Group 2

Reporter: Lilibeth V. Odal

CHAPTER III
CURRICULUM DESIGN

Introduction

The curriculum establishes the foundation of what students are expected to know, do and understand
through their educational experiences. Teachers apply learning standards to engage students in flexible and
relevant learning experiences that encourage them to pursue their passions while building a sense of personal
identity. Curriculum design deepens learning and support students in gaining important core competencies such as
critical and creative thinking, skillful communication, and demonstrating care for self and others.

Definition of Curriculum Design

 Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of
curriculum (instructional blocks) within a class or course.
 Refers to the structure or the arrangement of the components or elements of a curriculum
 Learning objective is met with assessment strategies, exercises, content, subject matter analysis, and
interactive activities.

DIFFERENT CURRICULUM DESIGN

1. Subject-Centered Curriculum Design

Subject-centered design focuses on the content of the curriculum. The subject-centered design
corresponds mostly of the textbook, written for the specific subject.

 Henry Morrison and William Harris are the few curricularist who were firm believers of this design. In this
instance, schools divide the school hours to different subjects such as reading, grammar, literature,
mathematics, science, history and geography. In the Philippines, our curricula in any level is also divided in
different subjects or course. Most of schools using this kind of structure aim for excellence in the subject
matter content.

Examples of Subject-Centred Design

1. Subject Design
 Oldest and so far the most familiar design

ADVANTAGES DISADVANTAGES
 Easy to deliver •Learning is compartmentalized
•Complimentary books are written •Stresses so much the content that it forgets
•Support instructional materials are the student’s natural tendencies, interests
commercially available and experiences
•Teachers are familiar with the format

2. Discipline Design
 Focuses on academic disciplines

DISCIPLINE – refers to specific knowledge learned through a method which the scholars use to study a specific
content of their field.

Students in:
History Should learn like Historians
Biology Should learn like Biologist
Mathematics Should learn like Mathematicians

Teacher should teach how the scholars in the discipline will convey the particular knowledge.
 Often use in college, but not in elementary or secondary levels

PSYCHOLOGY

MATHEMATICS HISTORY
HUMANITIES
SCIENCE

DISCIPLINES

SUBJECT-CENTERED
Subject-centred moves higher to a discipline when students are mature and already moving towards their
career path or discipline.

 The discipline design engages the students so they can analyze the curriculum and draw conclusions. It
helps students to master the content area and in turn increase independent learning.
 According to Bruner, the discipline design clarifies the relationship between beginning knowledge and
advanced knowledge. This will allow the students to gain meaning and advance through the content.

3. Correlation Design
 Comes from core, correlated curriculum design that links separate subject designs in order to reduce
fragmentation.
 Subjects are related to one another but each subject maintains its identity.

Examples of correlation design includes:

 Biochemistry, which is the combining of biology and chemistry.
 Social Psychology, which is sociology and psychology
 Bio-statistics, which is biology and statistics.
 Music Technology, which focuses on music and its use through technology.

4. Broad Field Design/Interdisciplinary

 A variation of the subject-centered design.
 This design was made to prevent the compartmentalization of subjects and integrate the contents that are
related to each other.

Example:

Anthropology

Geography SOCIAL STUDIES Sociology

History

2. Learner-Centered Curriculum Design

 Learner is the center of the educative process.
 Learner-centered curriculum design takes each individual's needs, interests, and goals into
consideration. In other words, it acknowledges that students are not uniform and adjust to those
student needs. Learner-centered curriculum design is meant to empower learners and allow them to
shape their education through choices.
 Instructional plans in a learner-centered curriculum are differentiated, giving students the opportunity
to choose assignments, learning experiences or activities. This can motivate students and help them
stay engaged in the material that they are learning.
 The drawback to this form of curriculum design is that it is labor-intensive. Developing differentiated
instruction puts pressure on the teacher to create instruction and/or find materials that are conducive
to each student's learning needs. Teachers may not have the time or may lack the experience or
skills to create such a plan.
Learner-centered curriculum design also requires that teachers balance student wants and interests
with student needs and required outcomes, which is not an easy balance to obtain.

1. Child-Centered Design

One
learns by
doing Learner
Anchored on
engages with
the needs and
his/her
interests of
environment
the child

CHILD-
CENTERED
DESIGN

Learning is the product of the child’s interaction with the environment

2. Experience-Centered Design

 similar to child-centered.
 believes that the interest and needs of learners cannot be preplanned. Instead, experience of the learners
become the starting point of the curriculum.

 learners are made to choose from various activities that the teacher provides.
 learners are empowered to shape their own learning.
 different learning centers are found.
 time is flexible.
 children are free to make options.
 activities revolve around different emphasis such as touching, feeling imagining, constructing relating and
others.

3. Humanistic Design

 Development of self is the ultimate objective of learning.

 It considers the cognitive, affective and psychomotor domain to be interconnected.
 It stresses the development of positive self-concept and interpersonal skills.

3. Problem-Centered Curriculum Design

 Problem-centered curriculum, or problem based learning, organizes subject matter around a problem, real or
hypothetical, that needs to be solved.
 Problem-centered curriculum is inherently engaging and authentic, because the students have a real
purpose to their inquiry - solving the problem.

1. Life-situation Design
 Uses the past and present experiences of learners as a means to analyse the basic areas of living

2. Core Design

 It centers on general education and the problems are based on common human activities.
 The central focus of the core design includes common needs, problems, concerns, of the learners.

CONCLUSION

The curriculum establishes the foundation of what students are expected to know, do and understand
through their educational experiences. The different curriculum design is applied to engage students in flexible and
relevant learning experiences.

References:
https://www.thoughtco.com/curriculum-design-definition-4154176
https://www.slideshare.net/jaezek1804/curriculum-design-models-37828002
https://educationalresearchtechniques.com/2014/06/25/curriculum-design-correlation-design/
https://www.slideshare.net/kazekage15/curriculum-design-14005429
https://slideplayer.com/slide/12241002/
https://surreylearningbydesign.ca/school-planing-process/curriculum-design/
https://askinglot.com/what-are-the-importance-of-subject-centered-curriculum