Curriculum

1. CURRICULUM DESIGN
AND ORGANIZATION

2. TYPES OF CURRICULUM DESIGN
MODELS
1.Subject–Centered Design
This is a curriculum design that focuses on
the content of the Most of the schools
using this kind of structure and curriculum
design aim for excellence in the specific
subject discipline content.

3. Classification of Subject-Centered Design
a. Subject Design
Subject design curriculum is the oldest and the most
familiar design
 Curriculum is organized according to subjects like
Mathematics, English, Science and other subject.
In the Philippine educational system, the number of
subjects in the elementary education is fewer than in the
secondary level. In college, the number of subjects also
differs according to the degree programs being pursued.
For each subject, a curriculum is being designed

4. b. Discipline Design/Academic Discipline
Design
Discipline refers to specific knowledge
learned through a methods which the
scholars use to study a specific content of
their fields.
Students in history should learn the
subject matter like historians, students in
biology should learn how biologist learn,
and so with students in mathematics, who
should learn how mathematicians learn.

5. c. Correlation Design
 Coming from a core, correlated curriculum design links
separate subject designs in order to reduce fragmentation.
All subjects or discipline be put together using a single
theme.
 Subjects are related to one another and still maintain their
identity. For example, English literature and social studies
correlate well in the elementary level. While history is being
studied, different literary pieces during the historical period
are also being studied.
 The same is true when science become the core,
mathematics is related to it, as they are taken in the
chemistry, physics and biology.
 Another example is literature as the core with music, history,
geography related to it. To use correlated design, teachers
should come together and plan their lessons cooperatively.

6. d. Broad Field Design
 At this type of curriculum design tries to merge two or
more related subjects.
a. Interdisciplinary – merging of two related disciplines
Ex; Science and Health
b. Multidisciplinary – integration of three or more related
disciplines
Ex: geography, economics, political science, anthropology,
sociology and history are fused into one subject called
social studies.
grammar, literature, linguistics, spelling, and composition
are fused together into Language arts

7. 2. Learners-Centered Design
Among progressive educational
psychologists, the learner is the center of
the educative process. This emphasis is very
strong in the elementary level, however,
more concern has been placed on the
secondary and even the tertiary levels.

8. Example of the Curriculum Design which are Learner-Centered
a. Child-Centered Design
 This design is often attributed to the influence of the following philosopher:
John Dewey – “Learning by Doing” children learn best in community and learning
should be interdisciplinary and problem oriented.
Rouseau - He emphasized the importance of allowing children to learn
through experience, exploration, and hands-on activities, rather than rigid
formal instruction
Pestallozi - children learn through sense experience (field trips)
Froebel - “freedom with guidance” think for themselves, make choices, solve
problems and pursue their own interests and talents.
 This curriculum design is anchored on the needs and interests of the child. The
learner is not considered a passive individual but one who engages with
his/her environment.
 Learning is product of the child’ interaction with the environment.

9. b. Experienced – Centered Design
 The focus remains to be the child experience-centered design
believes that the interests and needs of learners cannot be pre-
planned.
 The experiences of the learners become the starting point of the
curriculum, thus the school environment is left open and free.
 Learners are made to choose from various activities that the
teacher provides. The learners are empowered to shape their own
learning from the different opportunities given by the teacher.
 In a school where an experience-centered curriculum is provided,
different learning centers are found, time is flexible and children
are free to make options.
 Activities revolve around different emphases such as touching,
feeling, imagining, constructing, relating and others. The
emergence of multiple intelligence theory blends well with an
experience-centered design curriculum

10. c. Humanistic Design
The key influence in this curriculum design is Abraham
Maslow and Carl Rogers.
Maslow’s theory of self-actualization explains that a
person who achieves this level is accepting of self, others
and nature; is simple, spontaneous and natural; is open to
different experiences; possesses empathy and sympathy
towards the less fortunate among the many others.
The person can achieve this state of self-actualization later
in life but has to start the process while still in school.
Carl Rogers, on the other hand, believed that a person can
enhance self-directed learning by improving self-
understanding, the basic attitude to guide behavior.

