CHAPTER 2: CURRICULUM DESIGN

LESSON 1 – PRINCIPLES AND DIMENSIONS OF CURRICULUM

DESIGN
INTRODUCTION This chapter presents different curriculum designs identified
by several experts and scholars in curriculum studies. The
different curriculum principles, dimensions, and designs
provide an insight on how subjects and disciplines are
organized into learning areas that will able the learners to
identify what teachers intend them to learn.
MODULE OUTCOME This module aims explain the different dimensions and some
guiding principles in its use in curriculum development.
LEARNING At the end of the lesson, the students must have:
OUTCOMES 1. considered the impact of some of the dimensions of
curriculum design
2. provided some principles in its use in curriculum
development
3. identified the fundamentals of curriculum designing
ACTIVATE

Try to recall the past subjects you enrolled before and realize how are they logically
related to one another. Make a short description to clarify your answer.

Subjects Relationship to other Description

Subjects
 ACQUIRE

Dimensions of Curriculum Design

 Scope – Tyler Ornstein (2004) defines scope as all the content, topics, learning
experiences and organizing threads comprising the educational plan the extent
of the area or subject matter that something deals with or to which it is relevant.
specifically refers to the breadth of the curriculum the organizing threads that
constitute the skills and content that teachers are expected to include in their
instruction Scope does not only refer to the cognitive content, but also to the
affective and psychomotor content.
 Sequence – To provide continuous and cumulative learning, a vertical
relationship among the elements of the curriculum provides the sequence.
The sequence includes plans and materials for learning experiences to support
and extend children's learning at various levels of development Contents and
experiences are arranged 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.

Four Principles for Sequence (Smith, Stanley and Shore; 1957)

1. Simple to Complex Learning – Content and experiences are organized from

simple to complex, from concrete to abstract, from easy to difficult.
Simple to complex says that when presenting the different activities or assigned
tasks to the learners, start with the simple ones and gradually increase the
challenge as the learner achieves success at the task. This explains the idea to
progress from simple tasks to a more complex one.

2. Prerequisite Learning – It means that there are fundamental things to be

learned ahead. Like addition before multiplication in mathematics or letter before
words, words before phrases, and phrases before sentences. This speaks to
anything that you need to know or understand first before attempting to learn or
understand something new

3. Whole to part learning – This principle has relations to gestalt that talks about
the overview before the specific content or topics. This method is commonly
used when parts do not form a natural and meaningful sequence of actions and
do not need to be practiced together.

4. Chronological Learning – The order of events is made as a basis of

sequencing the content and the experiences. The sequence can be arranged
from the most recent to the distant past or vice versa. The understanding on the
importance of the order of events will help learners to become academically
prepared.
Guidelines in Curriculum Design

 Teachers, parents, school managers and students should be involved in the

committee for curriculum design
 School’s vision, mission, goals and objectives should be reviewed and use as
bases for curriculum design.
 The needs and interest of the learners, in particular, and the society, in general,
should be considered.
 Alternative curriculum design should consider advantages and disadvantages in
terms of costs, scheduling, class size, facilities and personnel required.
 The curriculum design should take into account cognitive, affective,
psychomotor skills, concepts and outcomes.

Different Curriculum Designs

1.Subject- centered Designs. Emphasis is focused on acquisition, memorization, and

knowledge of each specific content area. Within this curriculum structure, strong
emphasis is stressed on instruction, teacher-to-student explanation, and direct
strategies. Majority of the curricula utilized in schools are established or organized in
terms of subjects.

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 Discipline Design. This type of design is mostly used in high

school or in college. It refers to specific knowledge learned through a method
which the scholars use to study a specific content of their fields. The discipline
design explains the relationship between beginning knowledge and advanced
knowledge.

c. Integrated Design. This curriculum design is based on the principle that

learners learn in an integrated manner. This type of curriculum design tries to
combine two or more related subjects. It also implies learning that is synthesized
across traditional subject areas and learning experiences that are designed to
be equally reinforcing. This approach develops the child's ability to transfer their
learning to other settings.
c.1. 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.

c.2. Multidisciplinary or broad fields- includes the integration of three or more related
disciplines. An example is the Social Studies curriculum. This subject integrates civics,
history, culture and economics. This is an approach to curriculum integration which
focuses primarily on the different disciplines and the various perceptions they bring to
demonstrate a topic, theme or issue. A multidisciplinary design is one in which the
same topic is studied from the viewpoint of more than one discipline.

c.3. Core- requires that all subjects or disciplines 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. This
includes set of school or college courses in subjects considered essential to an
appropriate education, as in providing necessary skills or common cultural
knowledge.
 APPLY
Study the situations below and identify what curriculum design/ dimension is
illustrated in the following situations.

