This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.

1. SOURCES OF
CURRICULUM
DESIGN
EdM 402 – Advanced Curriculum Development
Reporter: Chinly Ruth T. Alberto (MAEM)

2. their experiences,
their lived
histories, their
values, their belief
systems, their
social interactions,
and their

3. CURRICULUM DESIGNERS
PHILOSOPHICAL, SOCIAL,
& POLITICAL VIEWPOINTS
(society & learner)
VIEWPOINTS  CURRICULUM’S SOURCES

4. “Educational action
begins with
recognizing one’s
beliefs and values,
which influence
what one considers

5. PHILOSOPHICAL, SOCIAL,
POLITICAL
 we design curriculum
with limited or confused
rationales

6. How do we choose from
among various ideas
of education?
What are the sources
to be considered and
how to organize
them?

7. D I V E R S I T Y
THERE IS NO
SIMPLE
ANSWER.
Educational
thinkers and doers

8. SCIENCE
as a source

9. SCIENCE as a source
depend on the scientific
method
value the observable and
quantifiable elements
prioritized problem solving
highlight LEARNING HOW
TO LEARN

10. SCIENCE as a source
founded on cognitive
psychology
value science and
organization of knowledge
curriculum should prioritize
the teaching of thinking
strategies

11. “With knowledge
explosion in our
time, the only
endless journey
seems to be the

12. SOCIETY
as a source

13. SOCIETY as a source
school is a vehicle for the
development of society
ideas should come from the
exploration of the social
situation
consider the present and
future characteristics of

14. “School must
recognize that
they are part
and parcel of
the design to

15. SOCIETY as a source
should not disregard social
multiplicity (foreigners & immigrants),
ethnic groups, and social
classes
must be managed within
social, economic, and political
contexts

16. “No curriculum or
curriculum design
can be considered
or created apart
from the people
who make up our

17. MORAL
DOCTRINE
as a source

18. MORAL DOCTRINE as a source
look into the past for guidance
in present work on the content
stress lasting truths advanced
by the great thinkers of the
past
emphasis is on the content
and labels some subjects as

19. MORAL DOCTRINE as a source
BIBLE/ OTHER RELIGIOUS
DOCUMENTS
reference, common in schools
during Spanish period
lesser influence in public schools
today because of church and state
separation
private and parochial schools still
support this

20. “Education can
address
spirituality
without bringing
in religion. To
have spirit is to

21. MORAL DOCTRINE as a source
being in touch with spirit
allows one to see the
essences of reality and to
generate new ways of viewing
knowledge, new relationships
among people, and new ways
of perceiving one’s existence

22. “Spirituality
fosters
mindfulness,
attentiveness,
awareness of the
outside world,

23. MORAL DOCTRINE as a source
SPIRITUAL INDIVIDUALS
develop empathy, insight &
compassion
consider and promote welfare of
others
welcome differing viewpoints
ask questions about the nature of
the world, the purpose of life, and

24. “Viewing curriculum
as religious text
may allow for a
blending of truth,
faith, knowledge,
ethics, thought,

25. Thank you for
listening!

26. References

27. GROUP ACTIVITY
Create your own curriculum design
through a SmartArt or graphic
organizer with the following features:
–Source of Curriculum
–Conceptual Framework
–Curriculum Design Qualities
–Type of Curriculum Design

28. SOURCES OF CURRICULUM
•Science
•Society
•Moral Doctrine
•Knowledge
•Learner

29. CONCEPTUAL FRAMEWORK
•Horizontal Organization
•Vertical Organization

30. CURRICULUM DESIGN QUALITIES
•Scope
•Sequence
•Continuity
•Integration
•Articulation Balance

31. TYPES OF CURRICULUM DESIGN
• SUBJECT-CENTERED DESIGNS
–Subject, Discipline, Correlational, Process
• LEARNER-CENTERED DESIGNS
–Child-centered, Experience-centered,
Romantic(Radical), Humanistic Design
• PROBLEM-CENTERED DESIGNS
–Life-situation Design or Reconstructionist
Design

32. SCORING RUBRIC
CRITERIA PERCENTAGE
CONTENT 20%
CREATIVITY 25%
ORGANIZATION 20%
PRESENTATION 25%
SUBMISSION 10%
TOTAL 100%