CURRICULUM

DESIGN AND
ORGANIZATION

REPORTER: MS.OSIO
 Curriculum Design - Refers to the arrangement of the elements of the
curriculum. These four elements are intent, aims, goals, and objectives.;
subject matter or content; learning experiences; and evaluation. In many
references, curriculum design is used interchangeably with curriculum
organization.

Macro level - deals with arranging or organizing the total curriculum

from the philosophy down to the contents of different subjects. These
macro level of arranging the elements and contents of the curriculum can
be referred to as function of curriculum design.
Micro level - on the other hand, deals with organizing the content of a
specific subject or discipline. It is also referred to as the function of the
curriculum organization.
 CURRICULUM
DESIGN
* Four foundations of curriculum design
were stated by Ronald Doll, these are
science, society, eternal truths, and divine
will.
 Sources of curriculum Design:
 The Curriculum sources identified by Dewey and Bode and
popularized by Tyler are knowledge, society and the learner
partially overlap with one another.

 Curriculum designers must clear up their philosophical, social,

and political viewpoints for society and the individual learner
these viewpoints are commonly called curriculum sources.
 Science as a source
 Some curriculum leaders depend on the scientific method when
designing the curriculum giving more attention and value on the
observable, quantifiable elements and prioritized problem solving.

 Give highlights learning how to learn.

 Curriculum should prioritize teaching science strategies;

 Promoted a problem-solving procedures valuing the science and

organization.
 Society as a Source

REPORTER: MS. SANDRINO

 Curriculum designers believe that school is a vehicle for development of
society and its curriculum ideas should come from exploration of the social
situation.
 It should not disregard social multiple ethnic groups, and social classes
 Curriculum designer should have an effective outcome showing the need for
collaboration among diverse individual and groups.
 People from different background cultures are demanding a voice regarding
how education is organized and experienced.
 It was noted by Arthur--- that no curriculum or curriculum design can be
considered or created apart from the people who make up the evolving society.
 Curriculum design must be managed within social, economic and
political contexts. The big challenge is to respond to students’
unique needs and the particular demands of multiplicity of social
groups while letting students achieve understanding of the
common culture and attain common, agreed competencies.
 People from different cultures and backgrounds are demanding a
voice regarding how education is organized and experienced.
 Moral Doctrine as a Source
 Curriculum designers who draw on spirituality reach a fuller understanding than
those who rely only on science. Spiritual individuals develop empathy and
compassion; consider and promote the welfare of others.
 Some religious documents like the Bible are references of some people who believe
that curriculum design should be based on it. Today, this view has lesser influence
in public schools in the country, primarily because of the separation of church and
state which is written in our constitution. However, many private and parochial
schools still support this.
 Moral Doctrine /Spiritual curriculum designers ask questions about the nature of
the world, the purpose of life and what it means to be human and knowledgeable.
 Knowledge as a Source
 Knowledge is the primary source of curriculum.
 Placing knowledge at the center of curriculum design recognizes that knowledge
is perhaps a discipline, having the specific structure and methods by which
scholars stretch out its boundaries.
 Knowledge is exploding exponentially, therefore, this is the challenge for those
who agree that knowledge as the primary source of curricular design.
 Some questions to conceive: “What knowledge is of most worth?” “For whom is
this knowledge of value?” “Is there any knowledge that must be possessed by
the majority?” “What intellectual skills must be taught to enable common and
uncommon knowledge to be utilized for individual and social good?”
 The Learner as a Source

REPORTER: MR.MANALO
• Curriculum should stem for our knowledge of students.
• Understanding the learner includes knowing their needs, nature,
interests, learning styles and thinking styles; the various issues and
problems about them. Understanding the learner includes knowing
their needs, nature, interests, learning styles and thinking styles; the
various issues and problems about them.
• The learners are the direct subject of the school curriculum
• Hence, making the learners as one of the curriculum sources is
important in
• selecting the learning experiences for the curriculum.
 Discipline or Subject Matter as a
Source
• The curriculum framework, curriculum goals,
descriptions, standards and competencies in different
subjects will help educators understand what should be
taught and how to teach the different subjects.
• DIFFERENT SUBJECTS ARE UNIQUE IN TERMS OF DESIGN
AND CONTENT.