11. The gist of Maslow's Hierarchy of Needs is that human motivation is
driven by a series of needs arranged in a five-level pyramid, starting
from basic survival needs up to personal growth and fulfillment.
According to Abraham Maslow, people must satisfy lower-level needs
before they can focus on higher-level ones.
The five levels, from bottom to top:
1.Physiological Needs – Basic survival needs like food, water, air,
sleep.
2.Safety Needs – Protection, stability, security, law, and order.
3.Love and Belonging – Relationships, friendship, intimacy, and family.
4.Esteem Needs – Self-respect, recognition, achievement, confidence.
5.Self-Actualization – Fulfilling one’s potential, creativity, personal
growth.

12. 3. Problem – Centered Design
Generally, problem-centered design draws on
individual, social problems, needs, interest and abilities
of the learners. Various problems are given emphasis
like poverty, climate change, peace and order, terrorism,
disease, traffic, and economic recession.
is an approach to curriculum development where learning is
organized around real-world problems or challenges, rather than
traditional subjects or disciplines. The goal is to engage students
in meaningful learning by encouraging them to solve complex,
often interdisciplinary problems that mirror situations they might
face outside of school.

13. a. Life -Situation Design
 The learners are exposed to different lessons in
problem solving involving real-life problems.
Based on Herbert Spencer’s curriculum writing, his
emphases were activities that sustain life, enhance
life, aid in rearing children, maintain the
individual’s social and political relations and
enhance leisure, tasks and feeling.

14. •A project where students develop a plan to
reduce their school's carbon footprint
•(involves science, math, social studies,
NSTP and language arts).
•Solving a community issue like food waste,
waste management, homeless family.
•Designing a business plan for a sustainable
product.

15. b. Core-Problem Design
It centers on general education and the
problems are based on the common human
activities.
The central focus of the core design includes
common needs, problems, and concerns of
the learners.
 Popularized by Fraunce and Bossing in 1959,
it presented ways on how to proceed using
core design of a curriculum.

16. The core problem is often a real-world issue that
affects communities, such as poverty, climate
change, health, or inequality.
Encourages students to see the big picture rather
than fragmented knowledge, understanding how
various factors are interconnected.
Ex: POVERTY IS THE CORE its effect are crimes, lack
of basic needs, etc.

17. APPROACHES TO CURRICULUM DESIGN
Child or Learner-Centered Approach
 This approach to curriculum design is based on the
underlying philosophy that the child or the learner
is the center of the educational process.
It means that the curriculum is constructed based
on the needs, interest, purposes and abilities of the
learners.
The curriculum is also built upon the learners’
knowledge, skills, previous learnings and potentials.

18. Principles of Child-Centered Curriculum Approach:
1. Acknowledge and respect the fundamental
rights of the child.
2. Make all activities revolve around the overall
development of the learner.
3. Consider the uniqueness of every learner in a
multicultural classroom.
4. Consider using differentiated instruction or
teaching
5. Provide a motivating supportive learning
environment for all the learners.

19. Subject-Centered Approach
This is anchored on a curriculum
design that prescribes separate
distinct subjects for every
educational level: basic education,
higher education or vocational-
technical education.

20. Principles of Subject-Centered Approach:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of
information which may detached from life.
3. The subject matter serves as a means of
identifying problems of living.
4. Learning means accumulation of content,
or knowledge.

21. Problem-Centered Approach
This approach is based on a design that
assumes that in the process of living,
children experience problems.
Thus, problem-solving enables the learners
to become increasingly able to achieve
complete or total development as individuals

22. Principles of Problem-Centered Approach:
1. The learners are capable of directing and guiding
themselves in solving problems, thus developing
every learner to be independent.
2. The learners are prepared to assume civic
responsibilities through direct participation in
different activities.
3. The curriculum leads the learners in recognizing of
concerns and problems in seeking solutions.
Learners are problem solvers themselves.