CHAPTER 3

SANAOL
PINILI!!! <3
DIRECTIONS: THE CLASS WILL BE GROUP INTO THREE GROUPS
AND THEN THERE ARE QUESTIONS TO BE ASKED AND THEY
WILL CHOOSE THE CORRECT LETTER OF THE ANSWER.
1. It is a list of subjects.
a.Curriculum
b. Planning
c. Topics
d. Subjects
A. CURRICULUM
2. Refers to the arrangement of the
elements of a curriculum.

a. Curriculum b. Design
c. Curriculum Design d. Content
C. CURRICULUM
DESIGN
3. Things that relate to the work done in schools,
colleges, and universities, especially work which
involves studying and reasoning rather than
practical or technical skills.

a. School b. University
c. Department of Education d. Academic
D. ACADEMIC
 4. A person who is trying to gain
knowledge or skill in something by
studying, practicing, or being taught.

a. Teacher b. Student c. Learner

d. Parent
C. LEARNER
 5. Defined as the practice of
training oneself to obey rules or to
be systematic in life.

a. Discipline b. Rules
c. Regulations d. All of the above
A. DISCIPLINE
CURRICULUM
DESIGN
GROUP 3
KIM DANIA EQUIA
FLOREMAE MAGBAGO
ROCHELLE SANICO
GIRLY MAE BUENAFE
MARSHA VERBO
 OBJECTIVES

1. define what curriculum design is;

2. Identify different example of curriculum designs;
3. Identify the features of a good curriculum
design.
 Curriculum Design
Refers to the arrangement of the elements of a curriculum. These
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. Curriculum design provides a philosophical way of
organizing the contents and elements for the curriculum.
Posner (1997) provided an 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. 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 the content of a specific subject or
discipline.
 Different Curriculum Designs

Print (1988) classified the different curriculum

designs in four groups. According to him, all curriculum
designs can be classified as a subject-centered,
learner-centered, problem-centered, or core learning
designs:
 1. Subject-centered Design
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. Instead, the nature of
the subject is highlighted in the 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. 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. One needs science knowledge
in order to understand health concepts.

c.2. Multidisciplinary or blood 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
Design
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. 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
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 suggest the thematic approach to integration. 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 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 educational theory.
The core curriculum began in the early part of the 20 th century in
the United States as an experiment on liberal higher education
and it remains vibrant until now.
The central theme of this curriculum design is not just to provide
common learning to students. It also aims to provide an educational
that is transformative and relevant to all types of learners.
Furthermore, 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. Examples of national core curriculum designs are the
General Education Curriculum for undergraduate courses and the K-12
Curriculum for basic education
ACTIVITY.
Answer the following questions.
1. Identify a school curriculum that uses problem -
centered design .

2.Discuss benefits and issues related to its

implementation.
Things to Consider in Designing Curriculum
There are two major forces considered in
designing curriculum. These are the horizontal
and vertical organizations.
 a. 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). For example, it asks about the relationship between
Geography, History, Economics, and Civics in elementary Social Studies
curriculum. It focuses on establishing relationships and integration among
subject areas in elementary or secondary curriculum.
 b. Vertical Organization
focuses on the spiral progression of curriculum contents. For 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-12). Looking at the spiral progression of
curriculum content enables teachers to focus on developing students’
mastery of the content by examining prerequisite knowledge and skills in
learning different subjects.
Tomlimson et al. (2002) identified these important features for a
good curriculum design. Accordingly, a good curriculum design must
be mentally and affectively engaging, allows meaningful
collaboration, develops in-depth understanding connects with
students’ lives and worlds, focuses on product, deals with profound
ideas , and must be real, purposeful, and useful to students.
 Sequencing Curriculum
Content
Sequencing curriculum content is essential in curriculum
design. Sequence is defined as the order in which contents
are presented to the learners (Print, 1993). Traditionally,
contents are sequenced based on the nature of the subject
and disciplines they belong. They are also organized
according to a specific curriculum design principle or
philosophy.
Print (1993) identified the following design principles that
are most commonly used to sequence the curriculum
contents:

a. Simple to Complex – this is traditionally applied to

disciplines like Math, Language, Science, or Music. The
topics are arranged in a progressive-spiral sequence.
b. Prerequisite Learning – this principle is followed in
subjects and courses that largely consist of laws and
principles like Geometry, Algebra, and Physics. To
understand the laws and principles, students should learn
the basic prerequisite knowledge and concepts.
c. Chronology – this design principle suggest sequencing of
content according to chronology of event. History is an
example.
d. Whole-to-Part Learning – this is a deductive approach to
designing contents. One must see the big picture of ideas
to understand the specific concepts and skills.
e. Increasing Abstraction – content can be sequenced
according to the idea or principle that a student can learn
most effectively if the concept or skill is related or relevant
to own personal experiences.
 Reflections on Curriculum
Design
Curriculum design is the systematic arrangement of all the
elements of curriculum: (1) Intent, (2) Content, (3) Learning
experiences, and (4) Evaluation.
There are different types of curriculum design 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)
ACTIVITY:
Direction: Write the
sequence of a Lesson Plan.
 GENERALIZATION
 Curriculum Design refers to the arrangement of the elements of a
curriculum. These four elements are intent (aims, goals, and objectives);
subject matter or content; learning experiences; and evaluation.
Subject-centered Design- 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.
Learner-centered Design- 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
Problem-centered Design
These curriculum designs focus on understanding and finding
solutions to individual and social issues and problems.