LESSON 3

CURRICULUM DESIGN

TOPICS
1. Definition of Curriculum Design
2. Different Curriculum Design
3. Things to Consider in Designing Curriculum
4. Sequencing Curriculum Content

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. give the meaning of curriculum design is;
1. recognize different examples of curriculum design ;
2. deliberate the things consider in designing curriculum; and
3. identify the features of curriculum design.

TOPIC 1: 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. In many books, curriculum design is used
interchangeably with curriculum organizations. 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 micro level of organizing curriculum contents.

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

TOPIC 2: 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:

Subject-Centered designs. Subject-centered curriculum design revolves around a

particular subject matter or discipline. For example, a subject-centered curriculum may focus on
math or biology. This type of curriculum design tends to focus on the subject rather than the
individual. It is the most common type of curriculum used in K-12 public schools in states and
local districts in the United States.

Subject-centered curriculum design describes what needs to be studied and how it

should be studied. Core curriculum is an example of a subject-centered design that can be
standardized across schools, states, and the country as a whole. In standardized core curricula,
teachers are provided a pre-determined list of things that they need to teach their students,
along with specific examples of how these things should be taught. You can also find subject-
centered designs in large college classes in which teachers focus on a particular subject or
discipline.

The primary drawback of subject-centered curriculum design is that it is not student-

centered. In particular, this form of curriculum design is constructed without taking into account
the specific learning styles of the students. This can cause problems with student-
engagement and motivation and may even cause students to fall behind in class .

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. 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.

Math Science Filipino English

b. Academic Disciplines Design. Like the subject design, this type of design
organizes the curriculum in terms of discipline 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.

Biology Algebra Earth Economics

Science

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.

Science Health
 c.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.

Geography

Civics and
culture History

Economics

c3. 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 subject are combined using curriculum
themes.

Community

Family

Self
Self
FfFF

Learner–Centered Designs. In contrast, learner-centered curriculum design takes

each individual's needs, interests, and goals into consideration. In other words, it
acknowledges that students are not uniform and adjust to those student needs.
Learner-centered curriculum design is meant to empower learners and allow
them to shape their education through choices.

Instructional plans in a learner-centered curriculum are differentiated, giving

students the opportunity to choose assignments, learning experiences or
activities. This can motivate students and help them stay engaged in the material
that they are learning.

The drawback to this form of curriculum design is that it is labor-intensive.

Developing differentiated instruction puts pressure on the teacher to create
instruction and/or find materials that are conducive to each student's learning
needs. Teachers may not have the time or may lack the experience or skills to
create such a plan. Learner-centered curriculum design also requires that
teachers balance student wants and interests with student needs and required
outcomes, which is not an easy balance to obtain.

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, 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 then 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.

Problem-Centered Designs. 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.

Problem-centered curriculum design is also a form of student-centered

design. Problem-centered curricula focus on teaching students how to look at a
problem and come up with a solution to the problem. Students are thus exposed
to real-life issues, which helps them develop skills that are transferable to the
real world.

Problem-centered curriculum design increases the relevance of the

curriculum and allows students to be creative and innovate as they are learning.
The drawback to this form of curriculum design is that it does not always take
learning styles into consideration.

a. Thematic Design. This design suggests the thematic approach to integration.

Almost all models advocate this approach. The only thing that is different is
the 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 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.

Core Learning Designs. These curriculum design 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 of educational theory. The core curriculum began in t6he
 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 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, 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. Example of national core curriculum
designs are the General Education Curriculum for undergraduate courses and
the K-12Curriculum for basic education.

TOPIC 3: 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 1 to Grade 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.

Tomlinson et al. (2002) identified these important features for a good

curriculum design. Accordingly, a good curriculum design must be mentally and
effectively 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.
 TOPIC 4: SEQUENCING CURRICULUM CONTENT

Sequencing curriculum content is essential in curriculum. 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 subjects
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 suggests sequencing of content according to

chronology 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 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.