PED 109 (Curriculum Development)

2. 
Scope
Sequence
Continuity
 Integration
Articulation
Balance
Dimensions of Curriculum Design

3. 
All the content, topics, learning experiences,
and organizing threads comprising the
educational plan. (Tyler in Ornstein, 2004).
It does not only refers to the cognitive content
but also affective and psychomotor.
Broad, limited, simple, general are the words
used to describe the scope.
Decision making of the teacher is needed.
1. Scope

4. 
Curricular coverage
Time
Diversity
Maturity of the learners
Complexity of content
Level of education
Considerations in Determination of Scope:

5. 
In simple words, scope
is the coverage of the
curriculum. 

6. 
 Units
 Sub-units
 Chapters
 Sub-chapters
Scope of the Curriculum can be divided into
chunks:

7. 
 Each Chunk is guided by the general curriculum
objectives or goals.
 Division of the content may use deductive principle.
 Arrangement of scope is inductive.
 Content Outline of the Curriculum may follow some
design:
√ Thematic
√ Linear
√ Logical
Take note:

8. 
 A particular order in which related events, movements,
or things follow each other.
 Vertical relationship among the elements to provide
continuous and cumulative learning
 Contents and experiences are arrange in hierarchical
manner where the basis can either be logic of the
subject matter or on the developmental patterns of
growth of the cognitive, affective and psychomotor
domains.
2. Sequence

9. 
 Simple to Complex Learning – content & experiences are
organized from simple to complex, concrete to abstract,
easy to difficult.
 Prerequisite Learning- there are fundamental things to be
learned ahead.
 Whole to Part Learning – overview before the specific
content or topics. Related to gestalt principle.
 Chronological learning – the order of events is made as a
basis of sequencing the content and experiences.
4 Principles for Sequence:
(Smith, Stanley and Shore, 1957)

10. 
Five Major Principles for Organizing Content in Units:
(Posner and Rudnitsky, 1994)
World-related
Sequence
Concept-related
Sequence
Inquiry-related
Sequence
Learning-related
Sequence
Utilization-related
Sequence

11. 
 A. Space – spatial relations will be the basis for the
sequence.
 B. Time – from the earliest to the most recent.
 C. Physical Attributes – the physical characteristics of
the phenomena such as age, shape, size, brightness &
others.
World-related Sequence

12. 
 how ideas are related together in logical manner.
 A. Class relations – group or set of things that share
common practices.
 B. Propositional relations – a statement that asserts
something
Concept-related Sequence

13. 
 based on the process of generating, discovering &
verifying knowledge, content and experiences are
sequenced logically and methodically.
Inquiry-related Sequence

14. 
 How people learn.
 A. Empirical Prerequisites – based on empirical studies
where the prerequisite is required before learning the
next level
 B. Familiarity – prior learning is important in sequence
 C. Difficulty – easy content is taken ahead than the
difficult one
 D. Interest – use interesting contents and experiences
to boost their appetite in learning
Learning-related Sequence

15. 
 Vertical repetition and recurring appearances of the
content provide continuity in the curriculum. This
process enables the learner to strengthen the
permanency of learning and development of skills.
 Gerome Bruner calls this “spiral curriculum”. For
learners to develop the ideas, these have to be
developed and redeveloped in a spiral fashion in
increasing depth and breadth as the learners advance.
3. Continuity

16. 
“Spiral Curriculum” – content is organized
according to the interrelationship between
the structure of the basic ideas of a major
discipline. (Gerome Bruner)

17. 
 “Everything is integrated and interconnected. Life is a
series of emerging themes.” This is the essence of
integration in the curriculum design. Organization is
drawn from the world themes from real life concerns.
 Subject matter content or disciplined content lines are
erased and isolation is eliminated.
4. Integration

18. 
 Can be done either vertically or horizontally.
 In vertical articulation, contents are arranged from level
to level or grade to grade so that the content in a lower
level is connected to the next level.
 Horizontal articulation happens at the same time like
social studies in grade six is related to science in grade
six.
5. Articulation

19. 
 Equitable assignment of content, time, experiences and
other elements to establish balance is needed in
curriculum design. Too much or too little of these
elements maybe disastrous to the curriculum. Keeping
the curriculum “in balance” requires continuous fine
tuning and review for its effectiveness and relevance.
6. Balance

20. 
Pointers:
 Curriculum design committee should involve teachers,
parents, administrators and even students.
 School’s vision, mission, goals and objectives should be
reviewed and used as a bases for curriculum design.
 The needs and the interests of the learners, in
particular, and the society, in general, should be
considered.
Guidelines in Curriculum
Design

21. 
 Alternative curriculum design should consider
advantages and disadvantages in terms of cost,
scheduling, class size, facilities and persona; required.
 The curriculum design should take into account
cognitive, affective, psychomotor, concepts and
outcomes.

22. 
 Purita P. Bilbao, Ed.D.
 http://www.slideshare.net/Darkwind1/dimensions
-and-principles-of-curriculum-design-
36432024?related=1&utm_campaign=related&utm_
medium=1&utm_source=2
References:

23. 
That’s all folks!

Presented by:
Ella Faith Uy Sergas