This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.

1. SGDC 5013: CURRICULUM PEDAGOGY
(Group B)
LECTURER: Dr. Nafisah Bt Haji Mahmud
Presented By:
Ooi Seek Fuan (812313)
Tharhani Perumal (819868)
Krishnavehni Gopal (822381)
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2. 3.0 Curriculum Design
3.1 Components of design and source
3.2 Design Dimension: Scope, Sequence,
Continuity, Integration, Articulation &
Balance
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3. CURRICULUM DESIGN
Definition:
Curriculum design is a statement which identifies
the elements of a curriculum, states what their
relationships are to each other, and indicates the
principles of organization and requirement of that
organization for the administrative conditions under
which it is to operate.
(Hilda Taba, 1962)
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4. CURRICULUM DESIGN
Definition:
Johnson identified three notions of curriculum design
as;
 an arrangement of selected and ordered learning
outcomes intended to be achieved through instruction
an arrangement of selected and ordered learning
experiences to be provided in an instructional situation
a scheme for planning and providing learning
experiences.
(Johnson. Jr, 1969)
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5. Based on the definition, we can say that in
designing a curriculum, whether for a whole
programme or for a particular unit, we are
planning an intellectual 'journey' for our students
which included series of experiences that will
result in them learning what we intend them to
learn…
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6. 3.1 Components of design
In designing curriculum, we should consider the
philosophical and learning theories to
determine if our design decisions are in
consonance with our basic beliefs concerning:
People
What & How they should learn
How they should use their acquired
knowledge
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7. Components of design
When designing a curriculum we should also
concern the nature and arrangement of four
basic parts
(Giles, H.H, 1942)
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OBJECTIVES
What should be
done?
CONTENT
What subject
matter should be
included?
LEARNING
EXPERIENCES
What
instructional
strategies,
resources &
activities should
be employed?
EVALUATION
What methods &
instruments
should be used to
judge the results
of the
curriculum?

8. Components of design
Curriculum Design involves issues based on
three base ideas;
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Interpretation & Selection of objectives
Selection & organization of content
Decisions about how to teach the contents
Evaluation of the developed curriculum
Theoretical Philosophical Practical
INFLUENCE

9. SOURCES OF CURRICULUM DESIGN
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SOURCESCIENCE
SOCIETY MORAL
DOCTRINE
KNOWLEDGE
LEARNER

