LESSON 3: CURRICULUM DESIGN

A. 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 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.
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 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.

B. Different Curriculum Design

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:

1. Subject-centered Designs. 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 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.
Biology Algebra Earth Science Economics

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:
 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
  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 History
Culture

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.

Community

Family

Self

2. Learner-centered Designs. Learner-centered designs focus on the needs, nature, and interests 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 like process 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
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. 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.
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.

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, 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. Examples of
national core curriculum designs are the General Education Curriculum for undergraduate courses
and the K-12 Curriculum for basic education.

C. 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 I 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.

Tomlimson et al. (2002) identified these important features for a good curriculum design.
Accordingly, a good curriculum design must be mentally and understanding, affectively 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.

D. 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 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.
b. Chronology – this design principle suggests sequencing of content according to chronology of
events. History is an example.
a. 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.
b. 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.