CHAPTER 3:

CURRICULUM
DESIGN
REPORTER:
BACSAIN, FRANZIENE A.
CURRICULUM DESIGN
- refers to the arrangement of the elements of a curriculum.

FOUR (4) ELEMENTS OF CURRICULUM DESIGN

Intent (aims, goals and objectives)

Subject Matter or Content

Learning Experienxes

Evaluation
 2 LEVELS OF ORGANIZING
CURRICULUM CONTENTS
MACRO LEVEL

- arranging or organizing the total curriculum from the

philosophy down to the contents of different subjects.

MICRO LEVEL

- organizing the content of a specific subject or discipline

 DIFFERENT
CURRICULUM
DESIGN
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. Most of these
subjects are offered in the elementary level. The subjects are
organized in a fragmented manner. Connections between and
among these subjects are not emphasized in the subject design.
Instead, the nature of the subject is highlighted in this design to
provide students with a general knowledge of each subject.
b. Academic Disciplines Design
Like the subject design, this 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 in
college. The contents are highly specialized particularly in the
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.
 THREE (3)
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. One needs science knowledge in order to understand
health concepts.

c.2. Multidisciplinary or Broad Fields

- includes the integration of three or more related disciplines. An example is
the Social Studies curriculum. This subject integrates 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.
2. LEARNER-CENTERED DESIGNS
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. In doing these activities, 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 a well-rounded individual.
 3. PROBLEM-CENTERED DESIGNS
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 models advocate this approach. The only thing that is different
is the main focus of the theme. Some models give emphasis on
human activities as the themes of study while others use different
topics that are interesting to students. Themes can either be
concepts, guided questions, activities, or standards and skills but
the purposes and goals are all intended to provide an education
that is holistic, meaningful, and relevant to the life of the learner.
b. Problem Design
The learners are exposed to different lessons in problem solving
involving real-life problems. By doing problem-solving activities,
the learners are exposed to some practical situations or issues
that are important to them and to their community.
4. CORE LEARNING DESIGNS
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 educational
theory. 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. The national core curriculum is
prescribed by the state through the Department of Education or
the Commission on Higher Education.
THANK
YOU