CRAFTING THE

CURRICULUM
CURRICULUM DESIGN
MODEL
As a teacher, one has to be a curriculum designer,
curriculum implementor and a curriculum evaluator.
Hence it would be a great help to know how school
curricula are being made or crafted.
CRAFTING A CURRICULUM
Is like writing a lesson plan
A CURRICULUM CAN BE
ORGANIZED EITHER:
Horizontal Organization - the direction of the
curriculum elements is side ways.

Vertical Organization - the direction of the

curriculum elements follow a vertical design.
STRUCTURES OF
CURRICULUM
DESIGN
1. SUBJECT - CENTERED
DESIGN MODEL
focuses on the content of the curriculum
firm believers:
Henry Morrison

William Harris
EXAMPLES OF SUBJECT-
CENTERED CURRICULUM
a. Subject Design - centers on the cluster of content
b. Discipline Design- focuses on academic
disciplines
Discipline - specific knowledge learned through a
method which the scholars use to study a specific
content of their fields
EXAMPLES OF SUBJECT-
CENTERED CURRICULUM
c. Correlation Design - links separate subject
design in order to reduce fragmentation
d. Broad field Design/Interdisciplinary- made to
prevent the compartmentalization of subjects and
integrate the contents that are related to each other.
- sometimes called holistic curriculum
2. LEARNER-CENTERED
DESIGN
the learner is the center of the educative process
 EXAMPLES OF LEARNER-
CENTERED DESIGNS
a. Child - Centered Design
-attributed to the influence of:
John Dewey

Anchored on the needs and interests of the child

Learns by doing
Learners actively create, construct meanings and understanding
(collaborative effort)
Learning is a product of the child’s interaction with environment
EXAMPLES OF LEARNER-
CENTERED DESIGNS
b. Experience - Centered Design
-experiences of the learners becomes the starting
point of the curriculum
-learners are made to choose from various activities that
the teacher provides
-activities revolve around different emphasis such as
touching, feeling, imagining, constructing, relating and
others
EXAMPLES OF LEARNER-
CENTERED DESIGNS
c. Humanistic Design
- The development of self is the ultimate objective of
the learning
- It consider the cognitive, affective and psycho
motor domains to be interconnected and must be
addressed in the curriculum
- Stresses the development of positive self- concept
and interpersonal skills
EXAMPLES OF LEARNER-
CENTERED DESIGNS
3. PROBLEM - CENTERED
DESIGN
Draws on the following:
- social problems
- needs
- interest
- abilities of learners
3. PROBLEM - CENTERED
DESIGN
Various problems are given emphases.
There are those that centered on:
- life situation
- contemporary life problems
- areas of living and many others
In this curriculum content cuts across subject boundaries and
must be:
- based on the needs
- concern and abilities of the students
EXAMPLES OF PROBLEM-
CENTERED DESIGN
CURRICULUM
a. Life - Situation Design
- based on Herbert Spencer’s curriculum writing
his emphases where activities that sustain life,
enhance life and rearing children, maintain the
individual’s social and political relations and enhance
leisure, tasks and feelings. The connection of subject
matters to real situations increases the relevance of
the curriculum
EXAMPLES OF PROBLEM-
CENTERED DESIGN
CURRICULUM
b. Core Design
- centers on general education and the problems are
based on common human activities. Ways on how to
proceed a core design of curriculum: 1. The problem
is selected by either the teacher or students 2. A group
consensus is made to identify the important problems
and interest of the class
WAYS ON HOW TO PROCEED
A CORE DESIGN OF
CURRICULUM:
1. The problem is selected by either the teacher or
students
2. A group consensus is made to identify the
important problems and interest of the class
3. Problems are selected on the basis of developed
criteria for selection.
4. The problem is clearly selected and defined.
WAYS ON HOW TO PROCEED
A CORE DESIGN OF
CURRICULUM:
5. Areas of study are decided, including dividing the
class by individual or group interests.
6. Needed information is listed and discussed.
7. Resources for obtaining information are listed and
discussed.
8. Information are obtained and organized.
WAYS ON HOW TO PROCEED
A CORE DESIGN OF
CURRICULUM:
9. Tentative conclusion are stated and tested.
10. A report is presented to the class on an individual
or group basis.
11. Conclusions are evaluated.
12. New avenues of exploration toward further
problem solving are examined.
REFERENCE
https://www.slideshare.net/kendytobias/module-2-cr
afting-the-curriculum