Curriculum Design

OBJECTIVES:
 DEFINE WHAT CURRICULUM DESIGN IS;
 IDENTIFY DIFFERENT EXAMPLES OF CURRICULUM DESIGNS;
 DISCUSS THE THINGS TO CONSIDER IN DESIGNING A CURRICULUM AND;
 IDENTIFY THE FEATURES OF A GOOD CURRICULUM DESIGN.
Curriculum Design
• Refers to the arrangement of the elements of a curriculum.
The four elements:
Intent (aims, goal, objectives)
Subject matter or content
Learning experiences
Evaluation
Level of Organizing Curriculum Contents (Posner, 1997)
• MACRO LEVEL
 Arranging or organizing the total curriculum from philosophy down to
the contents of different subjects.
 Arranging the elements and contents of the curriculum can be referred
as function of curriculum design.
• MICRO LEVEL
Organizing the content of a specific subject or discipline.
Function of curriculum organization.
However,
• It is important to note that curriculum organization is based on the curriculum
design. Curriculum design provides a philosophical way of organizing the
contents and elements for the curriculum.
Different Curriculum Designs:

Subject – Centered Design

Learner- Centered Design
Problem – Centered Design
Core Learning Design
 1. Subject-Centered Designs
Organized in terms of subjects; it is the most popular among the four
types of curriculum design. Classified into three specific designs:
A. Subject Design- organized in terms of subjects such as Mathematics,
Science, Filipino, English and other subjects. Mostly, these subjects are
offered in Elementary level. Provide students with a general
knowledge of each subject.
B. Academic Discipline Design- organizes the curriculum in terms of
disciplines like Algebra, Physics, Chemistry, Literature, Economics,
Philippine History and other discipline. Specialized particularly in
college level.
1. Subject-Centered Design
C. Integrated Design – this design is based on the principle that learners learn in a
integrated manner. Thus, this type of curriculum design tries to merge two or more
related subjects.
Types of Integration:
 Interdisciplinary – merging of two disciplines or subjects. Example, Science and
Health. One needs Science knowledge to understand health concepts.
 Multidisciplinary or broad fields- the integration of three or more related disciplines.
Example is Social Studies curriculum. Integrates civics, history, culture and economics.
 Core- Requires that all subjects or discipline in the school curriculum be put together
using a single theme. This is usually used in preschool where subjects are combined
using curriculum themes.
2. Learner – Centered Designs
 Focus on the needs, nature, and interests of the learners in the curriculum. The aim
of these designs is to develop the potentials and abilities of the learners and making
the curriculum relevant and responsive to them.
A. Activity/ Experience Design- This concentrates on activities that are meaningful
and interesting to the learners. Learners will develop various skills like process
skills, communication skills, problem solving, critical thinking and creativity that
are important for the learners.
B. Humanistic Design – composed of topics and learning experiences that focus on
the holistic development of an individual. It also addresses the needs and nature
of the learners. The goal of this design is the development of a well-rounded
individual.
3. Problem-Centered Designs
 These designs focus on understanding and finding solutions to individual and
social issues and problems. They require students to use their skills and knowledge
of different subjects and discipline as they engage themselves in meaningful
learning of various social and individual problems like poverty, climate change,
peace and order or terrorism, diseases, traffic and economic recession, among
others.
A. Thematic Design – main focus is the theme that are interesting to students. The
goal is to provide holistic , meaningful, and relevant to the life of the learner.
B. Problem Design – the learners are exposed to different lessons in problem
solving real-life problems. Learners are exposed to some practical situations or
issues that are important to them and to their community.
4. Core Learning Designs
 Focus on learning a set of common subjects, disciplines, courses, skills or knowledge
that is necessary for students to master. It aims to provide a uniform type of education
based on a certain philosophy or educational theory. It also aim to provide an
education that is transformative and relevant to all types of learners. Furthermore, it
aims to develop a habit of mind or cultivate the critical and creative thinking of
students that they can employ in their everyday life.
A. Core Design – this is a set of common subjects, disciplines or courses that are
required for students to study before they graduate or move to a different level.
B. National Core Curriculum Design-This is a set of subjects or courses that are
required to be taught to all students across the country. This is prescribed by the
state through the Department of Education or the Commission on Higher Education.
Things to Consider in Designing Curriculum
 There are two major forces considered in designing curriculum. These are the
Horizontal and Vertical organization.
 Horizontal Organization – concerned with arrangement of curriculum components at
any point in time ( Print, 1993) For example, it asks about the relationship between
Geography, History, Economics, and Civics in Elementary Social Studies curriculum. It
focuses on establishing relationships and integration among subjects areas in
elementary or secondary curriculum.
 Vertical Organization - focuses on the spiral progression of curriculum contents. For
example, what skills, concepts and values should be taught in Science from Grade I to
VI. It focuses on the distribution of curriculum contents from Kindergarten to Grade 12
(K-12). Mastery of the content by examining prerequisite knowledge and skills in
learning different subjects.
 -End-

Thank you!