CURRICULUM

DESIGN
FLOW OF
PRESENTATION

• Curriculum definition revisited

• The 10 Axioms for Curriculum Design
• Defining Curriculum Design
• Elements of Curriculum Design
• What is Curriculum Organization?
• Types of Curriculum Design
• Factors to Consider in Designing the Curriculum

2
CURRICULUM

 Refers to a body of subjects or subject matter.

 The total learning experience of the learners and

the teachers inside and outside the school
10 AXIOMS FOR CURRICULUM DESIGN
1. Curriculum change is inevitable, necessary, and desirable.

2. Curriculum is a product of its tim.

3. Curriculum changes made earlier can exist concurrently with newer

curriculum changes.

4. Curriculum changes depends on people who will implement the

change.

5. Curriculum develop is a cooperative group activity.

6. Curriculum development is a decision- making process made
from choices of alternatives.

7. Curriculum development is an ongoing process.

8. Curriculum development is ore effective if it is a comprehensive

process, rather than a “piecemeal”.

9. Curriculum development is more effective when it follows a

systematic process

10. Curriculum development starts from where the curriculum is.

CURRICULUM DESIGN

 Refers to the arrangement of the 4 elements of

a Curriculum

I. Aims, Goal and Objectives

II. Subject matter or Content
III. Learning Activities
IV. Evaluation

6
CURRICULUM
ORGANIZATION
 This is the activity of arranging the 4 elements of
curriculum

 According to Posner(1997) there are 2 levels of

organization

 MICRO LEVEL

 MACRO LEVEL

7
CURRICULUM ORGANIZATION

MICRO LEVELS MACRO LEVELS

• Arranging the content of a specific • Organizing the entire curriculum (from

discipline or subject. theory to the contents of each subjects.
• Refers to as “function of Curriculum • Refers to as “function of Curriculum
Organization” Design”

8
TYPES OF CURRICULUM DESIGN​
This can be broadly categorized into 4 major groups

SUBJECT – CENTERED DESIGN

 the oldest and the most familiar design for teachers.

a. Suject Design –stresses on the content of the curriculum.

b. Academic Disciplines design – focusses on the academic discipline

c. Integrated Design- subjects are interrelated with each other

9
Learner- Centered Design

 learners are the center of the educative process. The

emphasis strong in elementary levels.

a. Activity/ Experience Design- experiences are the starting

point of the curriculum

b. Humanistic Design- self development is the ultimate

goal.

10
Problem- Centered Designs

A. Thematic Design
B. Problem Design

Core Learning Design

C. Core Design
D. National Core Curriculum Design

11
FACTORS TO CONSIDER IN DESIGNING THE CURRICULUM

Horizontal Organization

 Referred as the scope and horizontal integration,concerned wih the

arrangement of curriculum components

 The direction of the curriculum elements is sideways. For example,

Social Studies moves horizontally along Geography , Culture,
History

12
FACTORS TO CONSIDER IN DESIGNING THE CURRICULUM

Vertical Organization
- focuses on the spiral progression of curriculum contents.

• The sequence of the elements of the curriculum follow the vertical

design

For example:
family-community-living things –plants-animals

13
THANK YOU