Dimensions and Principles of Curriculum Design

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ScopeSequenceContinuityIntegrationArticulationBalance

Dimensions of Curriculum Design

- 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

Scope

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 designas thematic, linear or logical.

- a vertical relationship among the elements of the curriculum that provides continuous

and cumulative learning

Contents and experiences are arranged inhierarchical manner where, the basis can eitherbe logic of the subject matter or on thedevelopment patterns of cognitive, affectiveand psychomotor domains.

Sequence

Four Principles of Sequence (as introduced by Smith,

Stanley and Shore, 1957)

1. Simple to complex learning2. Prerequisite learning3. Whole to part learning4. Chronological learning

Major Principles for Organizing Content in Units (Posner and Rudnitsky, 1994)

1. World-related sequencea. Space c. Physical attributesb. Time

2. Concept-related sequencea. Class relations b. Propositional

relations3. Inquiry-related sequence4. Learning-related sequence

a. Empirical prerequisites c. Difficulty

b. Familiarity d. Interest

Vertical repetition and recurring appearances

of the content provide continuity in the curriculum.This process enables the learner to strengthen thepermanency of learning and development of skills.

Continuity

“Everything is integrated and interconnected.

Life is a series of emerging themes”. This is theessence of integration in curriculum design. Organization is drawn from the world themes fromreal life concerns. Subject matter content ordisciplined content lines are erased and isolation is eliminated.

Integration

This can be done either vertically orhorizontally. In vertical articulation, contentsare arranged from level to level or grade tograde so that the content in lower level isconnected to the next level. Horizontalarticulation happens when the association isamong or between elements that happen atthe same time like social studies in gradesix is related to science in grade six.

Articulation

Equitable assignment of content, time,

experiences and other elements to establishbalance is needed in curriculum design. Toomuch or too little of these elements maybedisastrous to the curriculum. Keeping thecurriculum “in balance” requires continuousfine tuning and review for its effectivenessand relevance.

Balance

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

Guidelines in Curriculum Design

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