___________1. The students learn math and science

concepts and skills while singing, sculpting, painting, and SCOPE
dancing.

____________2. Children are directed to expose,

explore, experience, interact, and exercise their creative
imagination through focused play. Well- SEQUENCE
prepared teachers support and extend each child's
learning based on their developmental levels, so children
enter school ready and motivated to learn

_____________3. In college, there are courses that

have to be taken ahead of others. For example, Human
Growth and Development, Facilitating Learning, or INTEGRATION
Principles of Teaching is taken ahead Practice Teaching.

_____________4. Lessons on basic operations in ARTICUALATION

Mathematics is repeated until high school only the level
of difficulty is increased.

CONTINUITY
______________5. It considers the visual elements that
are arranged so that their visual weight harmonizes with
the other elements in the design, and the arrangement
gives an appearance of properly distributed elements.
BALANCE
 ASSESS

1.How would you know that there is an impact of curriculum design in teaching and
learning? Will the varied designs make a difference in the way you teach or the way
you learn? Defend your answer.

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2.Assume that you are a curriculum maker. What are the things you need to consider
in designing your curriculum?

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3. Make a realization on the impact of the different dimensions of curriculum design to
its implementation. Complete the table below.

A. Continuity

B. Integration

C. Articulation

D. Balance
E. Sequence

F. Scope
 CHAPTER 2
LESSON 2 – TYPES OF CURRICULUM OPERATING IN SCHOOLS
MODULE OUTCOME This module intends to provide a background on the
different types of curriculum operating in schools
and some principles that will go with each other as
to how they are implemented
LEARNING OUTCOMES At the end of the lesson, the students must have:
1.described the different types of curriculum
2.explained how each type of curriculum is utilized
ACTIVATE

Try to comment on this axiom.

ACQUIRE

Types of Curricula in Schools

1. Recommended Curriculum. Almost all of the curricula found in our schools are
recommended. For Basic Education, these are recommended by the
Department of Education (DepEd), for Higher Education by the Commission on
Higher Education (CHED) and Vocational Technical Education by Technical
Education, Skills Development Authority (TESDA). These three government
agencies oversee and regulate Philippine education. The recommendations
come in the form of memoranda or policy, standards and guidelines. Other
professional organizations or international bodies like UNESCO, ideas coming
from the experts and scholars also recommend curricula in schools.
construed by the educational stakeholders at the national level. It is more
general and usually consists of policy guidelines. It actually reflects the impact
of “opinion shapers” such as: policy makers.

2. Written Curriculum. What has been recommend by experts and scholars will
be put into writing ready for implantation. This includes documents based on the
 recommended curriculum. They come in a form of course of study, syllabi,
modules, books, instructional guides among others. A packet of this written
curriculum is the teacher’s lesson plan. The most recent written curriculum is the
K to 12 for Philippine Basic Education. curriculum that is sanctioned and
approved for classroom delivery. It represents society's needs and interests. It
translates the broad goals of the “Recommended Curriculum” into specific
learning outcomes.

3. Taught Curriculum. From what has been planned or written, the curriculum
has to be implemented or taught. The teacher and the learners will put life to the
written curriculum. The skill of the teacher to facilitate learning based on the
written curriculum with the aid of instructional materials and facilities will be
necessary. The taught curriculum will depend largely on the teaching style of the
teacher and the learning style of the learners. The curriculum that is delivered
by the teachers to the students is termed as Taught Curriculum. Teachers, being
the chief implementers of curriculum, occupy a crucial role
in curriculum decision making.

4. Supported Curriculum. It is described as support materials that the teacher

needs to make learning and teaching meaningful. Those include print materials
like books, charts, posters, worksheets, or non-print materials like PowerPoint
presentation, movies, slides, models, mock-ups, and other electronic
illustrations. Supported curriculum also includes facilities where learning occurs
outside or inside the four-walled building. These include the playground, science
laboratory, audio-visual rooms, zoo, museum, market or the plaza. These are
the places where authentic learning through direct experience occur.
The Supported Curriculum is the curriculum supported by available resources.
Such resources include both human (teachers) as well as physical (such as
textbooks, workbooks, audio visual aids, teacher guides, grounds, buildings,
library books and laboratory equipment).

5. Assessed Curriculum. Taught and supported curricula have to be evaluated to

find out if the teacher has succeeded or not in facilitating learning. In the process
of teaching and end of every lesson or teaching episode, an assessment is
made. It can either be assessment for learning, assessment as learning or
assessment of learning. The curriculum that is reflected by the assessment or
evaluation of the learners is called the Assessed Curriculum. It includes both
formative and summative evaluation of learners conducted by teachers, schools,
or external organizations.

