CHAPTER III

(Curriculum Design)

Objectives: By the end of this chapter, you must be able to:

1. define curriculum design;
2. identify different examples of curriculum designs;
3. discuss the things to consider in designing a curriculum; and
4. Identify the features of a good curriculum design.

Definition of 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.
- used interchangeably with curriculum organization.
Two Ways of Organizing Curriculum Contents (Posner (1997)
 Macro Level deals with arranging or organizing the total curriculum from the
philosophy down to the contents of different subjects.
 Micro level deals with organizing the content of a specific subject or discipline.
The macro level of arranging the elements and contents of the curriculum can be
referred to as a function of curriculum design while the micro level is a function of
curriculum organization. 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.

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 design
1. Subject centered designs. Majority of the curriculum 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 designed to provide students with a general knowledge of a
subject
b. Academic Disciplines Design. This type of design organizers to the
curriculum in terms of disciplines like algebra, physics, chemistry, literature,
economics, Philippine history, and other discipline. It 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 does this type of curriculum design tries
to merge two or more related subjects. Basically, there are three types of
integration:
 Interdisciplinary includes the merging of two related disciplines or subject.
An example is the integration of science and health educators believe these
two are naturally integrated one needs to signs knowledge in order to
understand health concepts.
 Multi-disciplinary or broad fields includes the integration of three or more
related disciplines. An example is a social studies curriculum this subject
integrates civics history culture and economics
 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 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 or experience design 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 skills, critical thinking, and creativity that are important for the
learners.
b. Humanistic design 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 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, is an order or terrorism, diseases, traffic, and economic recession, among
others.
a. Thematic design suggests the thematic approach to integration. Almost all
models advocate this approach. The only thing that is different is a 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 be either be concepts comma 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. Their 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. The core curriculum began in the early
part of the 20th 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 education 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, discipline, 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 period. The
national core curriculum is prescribed by the state through the Department
of Education (DepEd) or the Commission on Higher Education (CHED).
Examples of national core curriculum designs are the general education
curriculum for undergraduate courses and the k to 12 Curriculum for basic
education.
Things To Consider In Designing Curriculum
There are two major forces considered in designing curriculum these are the
horizontal and vertical organization
a. Horizontal organization is often referred to as the scope and horizontal
integration is concerned with 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 1 to grade six. It focuses on the distribution of
 curriculum content 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.
Tomlinson et.al 2002 identified these important features for a good curriculum
design. Accordingly , a good curriculum design must be mentally and affectively engaging
comma allows meaningful collaboration , develops in depth understanding , connect to
the students lives and world 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 sequence based on the nature of the subjects and disciplines
they belonged . They are also organized according to a specific curriculum design
principle or philosophy
Prince 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 discipline like math,
language, signs, or music. The topics are arranged in the progressive spiral
sequence.
b. Prerequisite learning this principle is followed in subject and forces that
largely consists 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 suggests sequencing of content according
to phrenology of events. 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 sequence according to the idea or
principle that a student can learn most effectively if the concept or skills is
related or relevant to own personal experiences.

Activity 1a. Analyze the national curriculum standards in the basic education of other
countries (Australia, UK, Japan, Germany, or Singapore).
Activity 1b. Examine the K-12 Curriculum. Select a grade level that you wish to analyze.
Identify the core standards and competencies that are required for all students to know
and do.