SCOPE, SEQUENCE & PRINCIPLES IN CURRUCULUM ORGANIZATION

Scope it is the total breadth of the activity in a subject field. This determines the extent or limits of activity or coverage. Example: 1. Economic Security !. Peace and Order #. Hygiene and Sanitation %. Home "eautification . Food Production ". Recreation $. ivic !ife &. #oral !ife

Se'(e)ce is the $lacement of curriculum content or learning ex$erience from the stand$oint of time. Example:
Grades I & II Home and family life and living in our schools III Living in our town and province. IV The Filipino and their past. V The Filipino nation and its resources. VI The Philippines in the community of Eastern and Western hemispheres and in the emerging work community

S*ep+ ,) C(--,c(l(m O-.a),/a*,o) %. onsideration of the educational aims to be achieved. &. Formulation of educational objectives. '. Selection and organi(ation of the content. ). Procedures and methods to be used to accom$lish aims. *. Selection of techni+ues for the evaluation of outcomes. ,. The selection of references and materials to be used by the learners and by the teachers. -. .etermination of s$ecific grade outcomes and standards of attainment.

Selec*,o) a)0 O-.a),/a*,o) o1 Co)*e)* a)0 lea-),). Expe-,e)ce+ ,) C(--,c(l(m 2e3elopme)*

C(--,c(l(m O-.a),/a*,o) is the systematic arrangement of content and educational learning ex$eriences for the effective em$loyment of human and material resources for the attainment of educational objectives. / refers to the structure and form of the curriculum.

T4pe+ o1 C(--,c(l(m O-.a),/a*,o)

1. Traditional urriculum Patterns !. 0ntegrative urriculum Patterns #. 1nified Program 1. T-a0,*,o)al C(--,c(l(m a. S(56ec* c(--,c(l(m is an organi(ation in 2hich the school subjects constitute the basis for organi(ing the school ex$eriences of learners. b. Co--ela*e0 c(--,c(l(m is one that articulates and establishes relationshi$s bet2een t2o or more subjects on the basis of a to$ic or a theme3 or teaching similar to$ics on t2o or more subjects simultaneously in an effort to hel$ students gain a better understanding of such to$ics. c. 7-oa0 8,el0+ C(--,c(l(m is essentially an effort to overcome the com$artmentali(ation and atomi(ation of the curriculum by combining several s$ecific areas into larger fields. &. I)*e.-a*,3e C(--,c(l(m 9 e)*,-el4 eliminates school subject division and broad fields of subject matter and organi(es the learning ex$eriences of the 2or4 of the school around the learner5s needs3 interests3 abilities3 major functions of social life3 and normal activities of learners. a. Lea-)e-9Ce)*e-e0 C(--,c(l(m is one *hat organi(es its learning ex$eriences and content around normal child activities such as ex$loring3 listening3 storytelling3 $laying and listening. b. Expe-,e)ce C(--,c(l(m is one that $laces em$hasis on the immediate felt needs of learners and not on the antici$ated needs and interest. c. Co-e C(--,c(l(m is also called the social functions or Areas of Living Curriculum. / is intended to enable the learner to study $roblems that demand $ersonal and social action in the contem$orary 2orld. #. U),1,e0 P-o.-am / 6ccording to William B. Ragan, there should be a balance bet2een extremes in educational theory and educational $ractice.

