The document outlines key components of curriculum design including scope, sequence, continuity, integration, articulation, and balance. It emphasizes the importance of structuring content from simple to complex and the interrelationship of concepts, while ensuring a smooth progression from one grade level to another. Additionally, it suggests involving various stakeholders in the curriculum design process and highlights the need for ongoing reflection and revision.

1. Preparedby: Sheldine Abuhan

2. Scope
Sequence
Continuity
Integration
Articulation
Balance

3. All the content, topics, learning
experiences, and organizing threads
comprising the educational plan.
(Ralph Tyler)
Refers to the curriculum's horizontal
dimension. (John Goodlad & Zhisin Su)

4. Scope of the Curriculum is usually
structured in units and units are
divided into lesson plans

6. Order of topics overtime
Also called vertical dimension
Jean Piaget provided a framework
for sequencing content
Based on Piaget's Theory of
Cognitive Development

7. Simple to complex learning –
content & experiences are
organized from simple to complex,
easy to difficult.
Prerequisite Learning- bits of
information must be grasped
before other bits can be
comprehended.
(Smith, Stanby and Shore, 1973)

8. Whole to Part Learning -
overview before the specific
content or topics.
Chronological learning – refers to
content whose sequence reflects
the time of real world occurrence.
Example is history, political
science and world events.

9. Concept-
related
sequence
Inquiry-
related
sequence
Learning-
related
sequence
Utilization-
related
sequence

10. Concept-related method
It focuses on concept's
interrelatedness

11. Inquiry-related model
It reflect the steps of
scholarly investigation

12. Learning-Related Sequence
Where individuals learn
through experiencing
content and activities

13. Focuses on how people who use
knowledge or engage in a particular
activity
Utilization- Related Learning

14. Refers to the smoothness or
absence of disruption in the
curriculum over time
3. Continuity

15. Curriculum 1 Curriculum 2 Curriculum 3
A A A
B B B
C D
D D C
E E E
F F
G G H
H H G

16. Sequence without continuity is
possible but continuity without
sequence is not
Continuity is mostly manifested in
Jerome Bruner's notion of the
spiral curriculum

17. 4. Integration
Linking all types of knowledge
and experiences within the
curriculum plan

18. 4. Articulation
 Refers to the smooth flow of the
curriculum on both vertical and
horizontal dimensions.
 In vertical articulation, suggest
sequencing of content from one grade
level to another.
 Horizontal articulation - association
among simultaneous elements

19. 5. Balance
 It is necessary to provide weight to
each part of the design

20. Guidelines for Curriculum Design
 Create a curriculum design committee
comprising teachers, parents,
community members, administrators,
and if appropriate, students.
 Create a schedule for meetings to
make curriculum - design decisions.
 Gather data about educational issues
and suggested solutions.

21.  Process data on available curriculum
designs and compare designs with
regard to advantages and
disadvantages such as cost,
scheduling, class size, and match with
existing curricula.
 Schedule time for reflection on the
design.
 Schedule time for revision of the
design
 Explain the design to educational
colleagues, community members, and
if appropriate students