curriculum planning , curriculum design

curriculum design

1. CURRICULUMCURRICULUM
DESIGNDESIGN
START
SEQUENCING

2. Is a process of planningIs a process of planning andand
organizing the elements of aorganizing the elements of a
curriculum to achieve specificcurriculum to achieve specific
learning outcomes.learning outcomes.

3. INTENT
AIMS , GOALS, AND OBJECTIVES

4. SUBJECT MATTER/CONTENT
THE KNOWLEDGE AND SKILLS TO BE LEARNED

5. THE ACTIVITIES AND METHODS USED TO
DELIVER THE CURRICULUM.
LEARNING EXPERIENCE

6. HOW THE CURRICULUM IS ASSESSED
EVALUATION

7. In many books, curriculum design is used
interchangeably with curriculum organization.
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. According to him, there is a macro and a
micro level of organizing curriculum contents.

8. 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.

9. The macro level of arranging the
elements and contents of the
curriculum can be referred to as
function of curriculum design while the
micro level is a function of curriculum
organization.

10. However, it is important to note that
curriculum organization is based on the
curriculum design. Curriculum design
provides a philosophical way of organizing
the contents and elements for the
curriculum.

11. Different Curriculum Designs
Print (1988) classified the different curriculum
designs in four groups. According to him, all
curriculum designs can be classified as subject-
centered, learner-centered, problem-centered, or
core learning designs: used in schools are
arranged

12. .
1. Subject-centered Designs. Majority of the
curricula or organized in terms of subjects.
Thus the subject-centered design is the
most popular among the four types o
curriculum designs. The subject-centered
design is classified into three specific
designs.

13. 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.

14. ACADEMIC DISCIPLINE
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.

15. 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.

16. INTEGRATED DESIGN
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.

17. INTEGRATED DESIGN
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.

18. INTEGRATED DESIGN
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.

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