This document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered designs. It provides details on various types of each design, including their principles, advantages, and disadvantages. For learner-centered design, it discusses child-centered, experience-centered, and humanistic designs. For subject-centered design, it covers subject, discipline, correlation, and broad field designs. For problem-centered design, it examines life-situations and core designs. The document aims to inform readers on key considerations for different curriculum approaches.

1. WMSU

2. 01
Approaches in
Curriculum
Designing
02 Types of Curriculum
Design
03 Elements/ Components of
Curriculum Design

4. This approach to curriculum design is based
on the underlying philosophy that the child
or the learner is the center of the
educational process.
The curriculum is also built upon the
learners' knowledge, skills, previous
learnings and potentials.

5. PRINCIPLES OF CHILD – CENTERED
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.

6. School X is anchored on the theory of multiple
intelligences in all its curricular and co-curricular activities.
Every classroom provides activity centers where children can
learn on their own with the different learning resource
materials. Learners can just choose which learning center to
engage in with different resources. This arrangement allows
for the capacity of every learner to be honed. It also allows
learning how to learn, hence will develop independence. The
teacher acts as guide for every learner. The learner sets the
goal that can be done within the frame of time.

7. This is anchored on a curriculum design
which prescribes separate distinct
subjects for every educational level.

8. PRINCIPLES OF SUBJECT-CENTERED
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of
information which may be detached from life.
3. The subject matter serves as a means of
identifying problems of living.
4. Learning means accumulation of content, or
knowledge.
5. Teacher's role is to dispense the content.

9. This approach is based on a design
which assumes that in the process
of living, children experience
problems.

10. VIEWS AND BELIEFS OF PROBLEM –
1. The learners are capable of directing and
guiding themselves in resolving problems, thus
developing every learner to be independent.
2. The learners are prepared to assume their civic.
responsibilities through direct participation in
different activities.
3. The curriculum leads the learners in the
recognition of concerns and problems in seeking
solutions. Learners are problem solvers themselves.

12. CHILD OR LEARNER CENTERED APPROACH
Advantages:
• Improves Engagement
• Develops Problem Solving Skills
• Helps Students Transfer Skills to the Real World
• Encourages Cooperation and Teamwork
• Develops Social Skills
• Promotes a Natural Motivation to Learn
• Encourages an Alternative Method of Learning
• Caters to a Student's Individual Learning Goals
Disadvantages:
• Problem with Misconceptions
• Conflict in Cooperation and Teamwork
• Lack of Control in Classroom
• Teacher Unpreparedness
• Student Unpreparedness

13. SUBJECT – CENTERED APPROACH
Advantages:
• Focus on content
• Practical
• Logically organized
• Easy to remember
• Definite goal
• High Intellectual level
• Focus on verbal activities
• Introduces essential knowledge of society
Disadvantages:
• Separation of the Subjects
• Lack of Integration
• Passive Learning
• System of Authority

14. PROBLEM – CENTERED APPROACH
Advantages:
• Assistive learning, facultative mentoring, discussions
and on site experience.
• Direct teaching is reduced.
• Prior knowledge for the completion of problems.
• Simulates critical thinking.
• More skilled and competent in collecting information.
• Relate to life based skills and practices.
• The problems are all open-ended questions.
• Requires good communication skills.

15. PROBLEM – CENTERED APPROACH
Disadvantages:
• Requires a large amount of time and work.
• Not all teachers can be good advisors.
• Requires more staff and more contact hours for preparation,
discussion and comparison of answers.
• It doesn’t provide that many facts when compared with the
traditional method.
• Requires multiple disciplines to integrate.
• Assessing a certain student within a team is always tough for
the coordinator.
• They have to change the course depending upon the
lecturer.
• More and more coordinators required to assess and guide
students along the way and also they need people to create as
many difficult situations as possible.

17. This is a curriculum design that focuses on the
content of the curriculum.
Subject – Centered curriculum design has also
some variations which are focused on the
individual subject, specific discipline and a
combination of subjects or disciplines which are a
broad field or interdisciplinary.

18. A. SUBJECT DESIGN
 Subject design curriculum is the oldest and so far the most
familiar design for teachers, parents and other laymen.
 Subject design has an advantage because it is easy to
deliver.
 However, the drawback of this design is that sometimes,
learning is so compartmentalized. It stresses so much the
content and forgets about students’ natural tendencies,
interests and experiences. The teacher becomes the
dispenser of knowledge and the learners are the simply the
empty vessel 50 to receive the information or content from
the teacher. This is a traditional approach to teaching and
learning.

19. B. DISCIPLINE DESIGN
 This curriculum design model is related to the subject
design. However, while subject design centers only on the
cluster of content, discipline design focuses on academic
disciplines.
 This design model of curriculum is often used in college,
but not in the elementary or secondary levels. So from the
subject-centered curriculum, curriculum moves higher to a
discipline when the students are more mature and are
already moving towards their career path or disciplines as
science, mathematics, psychology, humanities, history and
others.

20. C. CORRELATION DESIGN
Coming from a core, correlated curriculum design
links separate subject designs in order to reduce
fragmentation. Subjects are related to one another
and still maintain their identity.
To use correlated design, teachers should come
together and plan their lessons cooperatively.

