Chapter 3 Curriculum Development

1. Curriculum Design
Report by Ariane Del Rosario
Dr. Editha Matias

2. Flow of Presentation
 Curriculum definition
revisited
 Defining Curriculum Design
 Elements of
Curriculum Design
 What is Curriculum Organization?
 Types of Curriculum Design
 Factors to Consider in Designing the
Curriculum

3. CURRICULUM
Refers to a body of subjects or
subject matter.
The total learning experience of
the learners and the teachers
inside and outside the school.

4. Curriculum Design refers
to the arrangement of the
4 elements of a curriculum
AIMS, GOALS AND OBJECTIVES
SUBJECT MATTER OR CONTENT
LEARNING ACTIVITIES
EVALUATION

5. In other words...
Curriculum design gives
a philosophical way to
organize the elements
and contents for the
curriculum.

6. Curriculum Organization
This is the activity of arranging
the 4 elements of curriculum.
According to Posner (1997)
there are 2 levels of curriculum
organization.
•MICRO LEVEL
•MACRO LEVEL

7. Curriculum Organization
MICRO LEVEL
• Arranging the
content of a
specific discipline
or subject.
• Refers to as the
“function of
curriculum
organization”
MACRO LEVEL
• Organizing the
entire curriculum
(from theory to
the contents of
each subjects.
• Refers to as the
“function of
curriculum design”.

8. Types of Curriculum Design
This can be broadly categorized into 4 major
groups.
 Subject-Centered design- the oldest and
the most familiar design for teachers
a) Subject design – stresses on the content
of the curriculum.
b) Academic Disciplines design- focuses on
the academic discipline
c) Integrated design- subjects are
interrelated with each other

9.  Learner-Centered Design – learners are the
center of the educative process. The emphasis is
strong in elementary levels.
a) Activity/Experience Design – experiences are
the starting point of the curriculum
b) Humanistic Design- self development is the
ultimate goal.
Problem-Centered Designs
a) Thematic Design
b) Problem Design
 Core Learning Designs
a) Core Design
b) National Core Curriculum
Design

10. Factors to Consider in Designing the
Curriculum
Horizontal Organization – referred as
the scope and horizontal integration,
concerned with the arrangement of
curriculum components (Print, 1993).
• The direction of the curriculum
elements is sideways. For example, Social
Studies moves horizontally along
Geography, Culture, History

11. Vertical Organization –focuses on the
spiral progression of curriculum
contents.
• The sequence of the elements of the
curriculum follow a vertical design.
For example: family-community-living
things- plants-animals
According to Tomlinson et. Al (2002),
these are significant features of an
effective curriculum design.