Lesson Curriculum Design

CURRICULUM
DESIGN
Definition of curriculum design
Curriculum design refers to the arrangement of the elements of a curriculum. These four elements
are intent (aims, goals, and objects); subject matter or Content; learning experiences; and evaluation. In
many books, curriculum design Is used inter changeably with curriculum organization. Posner (1997)
provide an enlightening idea on how to differentiate these two related terms in curriculum as he
classified the activity of arranging curriculum elements or contents into two. According to him, there is
macro and a micro level of organizing curriculum contents.
The macro level deals with arranging or organizing the total curriculum from the philosophy down
to the contents of different subjects. The micro level on the other hand, deals with organizing the
content of a specific subject or discipline. The two as function of curriculum design while the micro level
is a function of curriculum organizations. However, it is important to note that curriculum organization
is based on the content and elements for the curriculum.
Different Curriculum Designs
Print (1988) classified the different curriculum designs in four groups. According to him, all
curriculum designs can be classified as subject-centered, learner-centered, problem-centered, or core
learning designs:
1. Subject-centered Designs. Majority of the curricula used in schools are arranged or organized in
terms of subjects. Thus, the subject-centered design is the most popular among the four types of
curriculum designs. The subject-centered design is classified into three specific designs.
A. Subject Design. The curriculum is organized in terms of subjects like Mathematics, Science,
Filipino, English, and other subjects. Most of these subjects are offered in the elementary level. The
subjects are organized in a fragmented manner. Connections between and among these subjects are not
emphasized in the Subject design. Instead, the nature of the subject is highlighted in this design to
Provide students with a general knowledge of each subject.
B. Academic Disciplines Design. Like the subject design, this type of design organizes the
curriculum in terms of disciplines like Algebra, Physics, Chemistry, Literature, Economics, Philippine
History, and other disciplines. This type of design is mostly used in high school or in college. The
contents are highly specialized particularly in the college level.
MATH --- SCIENCE --- FILIPINO --- ENGLISH
C. Academic Discipline Design. Like the subject design, this type of design organizes the
curriculum in terms of disciplines like algebra, physics, chemistry, literature, Economics, Philippine
History, and other discipline. This type of design is mostly used in high school or in college. The
contents are highly specialized particularly in the college level.
BIOLOGY --- ALGEBRA --- EARTH SCIENCE --- ECONOMICS
D. Integrated Design. This curriculum design is
based on the principle that learners learn in an
integrated manner. Thus, this type of curriculum
design tries to merge two or more related subjects.
Basically, there are three types of integration:
• Interdisciplinary - includes the merging of two

related disciplines or subjects. An example is the
integration of science and health. Educators
believe these two are naturally integrated. One
needs science knowledge in order to understand
health concepts.
• Multidisciplinary or Broad fields - includes the integration of three or more related disciplines. An
example is the Social Studies Curriculum. This subject integrates civic, history, culture, and
economics.
• Core - requires that all subjects or discipline in the school curriculum be put together using a single
theme. Usually, this type of integrated curriculum design is used in preschool where subjects are
combined using curriculum themes.
2. Learner Centered Design. Learner centered designs focus on the needs, nature, and interest of
the learners in the curriculum. The aim of these design is to develop the potentials and abilities of the
learners in and making the curriculum relevant and responsive to them.
A. Activity/experience Design. This concentrates on activities that are meaningful and interesting
to the learners. In doing these activities learners will develop various skills like process skills,
communication skills, problem solving, critical thinking, and creativity that are important for the
learners.
B. Humanistic design. The curriculum is composed of topics and learning experiences that focus on
the holistic development of an individual. It also addresses the needs and nature of the learners. The
goal of thus design is the development of a well-rounded individual.
3. Problem - centered design. These curriculum designs focus on understanding and finding solutions
to individual and social issues and problems. They require students to use their skills and knowledge of
different subjects and disciplines as they engage themselves in meaningful learning of various social and
individual problems like poverty, climate change, peace and order or terrorism, diseases, traffic, and
economic recession, among others.
A. Thematic Design. This design suggests the thematic approach to integration. Almost all models
advocate this approach. The only thing that is different is the main focus of the theme. Some models give
emphasis on human activities as the themes of study while others use different topics that are interesting to
students. Themes can either be concepts, guided questions, activities, or standards and skills but the
purposes and goals are all intended to provide an education that is holistic, meaningful, and relevant to the
life of the learner.
B. Problem Design. The learners are exposed to different lessons in problem solving involving real-life
problems. By doing problem-solving activities, the learners are exposed to some practical situations or
issues that are important to them and to their community.
4. Core Learning Designs. These curriculum designs focus on learning a set of common subjects,
disciplines, courses, skills, or knowledge that is necessary for students to master. It aims to provide a
uniform type of education based on a certain philosophy or educational theory. The core curriculum
began in the early part of the 20th century in the United States as an experiment on liberal higher
education and it remains vibrant until now. The central theme of this curriculum design is not just to
provide common learning to students. It also aims to provide an education that is trans-formative and
relevant to all types of learners. Furthermore, it aims to develop a habit of mind or cultivate the critical
and creative thinking of students that they can employ in their everyday life.
A. Core Design. This is a set of common subjects, disciplines, or courses that are required for students
to study before they graduate or move to a different level.
B. National Core Curriculum Design. This is a set of subjects or courses that are required to be
taught to all students across the country. The national core curriculum is prescribed by the state through
the Department of Education or the Commission on Higher Education. Examples of national core
curriculum designs are the General Education Curriculum for undergraduate courses and the K-12
Curriculum for basic education.
Things to Consider in Designing Curriculum
There are two major forces considered in designing curriculum. These are the horizontal and vertical
organizations.
• Horizontal Organization - is often referred to as the scope and horizontal integration that is
concerned with the arrangement of curriculum components at any point in time (Print, 1993). For
example, it asks about the relationship between Geography, History, Economics, and Civics in
elementary Social Studies curriculum. it focuses on establishing relationships and integration among
subject areas in elementary or secondary curriculum.
• Vertical Organization - focuses on the spiral progression of curriculum contents. For example,
what skills, concepts, and values should be taught in Science from Grade Ito Grade VI. It focuses on
the distribution of curriculum contents from Kindergarten to Grade 12 (K-12). Looking at the spiral
progression of curriculum content enables teachers to focus on developing students' mastery of the
content by examining prerequisite knowledge and skills in learning different subjects.
Tomlimson et al.(2002)identified these important features for a good curriculum design. Accordingly, a
good curriculum design must be mentally and affective engaging, allows-meaningful collaboration,
develops In-depth understanding Connects with students' lives and worlds, focuses on product, deals
with profound ideas, and must be real, purposeful, and useful to students.
Be kind to one another, tenderhearted, forgiving one
another, as God in Christ forgave you.
Ephesians 4:32
GOD BLESS…

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CURRICULUM

• Interdisciplinary - includes the merging of two

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