This document discusses principles of curriculum design. It states that a curriculum communicates essential educational proposals for critical review and practical application. A curriculum reflects a profession's best thinking and includes both overt and covert elements determined by what is included and omitted. Values of designers, teachers, learners, and society influence curriculum design. There are three levels to every curriculum: what is planned, what is delivered, and what is experienced by students. The document also outlines different curriculum approaches like subject-centered, child-centered, problem-centered, and behavioral as well as the roles of curriculum supervisors and stakeholders involved in the process.

1. DESIGNING THE
CURRICULUM

2. Principles of curriculum design
• A curriculum is :
“ an attempt to communicate the
essential features and principles of an
educational proposal in such a form that it
is open to critical scrutiny and capable of
effective translation into practice. “
Stenhouse 1975

3. Principles of curriculum design
• A curriculum is :
“the public face of a profession’s best
educational thinking”
Fish 2003

4. Principles of curriculum design
• A curriculum includes:
formal and informal
overt and covert
recognised and overlooked
intentional and unintentional
it is determined as much by what it omits as
what it contains

5. Principles of curriculum design
• Values underpin our curriculum
“They drive our actions,attitudes thoughts
and beliefs. They shape what we prioritise
in our professional life and how we
conduct ourselves in clinical and
educational settings. And that conduct
reveals our values to colleagues ,patients
and learners”
Fish 2003

6. Principles of curriculum design
Values which influence curriculum design
are those of:
the curriculum designers
the teachers
the learners
the society in which it is
delivered

7. Principles of curriculum design
Values may be :
values in use
espoused values

8. Principles of curriculum design
Every curriculum has three levels:
Planned :
what is intended by
designers
Delivered :
what is organised by
institution
what is taught by teachers
Experienced: what is learned by students

9. Curriculum Approaches

10. SUBJECT - CENTERED
Organized on the basis of
separate and distinct subjects,
each of which embodies a
body of knowledge and skills.
The learner is expected to
acquire this body of
knowledge skills.

11. CHILD - CENTERED
Child is the center of the
educational process and the
curriculum should be built
upon interests, abilities,
purposes, and needs.

12. PROBLEM - CENTERED
A framework in which the child is
guided toward maturity within the
context of the social group. It assumes
that in the process of living, children
experience problem.

13. BEHAVIORAL APPROACH
•
Behavioral Approach. This is based on a blueprint, where
goals and objectives are specified, contents and activities
are also arranged to match with the learning objectives.
The learning outcomes are evaluated in terms of goals
and objectives set at the beginning. This approach started
with the idea of Frederick Taylor which is aimed to
achieve efficiency. In education, behavioral approach
begins with educational plans that start with the setting of
goals or objectives. These are the important ingredients in
curriculum implementation as evaluating the learning
outcomes as a change of behavior. The change of
behavior indicates the measure of the accomplishment.

14. MANAGERIAL APPROACH
In this approach, the principal is the curriculum leader and
at the same time instructional leader who is supposed to
be the general manager. The general manager sets the
policies and priorities, establishes the direction of change
and innovation, and planning and organizing curriculum
and instruction. School administrators are less concerned
about the content than about organization and
implementation. They are less concerned about subject
matter, methods and materials than improving the
curriculum. Curriculum managers look at curriculum
changes and innovations as they administer the resources
and restructure the schools.

15. SYSTEMS APPROACH
This was influenced by systems theory, where the
parts of the total school district or school are
examined in terms of how they relate to each other.
The organizational chart of the school represents a
systems approach. It shows the line-staff
relationships of personnel and how decisions are
made. The following are of equal importance: a)
administration b) counselling c) curriculum d)
instruction e) evaluation.

16. HUMANISTIC APPROACH
This approach is rooted in the progressive
philosophy and child - centered movement. It
considers the formal or planned curriculum
and the informal or hidden curriculum. It
considers the whole child and believes that in
curriculum the total development of the
individual is the prime consideration. The
learner s at the center of the curriculum.

17. ROLE OF CURRICULUM
SUPERVISOR
a. help develop the school's
education goals
b. plan curriculum with students,
parents, teachers and other
stakeholders
c. design programs of study by
grade levels
d. plan or schedule classes or
school calendar

18. e. prepare curriculum guides or teacher guides by
grade level or subject area
f. help in the evaluation and selection of textbooks
g. observe teachers
h. assist teachers in the implementation of the
curriculum
i. encourage curriculum innovation and change
j. develop standards for curriculum and
instructional evaluation

19. PEOPLE WHO ARE
INVOLVED
INTERNAL:
Teachers, Students, Administration,
DepEd/CHED
EXTERNAL
Alumni,Parents,Professional,Organizations,
Business Organizations