curriculum design

3. CURRICULUM DESIGN
• A term used to describe the
purposeful, deliberate, and
systematic organization of
curriculum (instructional blocks)
within a class or course.

4. PURPOSE OF CURRICULUM
DESIGN
• To improve student learning

5. THREE BASIC TYPES OF
CURRICULUM DESIGN:
•Subject- centered design
•Learner- centered design
•Problem- centered design

6. SUBJECT-CENTERED
CURRICULUM DESIGN
•Revolves around a particular
subject matter or discipline.
•Tends to focus on the subject
rather than the individual.

7. LEARNER-CENTERED CURRICULUM
DESIGN
•Takes each individual's needs,
interests, and goals into
consideration

8. PROBLEM-CENTERED CURRICULUM
DESIGN
•Focus on teaching students how to
look at a problem and come up
with a solution to the problem.

9. SOME GUIDING PRINCIPLES IN
STRUCTURING THE CURRICULUM AND
SELECTING THE CURRICULUM CONTENT
• Development of a Balanced Curriculum
• Development of Multiple Intelligences
• Tailoring with Consideration of Curriculum Continuity and Internal Coherence
• Incorporation of Communication and Interpersonal Skills Training
• Relevance to Daily Living
• Content Comparable to Their Developmental Stage and Attainment Level
• Integration of Theoretical Studies and Practical Work
• Attention to Individual Differences
• Realistic Review of Achievement through Timely and Continuous Formative and
Summative Assessment
• Multi-disciplinary Approach in Curriculum Design and Delivery

10. DEVELOPMENT OF A BALANCED
CURRICULUM
- A balanced weighting of subjects should
be worked out according to the available
resources to meet the interest and ability
of individual pupils, and give them
chances to gain success and pleasure in
their school life.

11. DEVELOPMENT OF MULTIPLE
INTELLIGENCES
- It has been the practice in the
field of education to differentiate
children into ability groups
through intelligence tests.

12. TAILORING WITH CONSIDERATION
OF CURRICULUM CONTINUITY AND
INTERNAL COHERENCE
- Special schools should
appropriately adapt the mainstream
means of simplification, abridgement,
extension and selection. Teachers
hand in this process.

13. INCORPORATION OF
COMMUNICATION AND
INTERPERSONAL SKILLS TRAINING
- Maladjusted children can establish
effective relationship with their
be it their families, schools or
communication and interpersonal skills
significantly

14. RELEVANCE TO DAILY LIVING
- The content of the curriculum
needs to be relevant in order to be
meaningful

15. CONTENT COMPARABLE TO THEIR
DEVELOPMENTAL STAGE AND
ATTAINMENT LEVEL
- In comparison with peer of the same age,
maladjusted children are generally backward in
attainment. This complicates the selection of
teaching materials. Standard teaching materials
appropriate to their attainment level may be too
childish for them while those comparable to their
life experience would be too advanced
academically.

16. INTEGRATION OF THEORETICAL
STUDIES AND PRACTICAL WORK
- Blending the theoretical study
with practical work and ensuring
pupils’ participation during the
course can help to sustain their
interest and sense of achievement

17. ATTENTION TO INDIVIDUAL
DIFFERENCES
- Although there are problems common to these
pupils, there is a large discrepancy among them
in learning and emotional difficulties. So without
depriving pupils of appropriate group
interaction, rooms and flexibility in the
curriculum design should be allowed in order to
cater for their individual needs.

18. REALISTIC REVIEW OF ACHIEVEMENT
THROUGH TIMELY AND CONTINUOUS
FORMATIVE AND SUMMATIVE
ASSESSMENT
- Continuous formative assessment
at appropriate stages of learning
can be more accurate in revealing
the effectiveness of their learning

19. MULTI-DISCIPLINARY APPROACH
IN CURRICULUM DESIGN AND
DELIVERY
• Since enhancing personal and social
development is important in achieving the aims
of education for maladjusted pupils, professionals
concerned can render educational
and counselling services. So, their participation in
curriculum design and delivery should be
encouraged.

20. • Maladjusted children require a
curriculum which lays heavier
emphasis on personal social
development. As for the effectiveness of
any curriculum, it relies on appropriate
means of delivery other than a good
structure and content.