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    Baboy FS

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    渡辺正平
    This document outlines the principles of B.A.S.I.C. curriculum design: Balance - an equitable assignment of elements to establish balance, which requires continuous review; Articulation - vertical arrangement of content from level to level, and horizontal association between elements; Scope - the breadth and depth of content, which can be divided into chunks; Integration - merging subjects through emerging themes; Continuity - enabling learners to strengthen learning through a spiral organization of content from level to level with increasing complexity.

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    Baboy FS

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    渡辺正平
    12 views4 pages
    This document outlines the principles of B.A.S.I.C. curriculum design: Balance - an equitable assignment of elements to establish balance, which requires continuous review; Articulation - vertical arrangement of content from level to level, and horizontal association between elements; Scope - the breadth and depth of content, which can be divided into chunks; Integration - merging subjects through emerging themes; Continuity - enabling learners to strengthen learning through a spiral organization of content from level to level with increasing complexity.

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    This document outlines the principles of B.A.S.I.C. curriculum design: Balance - an equitable assignment of elements to establish balance, which requires continuous review; Articulation - vertical arrangement of content from level to level, and horizontal association between elements; Scope - the breadth and depth of content, which can be divided into chunks; Integration - merging subjects through emerging themes; Continuity - enabling learners to strengthen learning through a spiral organization of content from level to level with increasing complexity.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    12 views4 pages

    Baboy FS

    Uploaded by

    渡辺正平
    This document outlines the principles of B.A.S.I.C. curriculum design: Balance - an equitable assignment of elements to establish balance, which requires continuous review; Articulation - vertical arrangement of content from level to level, and horizontal association between elements; Scope - the breadth and depth of content, which can be divided into chunks; Integration - merging subjects through emerging themes; Continuity - enabling learners to strengthen learning through a spiral organization of content from level to level with increasing complexity.

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    B.A.S.I.C.

    Balance
    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.
    Articulation
    This 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.
    Scope
    Tyler in Ornstein (2004) defines scope as all the content, topics, learning experiences and
    organizing threads comprising the educational plan.
    Scope does not only refer to the cognitive content, but also to the affective and
    psychomotor content.
    It is the depth, as well as, the breadth of these contents.

    The terms broad, limited, simple, general are few of the words that can describe the
    scope.
    The scope of the curriculum can be divided into chunks: units, sub-units, chapters or sub-
    chapters.
    Integration
    Emerging themes. This is the essence of integration in the curriculum design. Merging or
    integrate the subject like math to science.
    Horizontal articulation happens when the association is among or between elements that
    happen at the same time like social studies in grade six is related to science in grade six.
    Continuity
    This process enables the learners to strengthen the permanency of learning and
    development of skills. Gerome Bruner calls this spiral curriculum where the content is
    organized according to the interrelationship between the structure/ pattern of a basic idea
    of major disciplines. Example:1.Concepts of living things in science which continuously
    occurs in the elementary curriculum but with different complexity from level to level

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