6. Learned Curriculum. We always believe that if a student changed behavior,

he/she has learned. For example, from a non-reader to a reader, or from not
knowing to knowing, or from being disobedient to obedient. The positive
outcome of teaching is an indicator of learning. These are measured by tools in
assessment which can indicate the cognitive, affective and psychomotor
 outcomes. Learned curriculum will also demonstrate higher order and critical
thinking and lifelong skills.

All the changes occurred in the learners due to their school experience are called
the Learned Curriculum. It is the curriculum that a learner absorbs or makes
sense of as a result of interaction with the teacher, class-fellows or the institution.
It includes the knowledge, attitudes and skills acquired by the student.

7. Hidden/Implicit Curriculum. This curriculum is not deliberately planned, but

has a great impact on the behavior of the learner. Peer influence, school
environment, media, parental pressures, societal changes, cultural practices,
natural calamities, are some factors that create a hidden curriculum. Teachers
should be sensitive and aware of this hidden curriculum. Teachers must have
good foresight to include these in the written curriculum, in order to bring to the
surface what are hidden. hidden curriculum has its greatest impact on
the student's behaviors and then, their values, either positively or negatively.
The problem of the study could be restricted to the following questions.
Generally, the values themselves are so important for both individuals and
societies.

Curriculum designs / models

1.
2.

3.

4.
 APPLY

Activity 1 –describe each design model based on your own understanding.

a. Subject Centered Designed Model

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b. Learner Centered Design Model

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c. Problem Centered Design Model

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Activity 2 – Identifying the Curricula Operating in the Schools

Recall a school of your choice. Identify an appropriate person like the classroom
teacher, students or principal whom you can inquire some of the details you need
about their curriculum. Write specific examples and record your data in a matrix like
the one below.

Name of School: ______________________________________________________

Types of Curricula Operating in Examples from Observations or

School inquiry

Recommended Curriculum

Written Curriculum

Types of Curricula Operating in Examples from Observations or

School Inquiry

Taught Curriculum

Supported Curriculum

Assessed Curriculum

Learned Curriculum

Hidden Curriculum
 ASSESS

1. Why is it necessary for teachers to learn about school curriculum and how each
type is utilized inside the classroom?

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2.Explain how each curriculum is applied inside the classroom.

Types of
Curriculum
 CHAPTER 2
LESSON 3 – ROLES OF STAKEHOLDERS IN THE DELIVERY OF
CURRICULUM
MODULE OUTCOME This module aims to help learners identify
those who are directly or indirectly interested
in curriculum implementation and describes
each different roles one has to perform in the
said implementation
LEARNING OUTCOMES At the end of the lesson, the students must
have:
1. identified the stakeholders in the delivery of
curriculum
2. enumerated the roles of stakeholders
3.acquired clear understanding on how
important are the stakeholders in the
implementation of curriculum
ACTIVATE

Who do think are needed for this to

operate?

ACQUIRE

Stakeholders are individuals or institutions that are interested in the school

curriculum. Their interests differ in degree and complexity. They get involved in many
different ways in the implementation, because the curriculum affects them directly or
indirectly. These stakeholders shape the school curriculum implementation.
 1. Learners at the Center of the Curriculum

Everything in the curriculum goes around the learners as to their needs, interests
and capabilities. They are placed at the center because they are the bases as to how
and why the curriculum is developed. The direct involvement and active participation of
the learners could make and unmake the curriculum implementation regardless of the
level. The learning activities provided for them would only be realized as to their
interaction and internalization and the way they give meaning to the planned activities
with the guidance of the teachers. It can be gleaned that the learners are considered
the primary stakeholder of curriculum implantation because their characteristics to fit in
the planned or written curriculum will guarantee the success in education. They are the
ones who are directly influenced by it. Leaners in all levels can make or unmake the
curriculum by their active and direct involvement. How each individual learner
contributes to the realization of a planned curriculum would depend on the interaction
and internalization of the different learning experiences provided. After all, in curriculum
implementation, the concluding question will always be: Has the learner learned?

It can be gleaned that the learners are the primary stakeholders in the curriculum.
The universal as well as the individual characteristics of the students should be
considered. Age, gender, physical, mental, emotional development, cultural
background, interests, aspirations and personal goals are some of the factors that
should be considered in the implementation of any curriculum. The different activities
can only be made meaningful by learners themselves, with the guidance of the teacher.
The success of the curriculum can only be measured by the extent of the learning the
learners have achieved. Therefore, a fit between the planned or written curriculum and
the characteristics of the learner will guarantee success in education.

