Lesson 2

Principles of
Curriculum

Principles of
Design

Curriculum Design
Table Of Contents
01 part 02 part 03 part
Curriculum Demands of Principles of
Design Basic Curriculum
Agencies Design
 What is Curriculum
Design

Curriculum
Design?
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 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. ( Curriculum Design
Wellesley Career Education, 2018)
 Curriculum design is the planning period when
instructors organize the instructional units for
their course. Curriculum design involves planning
activities, readings, lessons, and assessments that
achieve educational goals. (Curriculum Design
Definition and Meaning - Top Hat, 2017)
 Demands of
Basic Agencies

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Basic agencies demand from educational curriculum special
skills, attitudes and knowledge, school, state, family, economic,
agencies, and non commerce community and social agencies.

A. Consider Global needs. Curriculum development must look into regional,

provincial and national needs.

B. Cultures should be respected.

C. Consider the demands of cultural and society, both present and future.
D. Curriculum must prepare trainer to participate as productive
members of a culture.

E. Diagnosis gaps, deficiencies and variation of the Filipino students.

F. Society's concepts of the function of the school: Education preserves

cultural heritage, transmit and transform for individual development.
Analyze the impact of technology and the changes it has produced.
Principles of Principles of
Curriculum
Design

Curriculum
Design

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 Importance of the Principles of
Curriculum Design
The principles will help teachers and schools in their
practice and as a basis for reviewing, evaluating and
improving the learning and teaching. Although all
should apply at any one stage, the principles will have
different emphases as a child or young person learns and
develops.
 Principles of Curriculum Design
1. BIG IDEAS

- Limit the number of new concepts

introduced in a lesson, and focus first
the most basic concepts before
advancing to the more complex
concepts. Be sure that students
understand one concept before
introducing the second.
 Criteria / Feature

• Focus on essential learning outcomes

• Capture rich relationships among concepts
• Enable learners to apply what they learn in varied
situations
• Involve ideas, concepts, principles, and rules central to
higher-order learning
• Form the basis for generalization and expansion
2. CONSPICUOUS STRATEGIES

- Use clear models to

teach basic concepts.
Use simple language.
 Criteria / Feature

• Planned
• Purposeful
• Explicit
• Of medium-level application
• Most important in initial teaching of
concept
 3. MEDIATED SCAFFOLDING

- Limit the number of

concepts introduced, and
separate those that are
likely to be confused.
 Criteria / Feature
•Varied according to learner needs or experiences
• Based on task (not more than learner needs)
• Provided in the form of tasks, content, and
materials
• Removed gradually according to learner
proficiency
4. STRATEGIC INTEGRATION

- When the basic concepts are

reliably known by learners,
introduce comparative and
superlative concepts
strategically to build higher-
order skills.
 Criteria / Feature
• Combines cognitive components of information
• Results in a new and more complex knowledge
structure
• Aligns naturally with information (i.e., is not
"forced")
• Involves meaningful relationships among concepts
• Links essential big ideas across lessons within a
curriculum
 5. JUDICIOUS REVIEW

- To really know concepts,

students must use it
frequently and in a variety
of concepts.
 Criteria / Feature

• Sufficient
• Distributed over time
• Cumulative
• Varied
• Judicious, not haphazard
6. PRIMED BACKGROUND KNOWLEDGE

- It is important to ensure
that students have
prerequisite knowledge
before using that knowledge
in more complex contexts.
 7. CHALLENGE AND ENJOYMENT
Children and young people
should find their learning
challenging, engaging, and
motivating. The curriculum
should encourage high
aspirations and ambitions to
all.
 Criteria / Feature

• Aligns with learner knowledge and expertise

• Considers strategic and proximal preskills
• Readies learner for successful performance
8. BREADTH

All children and young

people should have the
opportunities for a broad
range of experiences.
 9. PROGRESSION

Children and young people

should experience continuous
progression in their learning.
Each stage should build upon
earlier knowledge and
achievements.
10. 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 and advanced
levels of understanding.
 11. COHERENCE

Children and young people’s

learning activities should
combine to form a coherent
experience. There should be
clear links between different
aspects of learning.
12. RELEVANCE
Children and young people
should understand the purpose
of their learning and related
activities. They should see the
value of what they are learning
and its relevance to their lives,
present and future.
 13. PERSONALIZATION AND CHOICE

The learning planned for

learners should respond to
their individual needs and
support particular aptitudes
and talents.
Thank you for
listening!
Group Members:

Denise Lyka Palma Felix Garcia Jr.

Alteya Ancheta Reynaldo Catapal Jr.
Crizza Ivy Tapaoan Joshua Arellano
Jenny Apilado Richard Ranjo
Jhenny Manlapaz