Curriculum Development

1. MODULE II - LESSON 2
(CRAFTING THE CURRICULUM)

2. DIMENSIONS
 SCOPE
 SEQUENCE  INTEGRATION
 CONTINUITY  ARTICULATION
 BALANCE

3. SCOPE
 All the content, topics, learning experiences and
organizing threads comprising the educational plan.
(Tyler in Ornstein – 2004)
 Provides boundaries in the curriculum as it applies to the
different educational levels.
 It is here where the decision making skill of the teacher is
needed.
 Can divided into chunks – units, sub-units, chapters.

4. SEQUENCE
 A particular order in which related events, movements, or things follow
each other.
 Vertical relationship among the elements to provide continuous and
cumulative learning
 4 Principles (Smith, Stanley, Shore – 1957)
 Simple to Complex Learning
 Prerequisite Learning
 Whole to Part Learning
 Chronological Learning

5. SEQUENCE (cont.)
 5 Major Principles in Organizing contents in units
(Posner, Rudnitsky – 1994)
1. World–related sequence
 Space
 Time
 Physical Attributes
2. Concept-related sequence
 Class relations
 Propositional relations

6. SEQUENCE (cont.)
3. Inquiry-related sequence
3. Learning-related sequence
 Empirical prerequisites
 Familiarity
 Difficulty
 Interest

7. CONTINUITY
 The unbroken and consistent existence or operation of
something over a period of time.
 Enables the learner to strengthen the permanency of
learning and development of skills.
 “Spiral Curriculum” – content is organized according
to the interrelationship between the structure of the
basic ideas of a major discipline. (Gerome Bruner)

8. INTEGRATION
 “Everything is integrated and interconnected. Life is a
series of of emerging themes.”
ARTICULATION
 Can be done vertically or horizontally.
BALANCE
 To establish this, equitable assignment of content,
time, experiences and other elements.

9. GUIDELINES IN CURRICULUM
DESIGN
 Curriculum design committee should involve teachers,
parents, administrators and students.
 School’s vision, mission, goals and objectives should be
reviewed and used as a bases for curriculum design.
 The needs and interests of the learners, in particular,
and the society, in general, should be considered.
 Alternative curriculum design should consider pros
and cons in terms of costs, scheduling, class size,
facilities and personnel required.
 The curriculum design should take into account
cognitive, affective, psychomotor skills and outcomes.