2. Introduction
The concept ’design’ refers to the arrangement of the
elements of the curriculum into an all inclusive plan.
The components that make up any curriculum are the same
world over regardless of the design.
These elements may differ in terms of the names or titles
given.
In this presentation, we shall:
• Prove how the organization of any curriculum design is
guided by the philosophical pillars
• Analyze four components of any curriculum design
according to Ornstein & Hunkins (1998) .
3. Objectives
By the end of this presentation, students
shall be able to :
• Analyze the components of design relative
curriculum development
• Discuss the relevance of dimensions of
curriculum design
• Describe the strengths and weaknesses of
each representative curriculum designs
covered in the curriculum development
process.
4. Introduction
The definition of ‘currriculum design’.
- Curriculum design refers to the arrangement of elements of curriculum into
an all-inclusive plan.
- The plan/ arrangement/ framework/organization of curriculum components
to guide in the developmental procedures
• The Order in which these four components are arranged determines the
design of the curriculum
• Usually one curricular component is given more weightage than the others.
However, most curricular designs lay more emphasis on context subject matter
while others focus on learning activities (experiences).
• The interrelationship among these four components of curriculum design has
been given by Giles, et.al.(1942) in a diagram below.
5. 1. Components of Curriculum Design
Any curriculum design is guided by the philosophical
bases/underpinnings.
Ornstein & Hunkins ((1968) identified four components
as follows:
a) Purpose i.e. Aims, goals & objectives
b) Design of subject matter/content
c) Implementation of the learning experiences
d) Evaluation approaches
6. Objective
Subject Matter Method &
Organization
Evaluation
Fig.1 Components of Curriculum Design adapted from Giles.et. Al. (1942)
• The arrows are pointed on both sides showing that each component
influences the other element
• Selection of goals and objectives of education determines the content
and its organization, determines the pattern of teaching and learning
methods for the content and also guide the evaluation procedures to
be adopted.
7. Dimensions of a Curriculum Design
Dimensions of curriculum Design refer to measures or levels that need to be
adhered to when curriculum is being planned /designed/framed. The
dimensions include:
i. Scope
• Scope is defined as the breadth , variety and types of educational experiences
that are to be provided to pupils as they progress through the school
program.
• Scope represents the latitudinal axis for selecting curriculum experiences
• Scope of a curriculum design also determines the depth to which the subject
matter has to be dealt with, the type of learning activities to be provided and
decisions about the arrangement of curricular components.
8. ii. Integration
• Integration refers to the horizontal relationships among
various themes or topic in different subject areas.
• It is an attempt to interrelate content with learning
experiences and activities to ensure that students’ needs are
met. (Hunkins & Ornstein, 1988).
• Learning becomes meaningful when content from one field
(Physics is interrelated with content from another
(chemistry)
• Thus, a curricular designer must integrate learning
experiences of the learner at a particular level of the
curriculum within same field of study.
9. iii. Sequence
•Sequence refers to a vertical relationship between the
curricular elements so as to enable continuous learning.
•It is the order of topics based on logic on the way in which
individuals process knowledge.
•The sequence of subject matter must correspond to
cognitive levels of learners
•Smith, Stanley & Shores(1957) have given four bases for
sequencing content as follows:
a) Simple to complex Learning: This is ordering content for
T/L from easy to difficult / from known to unknown /
from concrete to abstract
10. b) Part to whole or pre-requisite learning: Learners must
have basic principles before moving to complicated
topics E.g. from teaching digestive system to
teaching the entire human body systems.
c) Whole to Part Learning: In this sequence base,
curriculum is arranged in a manner that the content
or experience is first presented in an overview that
provides students with a general idea of the
information or situation
d) Chronological Learning: Curriculum is presented in the
historical order of events
11. iv. Continuity
•Continuity implies the vertical repletion of such
skills or ideas in the curriculum but in more depth
than before.
•This also refers to operationalizing targeted
complex curriculum skills over a period of time to
reinforce understanding e.g. mathematical skills
for (addition, subtraction, multiplication and
division). These skills are developed then content
is provided recurrently as opportunities or
exercises for practice in successive topics
12. v. Articulation
•Articulation refers to vertical & horizontal
interrelatedness of concepts of a curriculum
•Concepts in a curriculum must be related
•The relationship can either be vertical or
horizontal
- Vertical articulation occurs when certain lessons /
topics at lower levels of education are related to
those occurring later either in design or sequence.
E.g. concepts Atomic structure (form 1) interrelate
with those of Radioactivity
13. - Horizontal Articulation is the association
between and among elements occurring
simultaneously. Normally, horizontal
articulation talks of relationship between
different subjects of the same level. (E.g.
similarity of topic content /components in
geography, biology and agriculture.
14. vi. Balance
A Balanced curriculum is one that ensures that
all components , subject areas, themes and sub-
themes must be given equal weightage hence
ensuring a balanced instrumental value to the
society.
•It also alludes to equity. Equity should be shown
through distribution of content, time,
experiences, assessment practices and other
elements
•Continuous fine-tuning and reviews for
improved effectiveness and relevance.
15. • A balanced curriculum is one that helps the learners to gain
knowledge and utilize the knowledge to achieve the
curriculum’s goals
• The design stage should therefore the various curricular
components (Subject matter, learning activities, learner
interests, attitudes, values etc.)equal consideration for
optimal learning based on learners’ needs.
• A fully balanced curriculum is difficult to achieve since
schools are slow in adapting to the changing needs of
individuals and society.
• Often, one subject is stressed more than the others
depending on local fads and social & political pressure.