21. D. BROAD FIELD DESIGN
Broad field design or interdisciplinary is a variation
of the subject-centered design. This design was
made to cure the compartmentalization of the
separate subjects and integrate the contents that
are related to one another.
Sometimes called holistic curriculum, broad fields
draw around themes and integration.
Interdisciplinary design is similar to thematic
design, where a specific theme is identified, and all
other subject areas revolve around the theme.

22. Learner – Centered Design focuses on the
individual who will be learning.
The content and interface are created
around what they will think and feel when
learning.

23. CHILD – CENTERED DESIGN
This design is often attributed to the
influence of John Dewey, Rouseau, Pestallozi
and Froebel.
One learns by doing. Learners actively
create, construct meanings and
understanding as viewed by the
constructivists.

24. EXPERIENCE – CENTERED DESIGN
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.

25. HUMANISTIC DESIGN
The key influence in this curriculum design is
Abraham Maslow and Carl Rogers.
In a humanistic curriculum design, the
development of self is the ultimate objective
of learning.

26. In this curriculum, content cuts across
subject boundaries and must be based on
the needs, concerns and abilities of the
students. Two examples are given for the
problem – centered design curriculum.

27. LIFE – SITUATIONS DESIGN
It uses the past and the present experiences
of learners as a means to analyze the basic
areas of living.
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 feelings.

28. It centers on general education and the
problems are based on the common human
activities.
Popularized by Faunce and Bossing in 1959,
it presented ways on how to proceed using
core design of a curriculum.

29. STEPS
1. Make group consensus' on important problems.
2. Develop criteria for selection of important problem.
3. State and define the problem.
4. Decide on areas of study, including class grouping.
5. List the needed information for resources.
6. Obtain and organize information.
7. Analyze and interpret the information.
8. State the tentative conclusions.
9. Present a report to the class individually or by group.
10. Evaluate the conclusions.
11. Explore other avenues for further problem solving.

31. SUBJECT – CENTERED DESIGN
Advantages
• Almost all textbooks and support materials present on the educational
market are organized on subject-by-subject format.
• Curriculum planning is easier and simpler in the subject-centered
curriculum design.
• Teachers can create their own materials using s traditionalist approach
Disadvantages
• Subject-centered curriculum prevents students from understanding the
wider context of what they’re learning.
• Students are discouraged from entertaining a different point of view than
what textbook or teacher presents.
• Disempower students.

32. LEARNER – CENTERED DESIGN
Advantages
• Improves participation
• Transitions students from passive to active learners.
• Greater emphasis on the students’ needs
Disadvantages
• An approach to learning with not as much structure or
discipline as a traditional method, causing students to feel
overwhelmed and maybe not pull as much from learning as
they normally would.
• Too much independence

33. PROBLEM – CENTERED DESIGN
Advantages
• Development of long-term knowledge retention
• Development of transferable skills
Disadvantages
• Potentially poorer performance on tests
• Time-consuming assessment

36. Begin with the end in view.
To be accomplished in a particular learning
episode, engaged in by the learners under
the guidance of the teacher.
Express in actions/verb forms.

37.  Identify nouns in the sentence
 Demonstrate the steps of Cha-Cha
 Label the parts of Digestive System
The statements should be:
S pecific
M easurable
A trainable
R esult Oriented
T ime bound

38. Topic or subject matter that will be
covered.

39. 1. Relevant to the outcomes of the curriculum
2. Appropriate to the level of lesson or unit
3. Up-to-date: should reflect current
knowledge and concept

40. These are the activities where the learners
derive experiences.

41. Cooperative Learning Activities
Allow students to work together.
Independent Learning Activities
Allow learners to develop personal
responsibility.

42. Competitive Activities
Students will test their competencies
agent another.
Use of Various delivery Mode
Online learning

43. Process by which the information is
generated.

44. Self Assessment
• Students learn to monitor and evaluate their
own learning.

45. Peer Assessment
• Students provide feedback on each
other’s learning.
Teacher Assessment
• Teacher prepare and administer test
and give feedback on the student’s
performance.

47. Curriculum design is operationally defined as the
planning, organization, and design of learning strategies,
processes, materials, and experiences towards defined learning
or performance outcomes. I have learned a great deal about the
complicated, but organized steps of designing a curriculum.
There are many more things to consider before achieving a
successful curriculum. It is aligned with the criteria on what
should be included and not. The components and elements of it
is also interrelated. Every aspect of the curriculum should have a
clear objective or end goal to achieve. A good curriculum is not
rigid, it allows room for flexibility, monitoring and evaluation by
administration. It should provide sufficient scope for the
cultivation of unique skills, interest, attitudes and appreciations.
By following and acknowledging the types, approaches, elements
and components of curriculum designing, we can achieve a good
curriculum.

48. Curriculum design is defined as the process
of taking a subject in creating a plan for teaching.
Curriculum design involves what approach will be
used, identifying the learning objectives, resources
needed, outline as to how the students will be
assessed and a framework of the delivery of the
content. All of these defines what a good
curriculum design is, and a curriculum design will
help the institutions figure out how are they going
to meet the needs of the students, not only
academically but as well as in real life situations.