• UNDERSTANDING THE NATURE OF THE DISCIPLINE OR

SUBJECT MATTER REQUIRES EDUCATORS TO CLOSELY
ANALYZE THE CONTENTS PRESCRIBED
 Two Organizational Dimensions of
curriculum design:

• In horizontal organization- is often referred to as the scope and horizontal integration

that is concerned with the arrangement of curriculum components at any point in time
(Print, 1993) Example it blends curriculum elements such that one particular course is in
line with others and evaluates learners in a particular subject and grade level. E.g.
combining world history, geography and political science contents to combine.
• In vertical organization, it focuses on the spiral progression curriculum. It tend the
previous lesson prepares learners for the next lesson. It emphasized skills and knowledge
for development and reinforcement when other concepts are introduced in a lesson.
 APPROACHES OF
CURRICULUM DESIGNING

REPORTER: MR.RAVANILLA
1. Subject-Centered Design

As Philippines practice, this design allocates different

times in each subject ,a school year into quarters or
semester. Most of the schools using this kind of structure
and curriculum design aim for excellence in the specific
subject discipline content.
1.1 Subject design
is a traditional approach that stresses the content and forgets about
students’ natural tendencies, interests and experiences. The teacher
becomes the dispenser of knowledge and the learners are simply the
empty vessel to receive the information or content from the teacher.

1.2 Discipline design

This curriculum design model is related to the subject design.
However, while subject design centers only on the cluster of content,
discipline design focuses on academic disciplines.
1.3 Correlation design
links separate subject designs in order to reduce fragmentation.
Subjects are related to one another and still maintain their
identity.

1.4 Broad field design/ interdisciplinary.

This interdisciplinary design is a variation of subject -centered
design which was made to cure the compartmentalization of the
separate subjects and integrate the contents that are related to
one another.
 LEARNER-CENTERED
DESIGN

REPORTER: MR.SALCEDO
 LEARNER MUST BE THE CENTER OF
EDUCATION, AND THE CURRICULUM
SHOULD BE BASED ON LEARNERS‘
KNOWLEDGE, SKILLS, PREVIOUS
LEARNING AND POTENTIAL.
CHILD CENTERED LEARNING
 JOHN DEWEY, ROUSEAU, PESTALLOZI AND FROEBEL'S
CHILD-CENTERED DESIGN IS BASED ON THE NEEDS AND
INTERESTS OF THE CHILD, WHO ENGAGES WITH THEIR
ENVIRONMENT TO CONSTRUCT MEANINGS AND
UNDERSTANDINGS. LEARNING IS A PRODUCT OF THE
CHILD'S INTERACTION WITH THE ENVIRONMENT.
 HUMANISTIC DESIGN

 HUMANISTIC EDUCATORS INSIST THAT SCHOOLS

NEED TO PROVIDE STUDENTS WITH A
NONTHREATENING ENVIRONMENT SO THAT THEY
WILL FEEL SECURE TO LEARN. ONCE STUDENTS FEEL
SECURE, LEARNING BECOMES EASIER AND MORE
MEANINGFUL.
 Problem-Centered Design

REPORTER: MS.ATON
 The problem-centered design corresponds on needs, interest,
social problems and abilities of the learners. It focused in
real-life problems of all aspects that may concern in people
living. In this curriculum content cuts across subject
boundaries and must be based on the needs, concerns and
abilities of the students.
3.1 Life-situations design refers in analysing past and presents'
problems of learners as means to analyze the basic areas of living.

3.2 Core problem design centralized on common needs, problems

and concerns of learners. Another example of problem-centered
design is core design. It centers on general education and the
problems are based on the common human activities. It central
focus of the core design includes common needs, problems, and
concerns of the learners. It was popularized by Faunce and
bossing in 1959, it presented ways on how to proceed using core
design of a curriculum.
 These are the steps:
1. Make a group consensus on important problems.
2. Develop criteria for selection of important problem.
3. State and define the problem.
4. Decide on areas of study, including class grouping.
5. List the needed information for resources.
6. Obtain and organize information.
7. Analyze and interpret the information.
8. State the tentative conclusions.
9. Present a report to the class individually or by group.
10. Evaluate the conclusions.
11. Explore other avenues for further problem solving
THANK YOU!