1. Dimensions and Principles of
Curriculum Design

2. Dimensions of Curriculum Design
exper
Scope
Sequence
Continuity
Integration
Articulation
Balance

3. Scope
- all the contents, topics, learning experiences
and organizing threads comprising the
educational plan
- refers to the cognitive, affective and
psychomotor content and its depth and
breadth

4. The scope of the curriculum can be
divided into chunks called units, sub-units
or chapters as the case may be and is
guided by the general curriculum objectives.
The division of the content may use the
deductive or inductive principle.
Topical arrangement or content outline
of the curriculum may follow some design
as thematic, linear or logical.

5. Sequence
- a vertical relationship among the elements
of the curriculum that provides continuous
and cumulative learning
Contents and experiences are arranged in
hierarchical manner where, the basis can either
be logic of the subject matter or on the
development patterns of cognitive, affective
and psychomotor domains.

6. Four Principles of Sequence (as introduced by Smith,
Stanley and Shore, 1957)
1. Simple to complex learning
2. Prerequisite learning
3. Whole to part learning
4. Chronological learning

7. Major Principles for Organizing Content in
Units (Posner and Rudnitsky, 1994)
1. World-related sequence
a. Space c. Physical attributes
b. Time
2. Concept-related sequence
a. Class relations b. Propositional relations
3. Inquiry-related sequence
4. Learning-related sequence
a. Empirical prerequisites c. Difficulty
b. Familiarity d. Interest

8. 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.

9. Integration
“Everything is integrated and interconnected.
Life is a series of emerging themes”. This is the
essence of integration in 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.

10. Articulation
This 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 lower level is
connected to the next level. Horizontal
articulation happens when the association is
among or between elements that happen at
the same time like social studies in grade
six is related to science in grade six.

11. 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 continuous
fine tuning and review for its effectiveness
and relevance.

12. Guidelines in Curriculum Design
 Curriculum design committee should
involve teachers, parents, administrators
and even students
 School’s vision, mission, goals and
objectives should be reviewed and used
as a bases for curriculum design
 The needs and the interest of the
learners, in particular, and the society
in general, should be considered

13.  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