10. SOURCES OF CURRICULUM DESIGN
Science as a source
Contains only observable & quantifiable
elements.
Priority: Problem solving & thinking strategies
Emphasizes learning how to learn
Why? Because the knowledge increase so
rapidly, the only constant seems to be the
procedures by which we process knowledge.
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11. SOURCES OF CURRICULUM DESIGN
Society as a source
 Draw ideas from analysis of the social
situation
 Operates within social, economic, & political
contexts
 Priority: Address Students’ unique needs ->
diverse social groups
 Emphasis: Collaboration among diverse
individuals & groups
 Why?: School is an agent of society, -> we
must consider current & future society.
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12. SOURCES OF CURRICULUM DESIGN
Moral Doctrine as a source
 Considering the relationship between knowledge &
people’s 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.
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13. SOURCES OF CURRICULUM DESIGN
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
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14. SOURCES OF CURRICULUM DESIGN
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.
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15. Guidelines for Curriculum Design
Create a curriculum design committee
Create a schedule meetings to make curriculum design
decisions
Gather data about educational issues and suggested
solutions
Process data on available curriculum designs, compare
cost, scheduling, students characteristics and academic
strengths, learning environments, whether community
accept the design.
Schedule time for reflection on the design
Schedule time for revision of the design
Explain the design to educational colleagues, community
members, if appropriate, students.
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16. Conceptual Framework
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17. HORIZONTAL ORGANIZATION
HORIZONTAL- A horizontal curriculum means that what is studied in one
particular course in an institution is in line with other, similar classes both in
terms of course content and evaluation (across different subjects).
EXAMPLE: A Chemistry class might require students to take Algebra II to
balance the molecules;
H2 + O2 g H2O
If you do some of the mass calculations you will find this:
2 grams of hydrogen + 32 grams of oxygen = 18 grams of water
Where did the 16 grams go?
*We need to balance the equation through the law of conservation of mass
using Algebra II (Quadratic Equation).
Horizontal Curriculum
Add Maths (Form 4-Chapter 2: Quadratic Equation)
Chemistry (Form 4-Chapter 3: Chemical Formulae & Equation)
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18. VERTICAL ORGANIZATION
VERTICAL- A vertical curriculum links knowledge from one lesson to the
next across a program of study. It establishes skills and knowledge which are
used and further developed across a whole program of study. In this way, basic
skills and knowledge are both developed and reinforced as other elements are
introduced into study. This method is structured and progressive, focusing on
building to advanced levels of knowledge.
EXAMPLE: Form 4 students need to learn Function (Chapter 1) in Additional
Mathematics so that they can have the basic skills and knowledge to find
solutions in Integration (Chapter 3) in Form 5.
Form 4- Function (Basic)
Vertical curriculum
Form 5- Integration (Advanced level)
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19. DESIGN DIMENSIONS
DESIGN
DIMENSIONS
Scope
Continuity
Integration
Articulation
Sequence
Balance
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20. Scope
What is scope?
It is the breadth and depth of the content.
According to Ralph Tyler, scope is consisting
of all the content, topics, learning experiences
and organizing threads comprising the
educational plan.
John Goodlad and ZhiXin Su refers to the
curriculum’s horizontal organization.
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21. Scope
All types of educational experiences to engage
students in learning - Cognitive, affective,
psychomotor learning( some might add the moral
or spiritual domain)
Simple listing of key topics and activities.
Scope can extend over a year or more.
Units > lesson plans > information and activities
into periods of hours or minutes
For example : Mathematics of Year 1.
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22. Sequence
 Definition: The order or arrangement in which the content should be
taught for the best learning (building on past knowledge)
throughout the course. Educators must decide the sequence before a
course begins to be effective.
(Source:http://activated.act.edu.au/ectl/design/scope_and_sequence.htm)
 Vertical relationship among the elements to provide continuous and
cumulative learning.
 Contents and experiences are arrange in hierarchical manner where
the basis can either be logic of the subject matter or on the
developmental patterns of growth of the cognitive, affective and
psychomotor domains.
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23. 4 Principles for Sequence
• Simple to Complex Learning – content & experiences
are organized from simple to complex, concrete to
abstract, easy to difficult.
• Prerequisite Learning- there are fundamental things to
be learned ahead.
• Whole to Part Learning – overview before the specific
content or topics. Related to gestalt principle.
• Chronological learning – the order of events is made
as a basis of sequencing the content and experiences.
(Smith, Stanley and Shore, 1957)
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24. 4 MAJOR PRINCIPLES FOR sequencing CONTENTS IN
UNITS
Concept- related sequence- how ideas are related
together in logical manner.
Inquiry- related sequence- based on the process of
generating, discovering & verifying knowledge, content
and experiences are sequenced logically and methodically.
Learning- related sequence- pupils learn through
experiencing contents and activities.
Utilization- related sequence- how people use their
knowledge through an activity.
(Posner & Strike, 1976)
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25. Continuity
Is vertical repetition of curriculum
components.
Reading skills or crucial concepts and skills
must be experienced repeatedly to be further
developed.
 For example: the addition of primary school,
play violin.
Herbert Simon- we all can be masters of
something if we devote sufficient time and
effort. ( constructivist approach)
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26. INTEGRATION
Definition: Refers to linking all types of knowledge and
experiences contained within the curriculum plan
(Ornstein & Hunkins, 2014).
Emphasizes on horizontal relationships
“Everything is integrated and interconnected. Life is a
series of emerging themes. ” This is the essence of
integration in the curriculum design. Organization is
drawn from the world themes from real life concerns.
Subject matter content or disciplined content lines are
erased and isolation is eliminated.
People cannot disconnect themselves from their inquiries,
and the curriculum cannot exist as separate bits.
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27. ARTICULATION
• What is articulation
• Refers to the vertical and horizontal
interrelatedness
• E.g: Teacher design algebra course so that it
relates algebra concepts to key concepts
presented in geometry course.
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28. ARTICULATION
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29. BALANCE
• When designing curriculum educators strive to give
appropriate weight to each aspect of design
• Balanced curriculum = students acquire and use
knowledge in ways to advance their personal ,social,
intellectual goals.
• But Doll ( Curriculum Improvement) stated achieving
balance is difficult.
• WHY: striving to localize and individualize the
curriculum while need to maintain a common content
• Solution: requires fine tuning in philosophy and
psychology of learning.
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30. 30
Three Basic Curriculum Designs
Subject-Centered Designs
Learner-Centered Designs
Problem-Centered Designs