49. As future educators who will play a vital role in honing and
shaping learners of the modern world, I believe that this particular topic
is essential as this will help us to ensure that we are able to cater the
needs of our learners and help them develop holistically. This topic
made me realize that choosing teacher as your profession is not that
easy and will never be because teaching profession is not merely
teaching, there are many things you need to know for us to ensure
effective learning. As a teacher, we need to be well-equipped with
knowledge such as the curriculum design and organization which is the
topic presented. I believe that we must display mastery regarding this
matter as this will really help fulfill our role as educators which is to
equip learners with the right knowledge and skills that will help them to
be ready as well as competent in their future profession that can lead to
betterment. Given this, it there is really a need for us to put importance
and learn this particular thing by heart as this will really be beneficial or
useful when we are already professional educators.

50. The formulation of the overall course blueprint, the
mapping of content to learning objectives, as well as the
development of a course outline and course construction,
are the main themes of curriculum design. Assessment
techniques, exercises, content, subject matter analysis, and
interactive activities are used to meet each learning target.
It is crucial because it makes learning and teaching
consistent, allowing students to leave a lesson with the
same skills they learned, regardless of whether they were
taught by an expert in the field or a teacher who is still
learning.

51. Curriculum Organization is important in
curriculum development because it affects the
efficiency of teaching and the degree to which
educational changes are brought about in learners.
Curriculum organization is regarded as an attempt to
overcome the confusion and fragmentation found in
many instructional programs. The organization of a
school curriculum depends much on the internal and
external pressures acting on schools. The relative
importance of these various tensions, as perceived by
the key school personnel, will manifest as the learning
and teaching culture within the institution.

52. To be begin with, A curriculum provides a systematic plan
for teaching and learning to achieve specified learning
outcomes, because of curriculum Schools, Teachers,
Students exist. Furthermore, the Curriculum design is a
basic frame of reference or template for planning a
curriculum which enables the organisation of its
components or elements, noting the relationships that exist
among its components. In conclusion, Every curriculum
shares the same end goal, to help students learn and this
starts with a solid plan. A good curriculum plan helps to
make learning and teaching consistent, where a student can
walk away from a lesson with the same skills learnt, whether
they were taught by a major in the subject or by a teacher
still learning themselves.

53. Learning is always unstoppable for us especially if you are a
teacher. Teachers are the ones who utilized the learning and
performance of every student. Regarding the topics that I have
discovered this day, I come up with the realization that, as a future
teacher, I thought that this feature of a curriculum is so valuable
because we need to know and understand the features of a
curriculum for us to have a wider understanding of our chosen
profession. Taking everything into consideration in every topic, I do
believe that in every lesson there is always a light for us to gain
something which helps us to build our potential, knowledge, skills,
and learning as a learner or as a teacher. Rather than that the
purpose of learning this lesson is not only to let us know but also to
comprehend it by doing it personally to our students which I think
will be a big help for us as future teachers to meet the needs of our
students and to seeks to find ways that schools can be more
effective at teaching students within the constraints of limited time
and resources.

54. Teachers utilize a variety of strategies to assist
students understand the topics they are taught and to
guide learning, including curriculum design, instruction,
and assessment, so as a future educator it is important for
us to know that;
• Curriculum is constructed based on the needs, interests ,
purposes and abilities of the learner.
• Good curriculum plan helps to make learning and
teaching consistent, where a student can walk away from
a lesson with the same skills learnt.

55. My personal and professional reflections of
curriculum planning which involves designing and
organizing is that the process is both creative and practical
as it is the major determinant of the quality of learning
experience for the students. For me, it was always
important to be involved in designing a course that was
capable of transferring into practice. By this I mean, the
course planning should not be a ‘pie in the sky’ idea, that
will never work in reality.
The vital factors to keep in mind is what will be the
benefits to those who go on to successfully complete the
course, and what the impact will be for the wider
community and society.

56. As I was able to grasp well our topic, I do have to say that this lesson is
very essential to us future educators and curriculum implementers. This
topic made me realize that choosing teaching as a profession is not just
only about teaching itself but, holistically, great knowledge with
curriculum design and organization will give us the idea about how to
cater the needs and teaching styles of our students so that teaching will
be as effective as the word itself. To be in the profession, it is not just
about how to deliver a lesson properly but you must also consider that
we know how to cater their needs as a student especially in the field of
their coping or learning with the lessons so that it will be ensured that
the right knowledge and skills will be given to them, making them
competent and ready enough to take and perform their future
professions carrying the knowledge, us teachers have effectively given
to them.

57. It is really important for us to know the
different curriculum designs and approaches for us,
future educators, can plan a good, effective and
appropriate curriculum. It can help us to make
learning and teaching consistent. In addition, it will
also help us in deciding the various aspects of
curriculum development and transaction. Where in
students will always remember the lessons you’ve
taught with the same skills they’ve learned. By
learning these things, it can helps us to be align
with our goals and to deliver a quality education to
the students.