Curriculum Designing

Curriculum Designing
the arrangement of the elements of a
curriculum into a substantive entity

The activities involved in organizing,
clustering, sequencing and otherwise
structuring the elements of instruction
(objectives, lessons, evaluations, etc.) into
an orderly flow of learning experiences to
facilitate student performance.
Basic components of Curriculum Design
Curriculum Design is concerned with 4 basic parts
1. Objectives
What Should be done?
2. Content
What Subject Matter should be included?
3. Learning Experiences
What instructional strategies, resources, &
activities should be employed?
4. Evaluation
What methods & instruments should be
used to judge the results of the curriculum?
Sources for Curriculum Design:
Science
Society
Eternal / Divine Sources
Knowledge
Learner
Science as a Source
Contains only observable, quantifiable
elements

Priority: Problem solving & Thinking
strategies
Emphasis: Learning How to learn

Why?: Knowledge increase so rapidly, the
only constant seems to be the procedures
by which we process knowledge. Thus,
Learning How to Learn.
Society as a Source
School is an agent of society, thus the
school should draw its ideas for the
curriculum from the analysis of the social
situation

Curriculum design can only be
completely understood if it is
contextualized socially, economically,
and politically
Eternal and Divine Sources
Draw on the past for guidance as to what
is appropriate content

Related to eternal truth revealed through
such sources as the Bible or other religious
documents
Considering the relationship between
Knowledge & Peoples Spirituality.

Guided by Religious Texts
Priority: Questions about the nature of the
world, the purpose of life, what it means to be
human & knowledgeable

Emphasis: Develop empathy & compassion,
consider & promote welfare of others,
welcome different viewpoints

Why?: Allow for a blending of truth, faith,
knowledge, ethics, thought, and action.
Knowledge as a Source
The Primary source of curriculum
What knowledge is of most worth?
Priority: Rethink:-
What knowledge is of most worth?
For whom is this knowledge of value?
Is there any knowledge that must be
possessed by the majority?
What intellectual skills must be taught?
Challenges: Knowledge is exploding
exponentially
Why?: Knowledge should be a discipline,
have a particular structure & methods
The Learner as a Source
Curriculum should be derived from what
we know about the learner---how he
learns. Forms attitudes, generates
interests, and develops values
THE LEARNER as a source
Curriculum derived from Our knowledge of
Students.
How: They learn, form attitudes, generate interest,
develop values

Priority: Seeks to empower Students & foster their
individual uniqueness.

Emphasis: Draw ideas from psychological
foundations, especially how minds create meaning

Why?: Every learner is unique, educational
environment physically affect brain development.
Elements of Design
Balance
Articulation
Scope
Integration
Sequence
Continuity
Balances
giving appropriate weight to each
aspect of the design so that distortions do
not occur
Content curriculum should be fairly
distributed in depth and breadth of the
particular learning or discipline. This will
ensure that the level or area will not be
overcrowded or less crowded.
Articulation
Each level of subject matter should be
smoothly connected to the next, glaring
gaps or wasteful overlaps in the subject
matter will be avoided.
Scope
breath and depth of curriculum content

Content, topics, and learning experiences

what knowledge is of most worth?
-(Herbert Spencer)
Integration

linking of all types of knowledge and
experiences contained within the curriculum
plan.

The horizontal connections are needed in
subject areas that are similar so that learning
will be related to one another.

enables the individual to comprehend
knowledge as unified
Continuity
vertical manipulation or repetition of
curriculum components
Learning requires a continuing
application of the new knowledge, skills,
attitudes or values so that theses will be
used in daily living. The constant
repetition, review and reinforcement of
learning
Sequence
This is the logical arrangement of the
subject matter. It refers to the deepening
and broadening of content as it is taken up
in the higher level.
Steps in Designing
SELECTION OF OBJECTIVES
Educational objectives become the
criteria for selecting materials, content
outlined, instructional methods
developed, and tests prepared.

The selection of objectives under a
technical-scientific orientation is based
on the desired outcomes of the teaching-
learning process: development of
knowledge, skills, values, attitudes and
habits.
SELECTION OF CONTENT
it must be relevant and significant.

It must reflect social, cultural and
technological realities of the times
SELECTION OF LEARNING
EXPERIENCE
This stage is concerned with the
identification of relevant learning
experiences that will enable the learner
to understand and appreciate the
content.

5 General Principles in selecting Learning Experience (Tyler,1949)
1. Learning experience must give students the
opportunity to practice the desired behavior.

2. Learning experience must give the students
satisfaction.

3. Learning experience must fit the students
needs and abilities.

4. Learning experience should accomplish several
learning outcomes.

5. Multiple learning experiences can achieve the
same objective.
Grade placement
Students are placed in a grade level after
due consideration of their chronologicial
age, previous school experience,
achievement level, and emotional and
physical maturity, with consideration
given to curriculum, standards and
expectations.
Students who have not completed a full
year of a given grade by the start of the
school year will be enrolled in the same
grade level

Time allotment
It is the amount of time specified for activity
or event or the minimum period of class
interaction
Factors to consider in determining
time allotment
1. CHILDS ABILITY
Learner is willing to engage actively
in learning.

Time allotment must agree with the
childs readiness for the learning material/
experience.

Factors to consider in determining
time allotment
2. QUALITY OF INSTRUCTION

Address the learners needs and interest

Determine the time amount to be spent
on each subject

Factors to consider in determining
time allotment
3. GRADE LEVEL

Increasing attention-span of the learners
upon their maturity, age, and development.
Factors to consider in determining
time allotment
4. NUMBER OF SCHOOL DAYS IN A YEAR

Determine the total available time.

Consider the public holidays, and special
school occasions.