OAS COMMUNITY COLLEGE

OAS, ALBAY

MODULE 3
THE TEACHER AND THE SCHOOL CURRICULUM

CURRICULUM DESIGN

I. This module presents different curriculum designs identified by several practitioners and
scholars in curriculum studies. The different curriculum d3esigns provide an insight on
how subjects and disciplines are organized into learning areas.
II. Objective
1. Define what curriculum design is;
2. Identify different examples of curriculum designs;
3. Discuss the things to consider in designing a curriculum;
4. Identify the features of a good curriculum design
III. LESSON DEVELOPMENT
a. Definition of Curriculum Design
CURRICULUM DESIGN – refers the arrangement of the elements of a curriculum.
Theses four elements are intent (aims, goals, and objectives); subject matter or
content; learning experiences; and evaluation. In many books, curriculum design is
used interchangeably with curriculum organization. Posner (1997) provided in
enlightening idea on how to differentiate these two related terms in curriculum as
he classified the activity of arranging curriculum elements or contents into two.
According to him, there is a macro and micro level of organizing curriculum
contents.
The macro level deals with arranging or organizing the total curriculum from the
philosophy down to the contents of different subjects.
The micro level on the other hand deals with organizing content of specific subject
or discipline.
b. DIFFERENT CURRICULUM DESIGNS
1. Subject-centered designs. Majority of the curricula used in schools are arranged
or organized in terms of subjects. Thus, the subject-centered design is the most
popular among the four types of curriculum designs. the subject-centered
design is classified into three specific designs.
a. Subject design-the curriculum is organized in terms of subjects like
Mathematics, Science, Filipino, English, and other subjects connections
between and among these subjects are not emphasized in the subject
design.
b. Academic discipline design- like the subject design, the type of design
organizes the curriculum in terms of disciplines like Algebra, Physics,
Chemistry, Literature, Economics, Philippine History, and other disciplines.
This type of design is mostly used in high school or college. The contents are
highly specialized particularly college level.
c. Integrated Design. This curriculum design is based on the principle that
learners learn in an integrated manner. Thus, this type of curriculum design
tries to merge two or more related subjects. Basically, there are three types
of integration:
 c.1. Interdisciplinary- includes the merging of two related disciplines or
subjects. An example is the integration of Science and Health, educators
believe these two are naturally integrated.
c.2. Multidisciplinary or broad fields- includes the integration of three or
more related disciplines. An example is the Social Studies curriculum. These
subjects integrate civics, history, culture, and economics.
c.3. Core- requires that all subjects or disciplines in the school curriculum be
put together using a single theme. Usually, this type of integrated
curriculum design is used in preschool where subjects are combined using
curriculum themes.

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Activity 15 REFLECT ON AND ADDRESS THE FOLLOWING:
1. Identify other subjects or disciplines that are examples of subject design.
2. Identify other subjects or disciplines that are examples of the different
types of integrated curriculum design.
3. Examine the benefits and possible of pitfalls of subject design and
integrated design.

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2. LEARNER-CENTERED DESIGNS- focus on the needs, nature, and interest 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 will develop various skills like
process skills, communication skills, problem solving, critical thinking, and
creativity that are important for the learners.
b. Humanistic Design. The curriculum is 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 well-rounded individual.

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ACTIVITY 16

Reflect on the following

1. Identify schools that use a learner- centered curriculum

 2. Observe how students learn in a learner-centered curriculum
3. Identify the benefits of having a learner-centered curriculum.
4. Analyze an example of a learner-centered curriculum by answering the following
questions.
- What skills, knowledge and values are emphasized in the curriculum?
- What learning experiences are provided?
- What type of learning environment required for its implementation?
- What are the requirements of the curriculum for the teachers?

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3. Problem-centered design- these curriculum 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 disciplines 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. This design suggests the thematic approach to integration.
Almost all modern advocate this approach. The only thing that is different is
the main focus of the theme.
b. Problem design. The learners are exposed to different lessons in problem
solving involving real-life problems. By doing problem-solving activities the,
the learners are exposed to some practical situations or issues that are
important to them and to their community.

ACTIVITY 17 REFLECT ON AND ADDRESS THE FOLLOWING

1. Identify a school curriculum that uses problem-centered designs.

2. Discuss benefits and issues related to its implementation
3. Analyze the contents and learning experiences provided in the curriculum.
4. Identify other personal or social issues and problems that can be a theme for a problem-
based curriculum.

5. Core learning design. These curriculum 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 education theory.

- 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 different level.
- National core curriculum design. This is a set of subjects or courses that are
required to be taught to all students across the country. The national
curriculum is prescribed by the state through the Department of Education or
the Commission on Higher Education.
- Examples
General education curriculum
K to 12 Curriculum

ACTIVITY 18
Reflect on and address the following;

1. Examine the K-12 Curriculum. Select a grade level that you wish to analyze. Identify the core
standards and competencies that are required for all students to know and do.
2. Analyze the national curriculum standards in basic education of other countries. Countries
like Australia, Japan, UK, Germany, and Singapore have a national core curriculum that is
implemented in their entire educational system.

THINGS TO CONSIDER IN DESIGNING CURRICULUM

1. 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
-All about the relationship between Geography, History, Economics, and Civics in
Elementary Social Studies curriculum.

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

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 to 12).

SEQUENCING CURRICULUM CONTENT

1. Simple to Complex- this is traditionally applied to disciplines like Math, language, Science, or
Music. The topics are arranged in progressive spiral sequence.
2. Prerequisite Learning- this principle is followed in subjects and courses that large consist of
laws and principles like Geometry, Algebra, and Physics.
3. Chronology – this design principle suggests sequencing of content according to chronology
of events. History is an example.
4. Whole-to part Learning- this is a deductive approach to designing contents. One much see
the big picture of ideas to understand the specific concepts and skills.
5. Increasing Abstraction – content can be sequenced according to the idea or principle that a
student can learn most effectively if the concept or skills is related or relevant to own
personal experience.

Reflections on Curriculum Design

1. Curriculum design is the systematic arrangement of all elements of curriculum

- Intent
- Content
- Learning experiences
- Evaluation
2. There are different types of curriculum designs and each design is organized based on a
certain curriculum philosophy or theory.
- Subject-centered
Subject designs
Academic disciplines design
- Learner-centered
Activity and experience design
 Humanistic design
- Problem-based
Thematic
Problem design
- Core learning
Core design
National core curriculum design
- There are two forces that influence curriculum design
Vertical organization (sequence)
Horizontal organization (scope and integration)

Prepared by:

NANET B. KAPITBAHAY
INSTRUCTOR