31. Subject-Centered Designs
I. Subject Designs
II. Discipline Designs
III.Broad-Field Designs
IV.Correlation Designs
V. Process Designs
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32. Subject Designs
 Oldest and Best known
 Related to “Textbook treatment” & “Teachers
as SME”
 Exists whenever there are stress on standards &
accountability to schools
Strengths:-
Introduces students to essential knowledge of
society
Easy to deliver, textbook & materials commercially
available
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33. Weaknesses
Disempowers students to choose the content
which is most meaningful to them
Presented without consideration of context
Fails to foster social, psychological, &
physical development
Neglects students needs, interest and
experiences
Foster students passivity
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34. Discipline Designs
 Focus on the academic disciplines
 Students would approach history as a historian would
 Investigate biological topics by following procedures used by
biologists.
 Stress on understanding the conceptual structures &
processes of the disciplines
 Strength: Students master the content areas & able to
independently continue their learning
 Weaknesses: A lot of knowledge cannot be classified as
“disciplined”.
 Eg: aesthetics, humanism, personal-social living
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35. Broad-Fields Design
Aka interdisciplinary design
Focus: Give student a sweeping understanding of
ALL content areas, integrate contents that fit
together logically
Eg:-”geography,economics,political science,
anthropology, sociology, history”->”social
Studies”
Strength: Simple, Students learn wide area of
knowledge.
Weaknesses: The depth of knowledge is
insufficient.
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36. Correlation Design
In the middle of “Separate Subjects” & “Total Content
Integration”
Attempts to identify ways to relate subjects, but
maintain their separate identities.
Students in a chemistry course may have a unit in math
that deals with mathematics required to conduct an
experiment
Eg: (Science & Math) (Literature & History)
Strength: Innovative & Attractive
Weaknesses: Time Consuming, Teachers often separate
departments, Scheduling difficulties
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37. Process Designs
Urge students to learn the “process of obtaining
knowledge”
Eg: Biological procedures to learn biology,
ethnographic procedures to study culture & society
Strength: SS as a meaning maker, enables to analyze
reality, create frameworks by which to arrange derived
knowledge.
Weaknesses: Difficult to analyze validity of students’
conclusion individually.
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38. Learner-Centered Designs
I. Child-Centered Design
II. Experience-Centered Design
III.Romantic (Radical) Design
IV.Humanistic Design
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39. Child-Centered Design
Students must be active in their learning
environments.
Child centered ,experience centered curriculum
Design based on students lives, needs, interest
Belief: effective learning did not require strict
discipline, child’s innate tendency to become
engaged with interesting knowledge
Organized around human impulses: to socialize, to
construct, inquire, experiment, express/create.
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40. Experience-Centered Design
 A curriculum that is not pre-planned, done “on the spot”
 Why?: child’s needs and interests cannot be anticipated.
( Have faith in each students uniqueness)
 Students design their own learning, construct & revise
their knowledge through direct participation & active
observation
 Teachers design potential experiences for students to
consider
 Search for starting points, interest->linked to formalized
knowledge
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41. Romantic (Radical) Design
 Students must learn ways of engaging in a critique of
knowledge
 Learning is reflective, it is not externally imposed by
someone in power
 Radicals view society as deeply flawed & believe that
schools used curriculum to control & indoctrinate, not to
educate & emancipate
 Students must accept responsibility for educating
themselves & demand freedom
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42. Humanistic Design
 Emphasis on the disciplines
 Allow individuals to become full functioning persons
 Emphasized human potential, empowering students by
actively involving the in their own growth
 Teachers must permit students to feel, value, grow
 Teacher provide environments that encourages
genuineness, empathy, & respect
 Students approach problems with flexibility &
intelligence, work cooperatively but do not need other’s
approval
 Education should address pleasure and desire..
Curriculum should elicit emotion
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43.  Mistakes are accepted as part of the learning process
 Cognitive, affective, and psychomotor domains are
interconnected
 Weaknesses:
• Over emphasizes the individual, ignoring society’s
needs
• Require teachers with great skills & competence in
dealing with individuals
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44. Problem-Centered Designs
• Focuses on real-life problems of individuals &
society
I. Life-Situations Designs
II. Reconstructionist Design
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45. Life-Situations Designs
Focus on problem-solving procedures
The content is organized in ways that allow students to
clearly view problem areas
Uses learner’s past & present experiences to get them
to analyze the basic aspects of living
Starting point: Student’s existing concerns, society’s
pressing problems
Weaknesses: Tends to indoctrinate youth to accept
existing conditions, thus perpetuates the social status
quo.
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46. Reconstructionist Design
Provide students with learning requisite for
altering social, economic, & political realities
Curriculum should foster social action, aimed
at reconstructing society
Encourages industrial & political changes
Students should be involved in creating a more
equitable society.
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48. REFERENCES
Gerald J. Posner and Kenneth A. Strike, “A Categorization Scheme for Principles of
Sequencing Content,” Review of Educational Research (Fall 1976), pp. 401- 406.
Giles,H. H.; McCutchen, S. P.; and Zechiel, A. N. 1942. Exploring the Curriculum. New
York: Harper & Brothers.
Hilda Taba, Curriculum Development ; Theory and Practice (New York: Harcourt,
Brace and World, Inc, 1962). pg.421.
John I. Goodlad and Zhixin Su, “ Organization and the Curriculum”, Philip W. Jackson,
ed., Handbook of Research on Curriculum (New York: Macmillan, 1992), pp.327-344.
Mauritz Johnson, Jr . “ On the Meaning of Curriculum Design”, Curriculum Theory
Network, 3:5, Spring. 1969.
Ornstein, A., & Hunkins, F. (2014). Curriculum Foundations, Principles and Issues (6th
ed., pp. 151-175). United Kingdom: Pearson Education Limited.
Ronald C. Doll, Curriculum Improvement: Decision Making and Process, 9th ed.
(Boston: Allyn & Bacon, 1996).
Retrieved: http://activated.act.edu.au/ectl/design/scope_and_sequence.htm
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