SOURCES OF CURRICULUM DESIGN

KNOWLEDGE AS A
SOURCE

SOCIETY AS A
SCIENCE AS A SOURCE
SOURCE

LEARNER AS A
MORAL DOCTRINE AS
SOURCE
A SOURCE
CURRICULUM
 refers to the lessons and academic content taught in a school or in a specific course or program.
 Serves as a central guide for all educators as to what is essential for teaching and learning, so that every
student has access to rigorous academic experiences.
 refers to the knowledge and skills students are expected to learn, which includes the learning standards or
learning objectives they are expected to meet;
 include the necessary goals, methods, materials and assessments to effectively support instruction and
learning. (the units and lessons that teachers teach; the assignments and projects given to students; the
books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and
other methods used to evaluate student learning.)
 The purpose of the curriculum is encapsulated in the four capacities - to enable each child or young
person to be a successful learner, a confident individual, a responsible citizen and an effective
contributor.
 aims to ensure that all children and young people to develop the knowledge, skills and attributes they will
need if they are to flourish in life, learning and work, now and in the future, and to appreciate their place
in the world.
SOURCE OF CURRICULUM DESIGN

The sources of curriculum design are the same as a

person’s philosophy. How a person views the world
and the experiences they have had impacts how they
design and conceptualize curriculum. There are many
sources of curriculum design and among them
includes science, moral doctrine, learner, knowledge,
and society.
 SCIENCE
AS A SOURCE OF
CURRICULUM
WHY SCIENCE IN CURRICULUM
The science curriculum aims to help children develop basic scientific ideas and
understanding about the biological and physical aspects of the world, and the processes
through which they develop this knowledge and understanding.
Children “create” new knowledge and learn about scientific concepts. Working scientifically
involves:
Observing and constructing hypotheses
 Predicting
 Planning and carrying out investigations, with an emphasis on fair testing
 Recording and analyzing results
 Sharing and discussing findings
 Extending thinking to accommodate new findings
SCIENCE AS A SOURCE
 Scientific method provides meaning for the curriculum design
contains only observable and quantifiable elements
 Priority: Problem solving and thinking Strategies should have the
prime position in the curriculum i.e., stress thinking
 Procedural knowledge or knowledge of process
 Emphasizes learning how to learn
Why? Because the knowledge increase so rapidly, the only constant
seems to be the procedures by which we process knowledge.
The curriculum teaches rational process for dealing with reality.
THANK YOU 

Next slide – Society as a source

 Society
as a Source of Curriculum
Society as a Source
 School is an agent of society.
Society as a Source
 Curriculum are designed to serve the
broad social interests of society, as well as
the local community.
Society as a Source
 Support is shown for society as a curriculum
source since the universe is becoming, rather than
existing for our detached scientific viewing.
Society as a Source
 Society shows where to modify the
curriculum.
THANK YOU 

Next slide – Moral doctrine as a source

MORAL DOCTRINE
AS A SOURCE
The moral doctrine source finds content guided by the
Bible or other religious texts.
According to James Moffett, spirituality fosters
mindfulness, attentiveness, awareness of the outside
world, and self-awareness should be the source of
curriculum.
 MORAL DOCTRINE AS A SOURCE
Curriculum design should be intended to perpetuate society.
It should pass on the significance of people’s values and personal
morality.
Includes divine will, eternal truth from the Bible or other religious
documents.
Many private and parochial schools, this source of curriculum is still
valid and a major influence.
Develop knowledge, spirituality, empathy, insight, empathy, and
compassion. 
~William Pinar felt that viewing
curriculum as religious text may
allow for a blending of truth, faith,
knowledge, ethics, thought, and
action. 
THANK YOU 

Next slide –Knowledge as a source

Knowledge as Source of
Curriculum
• One of the prime sources of curriculum.

• The opposite of the student as a source would

be knowledge as the source. This is subject
centered view in which a teacher needs to
decide what knowledge is most valuable.
 Knowledge should be structured as a discipline
with clear boundaries. As such, interdisciplinary
approach do not work with this view.
Disciplined = unique
 it can be defined as a set of
understandings that is more than broad
knowledge of a field, rather, it is the sort
of knowledge that is specific to the
discipline or profession and defines a
specialist in the area.

has a particular method or methods by

which scholars extend its boundaries.
Disciplined = unique

 “Disciplined knowledge includes subject-

specific concepts and detailed content, such
as that learned in the study of mathematics
and language, for example.”

This definition of disciplinary knowledge

sounds very much like Christine Counsell’s
definition of substantive knowledge.
Learning Environment of Disciplined
Knowledge
• Lectures
• Tutorials
• Laboratories / demonstrations
• Simulations
• Work integrated learning (Placements /
practicums)
Undisciplined = various (training)

does not have unique content, but has

content that is clustered according to the
focus of the investigation
“Undisciplined” knowledge conveys a few things all at once:

Knowledge that is not bound by a single academic discipline

that moves between the histories that led to the segregation and
professionalization of such knowledge in the first place. In that
sense, maybe it resembles pre Enlightenment epistemologies,
where fiction, journaling, and science-writing were not mutually
Exclusive ways of producing knowledge;

It refers to a certain roguishness, a certain to comply or

conform to the rules of category;

To be undisciplined also impliesbeing untrained, raw, out of

control. But it does not have to mean lack of rigor.
THANK YOU 

Next slide – Learner as a source

 LEARNER
AS A SOURCE OF
CURRICULUM
The learner as source of Curriculum

The student is where the curriculum comes from.

This source influences curriculum design by stressing
student-centered learning and activities. Students are
not passive objects but active individuals who
participate in their learning.  The student interacts
with the curriculum rather than is feed the curriculum.
 LEARNER AS A SOURCE
 Curriculum is derived from what we know about the
learner.
 For progressive curricularists, humanistic educators, and
those engaged in postmodern dialogue, the learner is
considered the primary source
 Emphasis is on “learning by doing”
 Focused on the social construction and reconstruction of
knowledge and the empowerment of individuals to be
engaged in these processes
Learner as a source
 Curriculum derived from our knowledge of students.
How: They learn, form attitudes, generate interest,
develop values
 Priority: Seeks to empower Students & foster their
individual uniqueness.
 Emphasis: Draw ideas from psychological foundations,
especially how minds create meaning .
Why?: Every learner is unique, educational environment
physically affect brain development..
 THANK YOU 
REPORTERS:
ARCILLA, ALVIN
ARCILLA, CLARISSA JOY
ARGULLA, JESSA MAE
LEBICO, SHUNDEE