1. DIMENSIONS OF CURRICULUM
DESIGN

2. 1. SCOPE
- define as all the content, topics, learning
experiences and organizing threads comprising the
educational plan.
- the terms broad, limited, simple, general are few of
the words that can describe the scope.
- refers to the coverage of the curriculum.
- can be divided into chunks called units, subunits, chapters or sub-chapters.

3. 2. SEQUENCE
- contents and experiences are arrange 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.

4. 1. Simple to Complex Learning
2. Prerequisites Learning
3. Whole to Part Learning
4. Chronological Learning

5. Major Principles for Organizing Content in
Units
1. World- related Sequence
3. Inquiry- related Sequence
a. space
b. time
c. physical attributes
2. Concept – related Sequence
4. Learning- related Sequence
a. empirical prerequisites
b. familiarity
a. class relations
c. difficulty
b. propositional relations
d. interest

6. 3. continuity
- vertical repetition and recurring appearances of the
content provide continuity in the curriculum. This
process enables the learner to strengthen the
permanency of learning and development of skills.
Become Bruner calls this “ spiral curriculum ” for
learners to develop the ideas, these have to be
developed and redeveloped in a spiral fashion in
increasing depth and breath as the learners
advance.

7. 4. INTEGRATIION
- “ Everything is integrated and interconnected. Life is
a series of emerging themes ”. This is the essence of
integration in the curriculum design.
- Organization is drawn from the world themes from
real life concerns.
- Subject matter content or disciplined content lines
are erased and isolation is eliminated.

8. 5. ARTICULATION
- 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.
- Horizontal articulation happens at the same time like
social studies in grade six is related to science in
grade six.

9. 6. 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 fine
timing and review for its effectiveness and relevance.