CURRICULUM

DESIGN
Presented by:

Noli Rull Tambaoan, CHRA

WHAT IS CURRICULUM DESIGN?

❑ Curriculum design is
operationally defined as
the intentional planning,
organization, and
design of learning
strategies, processes,
materials, and
experiences towards
defined learning and/or
performance outcomes.
WHAT IS CURRICULUM DESIGN?

❑ Curriculum design is
creating a holistic plan
for the environments
where learning
happens. This includes
considering the
physical, digital, social,
and psychological
factors that define the
spaces and places
where people learn.
WHAT IS CURRICULUM DESIGN?

❑ Curriculum design focuses

on the creation of the
overall course blueprint,
mapping content to
learning objectives,
including how to develop a
course outline and build
the course. Each learning
objective is met with
assessment strategies,
exercises, content, subject
matter analysis, and
interactive activities.
WHAT ARE THE
THINGS TO CONSIDER
WHEN WRITING A
CURRICULUM?
PRINCIPLES FOR CURRICULUM DESIGN

❑ Challenge and
enjoyment. Children
and young people
should find their
learning challenging,
engaging and
motivating. The
curriculum should
encourage high
aspirations and
ambitions for all.
PRINCIPLES FOR CURRICULUM DESIGN

❑ Breadth. All children and

young people should have
the opportunities for a
broad range of
experiences. Their
learning should be
planned and organized so
that they will learn and
develop through a variety
of contexts within both
the classroom and other
aspects of school life.
PRINCIPLES FOR CURRICULUM DESIGN

❑ Progression. Children
and young people
should experience
continuous
progression in their
learning from 3 to 18
years. Each stage
should build upon
earlier knowledge
and achievements.
PRINCIPLES FOR CURRICULUM DESIGN

❑ Depth. There should

be opportunities for
children and young
people to develop
their full capacity for
different types of
thinking and learning,
exploring and
achieving more
advanced levels of
understanding.
PRINCIPLES FOR CURRICULUM DESIGN

❑ Coherence.
Children and
young people’s
learning activities
should combine
to form a
coherent
experience.
PRINCIPLES FOR CURRICULUM DESIGN

❑ Relevance.
Children and
young people
should
understand the
purpose of their
learning and
related activities.
PRINCIPLES FOR CURRICULUM DESIGN

❑ Personalization and
choice. The
learning planned
for children and
young people
should respond to
their individual
needs and support
particular aptitudes
and talents.
SIX STEPS OF
CURRICULUM
DESIGN
STEP 1: PRINCIPLES AND PURPOSE – SET OUT THE
INTENT OF YOUR CURRICULUM

❑ Begin by establishing
your curriculum
principles. Your
curriculum principles
need to reflect your
school’s values,
context, pedagogical
approaches and needs.
In essence, your
principles should clarify
the vision for your
curriculum.
STEP 2: ENTITLEMENT AND ENRICHMENT – DEVELOP
YOUR PUPIL ENTITLEMENT

❑ After clarifying your

principles and purpose,
you should set out your
pupil entitlement
(sometimes known as
pupil offer). Your pupil
entitlement should explain
how you intend to
broaden your curriculum
with educational visits,
extracurricular activities
and other curriculum
enrichment experiences.
STEP 3: BREADTH AND BALANCE – CURATE THE
CONTENT OF YOUR CURRICULUM

❑ You now need to arrange your

curriculum content into subject
schemes. Begin by looking at the
programmes of study and make
careful choices about what you
will teach, when and why. Decide
which concepts and subject
aspects your curriculum will cover
and how they interconnect with
other subjects. You’ll then need to
break these down into smaller
component parts: the knowledge
and skills objectives that provide
building blocks for learning. These
should be carefully sequenced,
revisited and built upon through
your curriculum. These decisions
will eventually form your school’s
long-term curriculum plan.
STEP 4: TEACHING NARRATIVE – PLAN THE DELIVERY OF
YOUR CURRICULUM

❑ After creating your long-term

curriculum plan, you will need to
provide contexts for delivering it.
For subjects like history, the
national curriculum sets out
various contexts that must be
covered, such as the ancient
Egyptians. However, for subjects
like art and design, you can create
your own engaging contexts. The
teaching narrative within each
project or unit should set out how
learning will be delivered. It should
be sequenced and cohesive,
clearly showing the starting point
and how the project develops.
STEP 5: RESOURCES – SOURCE HIGH-QUALITY
RESOURCES TO DELIVER YOUR CURRICULUM

❑ Your curriculum should

not be let down by poor
quality or ad-hoc
resources. Inadequate
resources will not only
dilute the power of your
curriculum but can also
cause confusion and even
misinform. Sourcing the
best quality resources is
vital if you want children’s
learning to be factually
correct and ambitious.
STEP 6: REVIEW AND EVALUATE – DECIDE WHAT WORKS
WELL AND WHERE THERE IS ROOM FOR IMPROVEMENT

❑ You now have an

established
curriculum. The next
step is to regularly
review its impact on
teaching and
learning, making any
adaptations or
changes you need to
improve it further.
FEATURES OF A
GOOD CURRICULUM
FEATURES OF A GOOD CURRICULUM

❑ A curriculum
obviously should
be dynamic and
evolve regularly
to meet the
needs of
learners as well
as the society.
FEATURES OF A GOOD CURRICULUM

❑ A curriculum
should gradually
build the
learning
experience.
FEATURES OF A GOOD CURRICULUM

❑ A curriculum should
meet the needs of
individual learners -
whether it’s for
private or public
schools, every
student’s needs
should be considered
while choosing a
curriculum.
FEATURES OF A GOOD CURRICULUM

❑ A curriculum
should be
developed
democratically.
FEATURES OF A GOOD CURRICULUM

❑ A curriculum
should have a
clear objective
or end goal to
achieve.
FEATURES OF A GOOD CURRICULUM

❑ It allows room
for flexibility,
monitoring and
evaluation by
administration.
FEATURES OF A GOOD CURRICULUM

❑ It should provide
sufficient scope
for the
cultivation of
unique skills,
interest,
attitudes and
appreciations.
CHARACTERISTICS OF A GOOD CURRICULUM

❑ It should be
psychologically
sound.
CHARACTERISTICS OF A GOOD CURRICULUM

❑ Curriculum
should be
responsible for
personality
development of
the learners.