2. Teachers as Curriculum Developers and Implementers

Teachers would always play a great role in curriculum implementation. The role of
teachers in the curriculum process is to help students develop an engaged relationship
with the content. Active learning will increase the focus and retention of the curriculum,
resulting in an exciting learning environment.

Teachers know their students better than others involved in the curriculum process.
While the state often dictates the skills covered by the curriculum, a teacher
can provide insight into the types of materials, activities and specific skills that
need to be included.

1. The most common role a teacher plays in the classroom is to teach knowledge to
children. Teachers teach in many ways including lectures, small group activities and
hands-on learning activities. Creating Classroom Environment. Teachers also play
an important role in the classroom when it comes to the environment.
3. Curriculum Managers and Administrators

The school administrators play an important role in shaping the school

curriculum because they are the people who are responsible in the formulation of
the schools' vision, philosophy, mission and objectives. They
provide necessary leadership in evaluating teaching personnel and school program
Their responsibilities include ensuring educational strategies are in place that support
effective learning for all students. Therefore, principals' responsibilities should include
ensuring effective collaboration takes place.

In a school organization, there is always a curriculum manager or school

administrator. In fact, for school principals, one of their functions is being a curriculum
manager. They supervise curriculum implementation, select and recruit new teachers,
admit students, procure equipment and materials needed for effective learning. They
also plan for the improvement of school facilities and physical plants.

The role of the administrator can never be ignored. The principle of command
responsibility and institutional leadership rests on the shoulders of the school
administrators. The final decision making in terms of the school’s purpose rests in the
shoulders of school administrators. In the academic institution, school administrators
have a great stake or concern about what kind of curriculum their schools offer and how
these are implemented.

4. Parents as Supporters to the Curriculum

“My child and my money go to this school.” It simply means that the parents are the
best supporters of the school, especially because they are one's paying for their child
education. The parents follow up the lesson of their children.

Effective parental involvement in school affairs backs in the success of the learners'
achievement. Growing harmonious relationship with these people leads to better and
clearer communication between home and school, greater pupil’s eagerness to learn,
reduced disciplinary and behavioral problems and more responsibility for learning.

Studies have found that students with greater involvement of parents, no matter
what their income or background, are more likely to earn high grades and test scores,
and enroll in higher-level programs; pass their classes, earn credits, and be promoted;
attend school regularly; and graduate and go on to postsecondary education.

5. Community Members as Curriculum Resources

The success in the implementation of the curriculum requires resources. Limited

resources like books, school materials and other facilities may be provided by
community members. They too can get involved in school related activities as
resource speakers, board members, officers in some organizations of the school. And
 even the whole community can be a source of curriculum resource and thus anyone
can be considered as a great stake in the process of implementing the curriculum.

6. Other Stakeholders in Curriculum Implementation

There are other important stakeholders in curriculum implementation. Different

professional organizations, local or international may have a great impact or influence
in school curriculum. They have contributions in the processes of shaping, reviewing
and enhancing the curriculum. They too can provide venue for our students to link the
school to industries where graduates can get employment.

APPLY

Activity 1 – Let us deeply think on the roles of the different stakeholders in the
implementation of the curriculum.

Situation.
In one school, the parents got so involved in so many ways as they become
major players or actors and actresses of the school. They get involved in planning,
plant and facilities, cleanliness, infrastructure development and others. In some major
decisions for the school, parents sometimes hinder in a way that they would intervene
with the school authorities. Parents invested so much in the school buildings and
improvement of the school environment that they do not want to transfer their
children’s classroom to other location. Because of the said conflict between parents
and school administrators, parents threatened to pull out the children. If you were
one of the administrators managing the school, how would you handle the situation?
Write your reflection:
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Write your recommendation:

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Activity 2 – Direction: Fill in the table by providing the roles of each stakeholders in
the school.

Stakeholder Role/Involvement in Curriculum

implementation

Learner

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e%20Insurance/Pro%20Student/Pro%20Student.jpg

Teacher

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content/uploads/2018/01/teacher.jpg

Curriculum
Managers
and
Administrators
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Parents

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9/01/Main-Image-Scripture.jpg

Community
Members

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019/18_Philippines_ABCD_2.png

Personal
Organizations
and Government
Agencies
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Agency-blog-banner.png
 ASSESS

Activity 1 – In your own opinion, why are the stakeholders very important in
implementing curriculum?

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2.How way can the positive involvement of stakeholders in curriculum implementation

become successful in terms of curriculum change and development?

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