CRAFTING THE CURRICULUM

Dimensions and Principles of Curriculum Design

FIVE MAJOR PRINCIPLES FOR ORGANIZING CONTENT IN UNITS (POSNER AND
RUDNITSKY, 1994)
1. World-related sequence the world is the frame of reference. What relationship
exists among people, objects or events of the world?
a. space spatial relationship is the basis for the sequence
b. time time concept (earliest to most recent) is the basis for the sequence
c. physical attributes physical characteristics (age, shape, size, brightness, etc.)
are the basis for the sequence
2. Concept-related sequence the relationship reflects how ideas are related
together in a logical manner
a. class relations discuss the characteristics of the whole group before
discussing the characteristics of each of its members
b. propositional relations present evidence that support the proposition (which
is a statement that asserts something) before teaching the proposition
3. Inquiry-related sequence based on the process of generating, discovering and
verifying knowledge, content and experiences; process is sequenced logically and
methodically
4. Learning-related sequence based on the psychology of learning and how
people learn
a. empirical prerequisites asserts the importance of teaching the prerequisites
before advancing to the next level
b. familiarity asserts the importance of prior learning in sequence; teach what is
familiar to the students first
c. difficulty discuss the easier concepts before the more difficult ones
d. interest start by teaching concepts/issues that arouse the students' curiosity
CONTINUITY
characterized by recurring appearances of content
basic ideas are redeveloped in increasing depth as the learners advance
INTEGRATION
subject matter content lines are erased
allows students to engage in activities related to real life concerns
ARTICULATION
Vertical Articulation contents are arranged from level to level; content in one
grade level is connected to the next one
Horizontal Articulation association or connection exists between elements that
happen at the same time
BALANCE
characterized by equitable assignment of content, time, experiences and other
elements
GUIDELINES IN CURRICULUM DESIGN
Curriculum design committee should involve all the stakeholders: teachers, parents,
administrators and yes even the students.
Review and use as bases the school's vision, mission, goals and objectives.
Consider the needs and interests of the learners (in particular) and society (in
general).
Consider the pros and cons in terms of costs, scheduling, class size, facilities, and
personnel required.
Consider the cognitive, affective, psychomotor skills, concepts and outcomes.
THE SIX FEATURES OF A CURRICULUM

1.

Who teaches? Teacher

Good teachers are needed to sort out the information from the data.
Excellent teachers are needed to sort the wisdom from the knowledge.
Teachers must receive support for their continuing development so they can keep
up with the changing demands of society.
2. Whom do the teachers teach? Learners
Learners are the most important factors in the learning environment.
The educator must understand and accept the learners' diversity, and address the
varied needs of the students.
3. What do the teachers teach? Knowledge, Skills, Values
Teacher must: prepare syllabus, explain learning goals, instructional procedures
and content, balance theory and practice, ensure learners' sustained interest in the
subject matter
4. How do teachers teach? Strategies and Methods
Use methods and materials that align with the objectives of the lesson
Create situations that encourage use of higher order thinking skills
Use information from assessment improve, learn, and adopt a culture of excellence
5. How much of the teaching was learned? Performance
Objectives of the curriculum (knowledge, skills and values that should be
developed) are the teacher's guide posts
At the end of the teaching act, determine if objectives were met (learning outcomes)
6. With whom do we teach? Community Partners
Teaching is collaborative, so they must also rely on the resources of their partners
in the community (parents, NGOs and their stakeholders).
As the world changes, teachers have the opportunity to change how they view the
community, and how the community views them.
APPROACHES TO CURRICULUM DESIGN
1. Child-or-Learner-Centered Approach the curriculum is constructed with the
needs, interests, purposes and abilities of the learners in mind.
Example:
School X is anchored on the theory of multiple intelligences. It has activity centers
where the students hone their skills and capacities. Activities of each learner are
tailored according to his/her abilities, interests and needs. No comparison
learner's performance is compared against his/her own set targets. Teacher acts as
the guide, and learner sets the goal, but working within the time framework and
DepEd's minimum requirements.
2. Subject-Centered
Approach anchored on the curriculum design which
prescribes different and separate subjects into one broad field
Example:
School Y requires all learners to excel in all academic fields. School puts premium
on intellectual development, and disregards emotional and psychomotor
development. It develops an attitude of competition. It conducts cram reviews.
Problem-Centered Approach based on the assumption that in the process of
living, children will experience problems. Thus, problem-solving enables learners to
be competent at achieving total development as individuals.
Example:
School Z trains students to solve real-life problems that arise out of the needs,
interests and abilities of the learners. School activities revolve around solutions to
issues like poverty, drugs, deterioration of positive values, environmental concerns,
etc. Case studies and practical work are used as methods of teaching.
Development of business skills, social skills, construction skills are also given

emphasis.