This document discusses curriculum design and models. It explains that there are two ways to organize a curriculum: horizontal organization and vertical organization. Horizontal organization refers to arranging content across subjects in the same grade based on related themes or skills. Vertical organization emphasizes relationships among topics across grade levels in a given field. The document then outlines several fundamentals of curriculum designing, including ensuring it is dynamic and responsive to changes, involving teachers, and establishing clear outcomes, resources, and evaluation. It describes key dimensions of curriculum design as scope, sequence, articulation, balance, continuity, and integration.

1. INTRODUCTION
As a teacher, one has to be a
curriculum designer, curriculum
implementer and a curriculum
evaluator. These three fold
functions are embedded in the
teaching.

2. Curriculum Design and Models
Two ways a curriculum be organized:
1. Horizontal Organization
2. Vertical Organization

3. 1. HORIZONTAL ORGANIZATION
- refers to the arrangement of content based on the
relatedness of topics, themes, skills or process, in
two or more subjects/courses in the same
grade, semester, or trimester.
2. VERTICAL ORGANIZATION
- refers to the arrangement of the curriculum is such a
way that relationships among topics or courses in a
given field of study across grade/ year levels are
emphasized.

4. Fundamentals of Curriculum
Designing
Building on Peter Oliva’s axioms for Curriculum
Designers:
- One of the characteristics of curriculum is its being
dynamic. Societal development and knowledge revolution
come so fast that need to address the changing condition
requires new curriculum designs.

5. - A relevant curriculum should respond to changes
brought about by current social forces, philosophical
positions, psychological principles, new knowledge and
educational reforms. This is also called timelines.

6. - A revision in a curriculum starts and ends
slowly. More often, curriculum is gradually phased in
and phased
out thus the change that occurs can coexist and
oftentimes overlaps for long periods of time.

7. - Teachers who will implement the curriculum
should be involved in its development, hence should
know how to design a curriculum. This will assure an
effective and long lasting change.

8. - Group decisions in some aspects of curriculum
development are suggested. Consultations with
stakeholders when possible will add to sense of
ownership.

9. .
-A curriculum developer or designer must
decide what contents what to teach, philosophy or
point of view to support, how to provide
multicultural groups, what methods or strategies and
what type of evaluation to use.

10. - Continuous monitoring, examination,
evaluation and improvement of curricula are to be
considered in the design of the curriculum.

11. - A curriculum design should be based on a
careful plan, intended outcomes clearly established,
support resources and needed time available and
teaching staff pedagogically equipped.

12. A curriculum design is composed of desired
outcomes, subject matter, content complemented
with references, set of procedures, needed materials
materials and
Resources, evaluation procedure which can be
placed in a matrix.

13. - Curriculum planners and designers should
begin with existing curriculum. An existing design
is a good starting point for any
teacher who plans to enhance and enrich a
curriculum.

14. Dimension and Principle of
Curriculum Design
Crafting a curriculum follows
some design. Curriculum
designers are objectives,
contents, activities and
evaluation.

15. 1.SCOPE
• all the content, topics, learning
experiences and organizing threads
comprising the educational plan.
• it is where the decision- making of the
teacher is needed.

16. TWO PRINCIPLES OF SCOPE
a.Deductive Principles
•from whole to the parts which will
have a cascading arrangement.
b. Inductive Principle
• from examples to generalization

17. 2.SEQUENCE
• contents and experiences are arranged in
hierarchical manner, where the basis can
either be logic of the subject or on the
developmental patterns of growth of the
cognitive,
affective and psychomotor domains.

18. FOUR PRINCIPLE OF SEQUENCE
a. Simple to Complex Learning
• content and experiences are organized from
simple to complex, from concrete to abstract,
from easy to difficult.
b. Pre-requisite Learning
• it means that there are fundamental things
to be learned ahead.

19. c. Whole To Part Learning
• the meaning can be understood if everything
will be taken as a whole.
d. Chronological Learning
• the order of events is made as a basis of
sequencing the content and the experience.
This can be arranged from the most recent to
the distant past or vice versa.

20. 3. ARTICULATION
a. Vertical Articulation
• the contents are arranged from level to level
or grade to grade so that the content in the
lower level is connected to the next level.

21. b. Horizon Articulation
• happens when the association is among or
between elements that happen at the same
time.

22. 4. BALANCE
• equitable assignment of content, time,
experiences and other elements to establish
balance is needed in curriculum design.

23. 5. CONTINUITY
• this process enables learners strengthen the
permanency of learning and development of
skills. Gerome Bruner called this ‘ Spiral
Curriculum’ where the content is arranged
according to
interrelationship between the structure of the
basis ideas of a major discipline.

24. 6.INTEGRATION
• organization is drawn from
the world themes from real
life concerns.

25. THANK YOU!