6. Curriculum Design
provides clear relationships between and
among the different elements of the
curriculum which are objectives, contents
activities and evaluation.
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8. Scope
• Content, topics, learning
experiences and organizing
threads. (Tyler)
• Must comprise all domains of
learning: COGNITIVE, AFFECTIVE,
PSYCHOMOTOR.
• BREADTH and DEPTH of the
curriculum.
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9. Sequence
• To provide continuous and
cumulative learning.
• Arrangement in a hierarchical
manner.
• Formulate curriculum by grade
levels and consider the stages of
thinking.
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12. Four Principles for Sequence
(Smith, Stanley and Shore 1957)
Simple to complex learning
Prerequisite learning
Whole to part learning
Chronological learning
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13. Five Major Principles for
Organizing Content in unit
World-related Sequence
Concept-related Sequence
Inquiry-related Sequence
Learning-related Sequence
Utilization-related Sequence
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18. Inquiry-related Sequence
based on the process of generating,
discovering and verifying knowledge,
content and experiences are sequenced
logically and methodically.
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22. Continuity
Permanency of learning and
development of skills.
SPIRAL CURRICULUM
- content is organized according
to the interrelationship between
the structure/pattern of a basic
idea of major disciplines.
(Gerome Bruner)
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23. Integration
merging of themes or values.
“Everything is integrated and
interconnected. Life is a series of
emerging themes.”
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26. Articulation
Vertical Articulation
The contents are
arranged from level
to level or grade so
that the content in a
lower levels is
connected to the
next level.
Horizontal
Articulation
It happens at the
same time.
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27. Balance
• Equity in the assignment and
distribution of content, time,
experiences and other elements.
• Continuous fine tuning and review
for its effectiveness and relevance.
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28. Guidelines in Curriculum
Design
• Curriculum design committee should involve
teachers, parents, administrators and even
students.
• School’s vision and mission, goals and
objectives should be reviewed and used as a
bases for curriculum design.
Oczon and Baddu
29. • The needs and the interests of the learners, in
particular, and the society, in general, should
be considered.
• Alternative curriculum design should consider
advantages and disadvantages in terms of cost
scheduling, class size, facilities and persona;
required.
Oczon and Baddu
Guidelines in Curriculum
Design
30. • The curriculum design should take into
account cognitive, affective, psychomotor,
concepts and outcomes.
Oczon and Baddu
Guidelines in Curriculum
Design
32. These major principle is based on psychology of
learning and how people learn.
a. World-related Sequence
b. Learning-related Sequence
c. Concept-related Sequence
d. Inquiry-related Sequence
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B. Learning-related Sequence
33. B. Articulation
Contents are arranged from level to level or
grade to grade (vertical) so that the content in a
lower level is connected to the next level
(horizontal).
a. Balance
b. Articulation
c. Integration
d. Continuity
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34. A. Reviewed
School’s vision, mission, goals and objectives
should be __________ and used as a bases for
curriculum design.
a. Reviewed
b. Planned
c. Organized
d. Implemented
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35. D. Continuity
The following are world-related sequence,
except?
a. Physical attributes
b. Space
c. Time
d. Continuity
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36. B. Sequence
The contents are arranged from easy to difficult
and simple to complex.
a. Scope
b. Sequence
c. Articulation
d. Balance
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37. C. Integration
Which term best describes how a curriculum can
be created to link to a student’s broader
education outside of a specific classroom.
a. Scope
b. Balance
c. Integration
d. Sequence
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38. B. Familiarity
Prior learning is important, which is learning-
related sequence if children identify the animals
in the community rather than the animals in the
manila zoo.
a. Difficulty
b. Familiarity
c. Interest
d. Integration
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39. A. Spiral Curriculum
The content is organized according to the
interrelationship between the structure of the
basic ideas of a major discipline.
a. Spiral Curriculum
b. Curriculum Design
c. Empirical Prerequisites
d. Propositional Relations
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40. C. Concept-related Sequence
It is an arrangement on how ideas are relation
together in a logical manner.
a. World-related Sequence
b. Learning-related Sequence
c. Concept-related Sequence
d. Inquiry-related Sequence
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41. C. Empirical Prerequisite
The following are principles for sequence,
except?
a. Simple to Complex learning
b. Prerequisite learning
c. Empirical Prerequisite
d. Whole to Part learning
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