PRINCIPLES AND DIMENSION OF

CURRICULUM DESIGN
 DIMENSIONS OF
CURRICULUM
DESIGN
• SCOPE
• SEQUENCE
• CONTINUITY
• INTEGRATION
• ARTICULATION
• BALANCE
 SCOPE
• All the contents, topics, learning
experiences and organizing threads
comprising the educational plan
• Refers to the cognitive, affective
and psychomotor content and its
depth and breadth
• Broad, limited, simple and general
are the words used to describe the
scope
• Decision-making of the teacher is
needed.
 SCOPE
The scope of the curriculum can be
divided into chunks called units, sub-
units or chapters and sub-chapters as
the case may be and is guided by the
general curriculum objectives. The
division of the content may use the
deductive or inductive principles.
Topical arrangement or content
outline of the curriculum may follow
some design as thematic, linear or
logical.
 SEQUENCE
A vertical relationship among the
elements of the curriculum that provides
continuous and cumulative learning
Contents and experiences are
arranged in hierarchical manner where
the basis can either be logic of the subject
matter or on the development patterns of
cognitive, affective and psychomotor
domains.
 FOUR PRINCIPLES OF SEQUENCE
(AS INTRODUCED BY SMITH, STANLEY AND SHORE, 1957)

1.Simple to Complex learning – content and experiences are organized from

simple to complex, concrete to abstract, easy to difficult.
2.Prerequisite learning- there are fundamental things to be learned ahead.
3.Whole to part learning – overview before the specific content or topics.
4.Chronological learning- the order of the events is made as a basis of sequencing
the content and experiences.
 MAJOR PRINCIPLES FOR
ORGANIZING CONTENT UNITS
( POSNER AND RUDNITSKY, 1994)
1.Word-related sequence
a.Space- spatial relations will be the basis for the
sequence
b.Time- from the earliest to the most recent.
c.Physical attributes- the physical characteristics
of the phenomena such as age, shape, size, brightness,
and others.
 2. Concept-related Sequence – how ideas
are related together in a logical manner.

a. Class relations- group or set of things

that share common practices.

b. Propositional relations- a statement that

asserts something.
 3. Inquiry-related Sequence-
based on the process of generating,
discovering, and verifying
knowledge, content, and experiences
are sequenced logically and
methodically.
4. Learning-related Sequence- how people learn.

a. Empirical Prerequisites- based on empirical

studies where the prerequisite is
required before learning the next level
b. Familiarity- prior learning is important in
sequence
c. Difficulty- easy content is taken ahead than the
difficult one
d. Interest- use interesting content and
experiences to boost their appetite for
learning
 CONTINUITY
•Vertical repetition and recurring appearances of the content provide
continuity in the curriculum. This process enables the learner to strengthen
the permanency of learning and development of skills.

•Gerome Bruner calls this “SPIRAL CURRICULUM” For learners to

develop the ideas, these have to be developed and redeveloped in a spiral
fashion on increasing depth and breadth as the learners advance.

•“SPIRAL CURRICULUM” – content is organized according to the

interrelationship between the structure of the basic ideas of a major
discipline. (Gerome Bruner)
 INTEGRATION
“ Everything is integrated and
interconnected. Life is a series of
emerging themes”. This is the essence of
integration in the curriculum design.
Organization is drawn from the world
themes from real-life concerns.

Subject matter content or disciplined

content lines are erased and isolation is
eliminated.
 ARTICULATION
Can be done either vertically or horizontally.

•VERTICAL ARTICULATION-contents are arranged

from level to level or grade to grade so that the content in
a lower level is connected to the next level.

•HORIZONTAL ARTICULATION- happens at the same

time like social studies in grade six is related to science in
grade six.
 BALANCE
Equitable assignment of content, time,
experiences, and other elements to establish
balance is needed in curriculum design. Too
much or too little of these elements maybe
disastrous to the curriculum. Keeping the
curriculum “in balance” requires continuous
fine-turning and review for its effectiveness and
relevance.
 GUIDELINES IN
CURRICULUM DESIGN
•Curriculum design committee should involve
teachers, parents, administrators, and even
students.

•The school’s vision, mission, goals, and

objectives should be reviewed and used as a basis
for curriculum design.

•The needs and the interests of the learners, in

particular, and the society, in general, should be
considered.
 GUIDELINES IN
CURRICULUM DESIGN
•Alternative curriculum design should consider
advantages and disadvantages in terms of cost,
scheduling, class size, facilities, and persona;
required.

•The curriculum design should take into account

cognitive, affective, and psychomotor, concepts
and outcomes.
 REFERENCE
https://www.slideshare.net/gaestimos/dim
ensions-and-principles-of-curriculum-design
-45178476
 FACILITATORS
WENA P. ALBARAN ARRA F. MARQUEZ JOVITO C. REYNA MARK J. SORI
Presenter Researcher Researcher PowerPoint Presentatio
THANK YOU!