accomplish
aims
5. The selection of techniques for the evaluation of
outcomes
6. The selection of references and materials to be used
by the learners and by the teachers
7. Determination of specific grade outcomes and
standards of attainment
Criteria in Organizing for Curriculum Development

1. Curriculum improvement should be consistent with

school’s goal’s and educational philosophy.

2. Facilitate a variety of approaches to curriculum

improvement to curriculum improvement.
• Task- centered
• Idea – or policy – centered
• Problem – centered
• Production – centered
• Skilled – centered
Criteria in Organizing for Curriculum Development
3. Enable individuals and groups at each planning level to
contribute effectively to the total process.
4. Provide maximum communication.
5. Facilitate effective use of personnel and material resources.
6. Provide for the involvement of students and lay persons.
7. Develop skills important for curriculum improvement
activities.
8. Structure should be continuously evaluated in order to
benefit future planning, organization for instructional
improvement should be continuously appraised so that the
structure meets the particular criteria set up to guide program
development.
Principles Governing a Curriculum Development
Program by Burton and Buckner

 Burton and Buckner formulated eleven

principles governing a curriculum
development program .
Principles Governing a Curriculum Development
Program by Burton and Buckner

• Principle 1 - Emerges out of an accurate picture of

what a curriculum is now doing.

• Principle 2 – initiated by seizing upon an existing

criticism or dissatisfaction, or by bringing
shortcomings for discussion, or by introducing a new
departure in education.
Principles Governing a Curriculum Development
Program by Burton and Buckner

• Principle 3 - Enables individuals and groups at each

planning level to contribute effectively to the total
process.

• Principle 4 – Provide maximum communication.

• Principle 5 – Facilitate effective use of personnel and

material resources..
 SELECTION AND
ORGANIZATION OF
CONTENT AND LEARNING
EXPERIENCE IN
CURRICULUM
DEVELOPMENT
 The selection and the organization of
the content and learning experiences of
a curriculum involve criteria other than
objectives.
Curriculum organization

• Systematic arrangement of content and

educational learning experiences.

• Determine through knowledge, skills and

attitude.

• Structure and form of the curriculum

Types of curriculum

1. Traditional Curriculum Patterns

2. Integrative Curriculum Patterns

3. Unified Programs
Traditional Curriculum Patterns
• Subject curriculum – organizing the school
experiences of learners.
• Correlated curriculum – established relationships
between two or more subjects of a topic or
theme.

• Broad-Fields curriculum – subject-centered

and/or related subjects are fused together and
given in a large block of time.
Integrative Curriculum Patterns
• Learner-Centered curriculum – focus on the learner
as the center of activities in school.
• Experience curriculum – emphasis on the immediate
felt interest and felt needs of the learner. It also a
measure for learner which requires that the holistic,
experienced meaning that classroom participation has
for a learner is determined and then evaluated
against the significance of that experience in terms of
its educational value.
•.
Unified Program
• “Common sense point of view” according to
William B. Ragan.

• Logical and as well as psychological organization

of learning experiences.

• Organize in terms of persistent in life situation

and organize body of knowledge when this is
needed.
SCOPE AND SEQUENCE
IN CURRICULUM
ORGANIZATION
Scope
• The total breadth of the activity in a subject-field.
• Inherent in the grade placement of activities.

• Progressive education point of view, scope lies in

the range of needs and problems in every learner
deals in measure.
Three (3) scope of the curriculum
• Basic activities in which human being engage.

• Values society foster.

• Major problems society faces.

Sequence
• The placement of curriculum content or learning
experience from the standpoint of time.

• There should a balance between what is socially

and intellectually significant and what is
interesting to the learners.
Sequence of the curriculum
• Development needs of learners living in a given
environmental community.

• Continuous study of the local environment so that

continuity of learning experienced assured.

• Flexibility in the sequence so as to permit the

teacher to begin where the learners are.
 To give an illustration of the scope and
sequence, let us take a look at the scope of the
unified program in the elementary schools in the
Philippines as suggested by the Bureau of Public
Schools Bulletin No. 9 s, 1951; and the sequence
suggested by the UNESCO Consultative
Education Mission in the Philippines in the
Philippines in its report in 1948.
Image clichéd from the book “Curriculum Development in the Philippines Setting”
Tomas Quintin D. Andres
Felizardo Y. Francisco
Scope
1. Economic Security
2. Peace and Order
3. Hygiene and Sanitation
4. Home Beautification
5. Food Production
6. Recreation
7. Civic Life
8. Moral Life
 Sequence

Grade I & II Grade III Grade IV

Home & Living in our The Filipino

Family town & people and
Life & living province their past
in our
schools
 Sequence

Grade V Grade VI

The Filipino The Philippines in

nation and the community of
its Eastern and
resources. Western
Hemispheres & in
the emerging work
community.
Guidelines in Curriculum Organization
• A good curriculum development program,
curriculum organization must be well done. In view
of this, here some guidelines for this purpose:
1. The needs, interest, abilities of learners as well as the
social needs, problems and resources of the community.
2. Provide for continuity in the learning experiences of the
leaners.
3. Organize, mobilize experience, create experience, recreate
experience and exploit experience.
4. Development of fundamental skills through direct teaching
and integrative activities based on problems and needs of
social significance.
Guidelines in Curriculum Organization
5. Provide varied types of activities of activities for a
balance day of living for all learners.

6. Curriculum should be woven into a related

functioning whole and not as isolated or independent
topics or units. Likewise, difficult subjects or things
harder to grasp should be organized to promote the
meaningful integration of knowledge.

7. Coherence and perspective in curriculum

organization.
Steps in Curriculum Organization
1. Consideration of the educational aims to be achieved.
2. Formulation of educational objectives.
3. Selection and organization of the content
4. Procedures or methods to be used to accomplish
aims
5. The selection of techniques for the evaluation of
outcomes
6. The selection of references and materials to be used
by the learners and by the teachers
7. Determination of specific grade outcomes and
standards of attainment
 THE
HOME ECONOMICS
CURRICULUM
(SYNOPSIS)
 In today's fast-moving world, the science of
nutrition and the study of Home Economics
are becoming more and more important.

Courage and imagination are needed in

developing and implementing programs, and
in demanding the funds and facilities needed
to carry them out.
 The article focuses on curriculum development
challenges related to Home Economics education at all
levels, elementary through adult and professional, and in
all aspects of the Home Economics program--
prevocational, home and family living, occupational, pre-
professional, and teacher education.

Whilst stressing that we require comprehensive and

detailed training for every important profession and career
that serves human life and well-being, home
management and nutrition science are clearly important.
 It is evident that Home Economics education has many
opportunities to develop a visionary approach to
education for future-oriented sustainable development,
improving the quality of life at individual, family, societal
and global levels.

Obesity has become the most common nutritional

disorder in the industrialized world. It is a major risk factor
for the development of degenerative and chronic diseases
and for the leading causes of death in the Western world.
 Poor eating habits and improper diet are notoriously
serious causes of disease. Careful detailed planning is
important and, with this, Home Economics will make an
important contribution to counteracting such a
development.

This article focuses on how Home Economics as a

creative subject can allow for experimentation and the
development of critical judgment relating to food and
meals. That way it can inspire students to use their skills
outside school and later in life.
 As a practical subject, the teaching of Home
Economics encourages students to cook and
develop a sense of pleasure in work as well as
good working habits, and to be conscious
consumers, allowing them to take responsibility for
food and meals, both in recreation and in the
workplace and society.

Teaching in the subject will contribute to an

awareness of what constitutes a healthy lifestyle.
THANK
YOU!!