Curriculum Development and Organization

CURRICULUM
DESIGN
&
ORGANIZATION
CONTENT:
Background of Curriculum Design &
Organization
Approaches in Curriculum Designing
Types of Curriculum Design
Elements of Designing
Components of Curriculum
BACKGROUND OF
CURRICULUM
DESIGN &
ORGANIZATION
BACKGROUND OF CURRICULUM
DESIGN & ORGANIZATION
Curriculum design is a term used to describe the
purposeful, deliberate, and systematic organization
of curriculum (instructional blocks) within a class or
course. In other words, it is a way for teachers to plan
instruction. When teachers design a curriculum, they
identify what will be done, who will do it, and what
schedule to follow.
APPROACHES
IN CURRICULUM
DESIGNING
APPROACHES IN CURRICULUM
DESIGNING
Subject-centered/ Traditional Approach: This
approach focuses on transmitting a specific body
of knowledge and skills to students. Subjects are
taught separately and in a linear progression. This
approach is based on established academic
disciplines and follows a predetermined
curriculum framework.
DESIGNING
Learner-Centered Approach: This approach places the
learner at the center of the curriculum design process.
It emphasizes the individual needs, interests, and
strengths of students. This approach promotes active
engagement, student autonomy, and personalized
learning experiences. It takes into account students'
prior knowledge, experiences, and cultural
backgrounds to create a meaningful and relevant
curriculum.
DESIGNING
Interdisciplinary Approach: This approach integrates
multiple academic disciplines to provide a holistic
understanding of a topic. It encourages students to
make connections between different subjects and
fosters critical thinking and problem-solving skills.
This approach promotes the application of knowledge
in real-world contexts and supports interdisciplinary
collaboration.
DESIGNING
Problem-based Approach: This approach uses
complex, real-world issues as the classroom's
subject matter, encouraging students to develop
problem-solving skills and learn concepts instead
of just absorbing facts.
DESIGNING
Spiral Approach: It refers to a curriculum
design in which key concepts are presented
repeatedly throughout the curriculum, but with
deepening layers of complexity, or in different
applications.
TYPES
OF
CURRICULUM
DESIGN
1. SUBJECT-CENTERED
CURRICULUM DESIGN
Revolves around a particular subject
matter or discipline.
Describes what needs to be studied and
how it should be studied.
A. BROAD FIELD DESIGN
Developed to address the perceived
weakness in the subject design.
Based on the principles of integration or
combining two or more related subjects
into a single, broader and integrated field
of study to avoid fragmentation and
compartmentalization of subject.
B. DISCIPLINE CENTERED DESIGN
Prioritizes or gives major attention to the
disciplines or subjects being taught, as the
main structure for the curriculum.
Views each discipline as having its own
unique body of knowledge, skills, and ways
of thinking.
2. LEARNER-CENTERED DESIGN
Focuses on the needs, preferences, and
experiences of the learner. The goal is to
make learning more engaging,
personalized, and effective for each
individual.
3. PROBLEM-CENTERED DESIGN
Organizes learning around solving real-
world problems. Learners are encouraged
to apply knowledge and skills to find
practical solutions.
4. CORE LEARNING DESIGN
The intentional and systematic approach to
designing learning experiences that focus on
the essential or core concepts, skills, and
competencies that students need to acquire.
Aims to provide education that is
transformative and relevant to all types of
learners.
ELEMENTS
OF DESIGN
1. GOALS AND OBJECTIVES
Clear learning outcomes that specify
what students should achieve.
2. CONTENT
Topics, skills, and knowledge to be
taught, aligned with educational
standards.
3. PEDAGOGY
Learning activities, teaching strategies,
and methods that cater to various
learning styles.
4. ASSESSMENT AND
EVALUATION
Tools and methods to evaluate student
understanding and progress.
5. INSTRUCTION MATERIALS
AND RESOURCES
Materials, resources and tools needed to
support instruction.
6. FLEXIBILITY
The ability to adapt the curriculum based

on feedback and changing needs.
7. LEARNING ENVIRONMENT
It refers to the physical and social

context in which the learning takes place
COMPONENTS
OF
CURRICULUM
Curriculum developers must first deal with content
or subject matter and then learning experiences.
These tasks are preceded by formulating
behavioral objectives, which act as a road map for
the curriculum development and implementation
process. Regardless of the curriculum approach or
development model used, curriculum leaders
cannot ignore these three components
(Lunenberg, 2011).
FOUR MAJOR
COMPONENTS/ELEMENTS OF
CURRICULUM
1. Aims, goals, and objectives
2. Subject Matter/Content
3. Learning Experiences
4. Evaluation Approaches
COMPONENT 1: AIMS, GOALS, AND
OBJECTIVES
The Philippine educational system is
divided in three educational levels: Primary,
Secondary, and Tertiary.
PURPOSE: What is to be done?
COMPONENT 1: AIMS, GOALS, AND
OBJECTIVES
Aims: “mission” statement for a course or
program, answering the “why” behind the
curriculum.
Goals: what the curriculum intends to
accomplish in broader educational terms.
Objectives: providing clear targets for
students and teachers alike.
COMPONENT 2: SUBJECT
MATTER/CONTENT
CONTENT: What subject matter should be
included?
knowledge, compendium of facts,
concepts, generalization, principles, and
theories
MATTER/CONTENT
Core concepts: Identifying the essential
ideas that underpin the subject and should
be understood by all students.
Scope: Deciding on the range of topics to

cover, considering both the curriculum’s
aims and the time available.
MATTER/CONTENT
Sequence: Organizing the topics in a logical
order that facilitates progressive learning
and the building of knowledge.
COMPONENT 3: LEARNING
EXPERIENCES
Teaching methods: These are the
approaches educators use to deliver
content, from lectures to project-based
learning.
Learning activities: The specific tasks
students undertake to engage with the
material and develop their knowledge and
skills.
COMPONENT 3: LEARNING
EXPERIENCES
Learning resources: The materials used to
support learning, such as textbooks, digital
tools, and real-world experiences.
COMPONENT 4: EVALUATION
APPROACHES
Formative assessments: These occur
during the learning process and help
teachers and students gauge
understanding and progress.
Summative assessments: Usually at the
end of a unit or course, these evaluate if
students have mastered the content.
COMPONENT 4: EVALUATION
APPROACHES
Curriculum review: A regular process
where educators reflect on the
curriculum’s effectiveness and make
necessary adjustments.
Curriculum design is a complex but fascinating
process that plays a fundamental role in shaping
education. By carefully crafting each of the four
key components – purpose, subject matter,
implementation, and evaluation – educators can
create dynamic and effective curriculums that
prepare students for the challenges of the future.
It’s a delicate balance of art and science, requiring
vision, creativity, and meticulous planning.
THANK YOU.
Any questions? Clarifications?
LET'S PREPARE
FOR A
SHORT ACTIVITY.

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CURRICULUM

The ability to adapt the curriculum based

It refers to the physical and social

Scope: Deciding on the range of topics to

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