C(--,c(l(m I++(e+, Co)ce-)+ a)0 Re+po)+e+

urriculum managers and educational ex$erts are al2ays loo4ing for better 2ays to achieve better learning through teaching. Ho2ever3 curriculum innovations seemed to be difficult for many3 issues 2hich need to be addressed. ertain as$ects need to be clarified in order to overcome the attitude and feelings that create some concerns. C(--,c(la- I++(e+ a)0 Co)ce-)+ Poo- aca0em,c pe-1o-ma)ce o1 *:e lea-)e-+. 0ssues on the varied im$lementation of the curriculum among schools and teachers seem to be the one of the reasons for the $revailing lo2 $erformance of the schools all over the country. There is $erennial com$laint about boo4s and other instructional materials. Overcro2ded classrooms do not $rovide a good learning environment. C(--,c(la- ,))o3a*,o)+ lac; *:e +e)+e o1 o<)e-+:,p 1-om +*a;e:ol0e-+. Sometimes the im$lementers lac4 full understanding of the changes or modifications that they are doing. The goal is unclear3 thus there are a lot of +uestions in the im$lementation as 2ell as evaluation from concerned $ersons. "ecause of these concerns3 there is little su$$ort that comes from other sta4eholders. They just leave the school to do it their o2n thus3 giving the classroom teacher the burden. Some c(--,c(la- ,))o3a*,o)+ a-e -e+(l*+ o1 5a)0<a.o) 5(* a-e )o* <ell +(ppo-*e0 54 *:e ma)a.e-+. 0n desire of some schools to be $art of global educational scenario3 changes and innovations are drastically im$lemented even if the school is not ready. They jus have to sho2 that they are also 4ee$ing abreast of the develo$ment even if their e+ui$ment is insufficient. Lac; o1 -e.(la- mo),*o-,). a)0 e3al(a*,o). 6fter a ne2 curriculum has been installed3 it is left unattended. 7ery little means is $rovided to find out if the im$lementation is running smoothly or not. 8hen the time of im$lementation ends3 sometimes there is no evaluation as$ects3 thus the innovation cannot be judged as failure or success for it to be continued or not. I))o3a*,o)+ -e+(l* *o *eac:e- 5(-) o(*. 8ith so many ne2 changes ta4ing $lace in the curriculum3 many teachers are getting burn out. They get so tired +uic4ly and motivation is very lo2 because they cannot co$e u$ 2ith ra$id changes that ta4e $lace. I))o3a*,o)+ a-e )o* comm(),ca*e0 *o all. Only the managers or the $ro$onents understand the changes. Those 2ho are directly involved merely follo2 hoo4 line and sin4er. This is called regimentation.

Re+po)+e+ *o I++(e+ a)0 Co)ce-)+ The "E is an exam$le of an innovation that tries to address the continuous decline in the learners5 $erformance in basic education and the .e$Ed is eager to $rovide su$$ort for its im$lementation. 6mong the su$$ort that .e$Ed $rovided 2ere the fast trac4ing of textboo4 $rocurement3 the retraining and u$grading of teachers3 the teacher induction $rogram3 the su$$ort of $rinci$als and more initiatives. #ore school buildings 2ere constructed and com$uters and other technology related e+ui$ment are $rovided. 0n the installation of a ne2 curriculum or innovation3 all sta4eholders should be involved. Even in the $lanning stage3 consultations should be held. Right at the beginning3 the students3 teachers3 alumni3 industry and other sectors involved in 2or4sho$s3 conferences and consultations. There is a need to res$ond to the fast changing times in terms of school curriculum innovations but the ste$s ho2ever3 should be 2ell $lanned and 2ell studied. hanging for the sa4e of change is useless or even irrelevant if the innovation is not 2ell studied. 9eneral $ractice seems to sho2 that 2hen ane2 curriculum is introduced or im$lemented3 it ends 2ithout re$ort of result. Ho2ever3 because this issue has been raised again and again3 it is note2orthy to find ne2 curricular $rograms have no2 embedded monitoring and evaluation in its $lan. 0n fact3 in the school/based innovations3 $rinci$als have been em$o2ered to conduct monitoring ne2 curricular $rograms. ollaboration in the im$lementation of a ne2 curriculum is very necessary. 0n School heads or managers3 teachers3 and learners should have ade+uate information about the innovation before it 2ill be introduced. They must even hel$ in deciding 2hether such innovation should be introduced or not.

App-oac:e+ *o C(--,c(l(m 2e+,.)

There are three commonly used a$$roaches to curriculum design. These a$$roaches are subject/centered3 curriculum3 learner/centered curriculum3 and $roblem/centered. Each of these a$$roaches has several s$ecific exam$les. I. S(56ec*9Ce)*e-e0 C(--,c(l(m This model focuses on the content of the curriculum. This corres$onds mostly to the textboo43 2ritten for the s$ecific subject. =e)-4 Mo--,+o) a)0 >,ll,am =a--,+9 are the fe2 curricularists 2ho 2ere firm believers of this design. a. S(56ec* 2e+,.)9 is the oldest and so far the most familiar design for teachers3 $arents and layman. 5. 2,+c,pl,)e 2e+,.)9 focuses on the academic disci$lines. c. Co--ela*,o) 2e+,.)9 This comes from a core3 correlated curriculum design that lin4s3 se$arate subject designs in order to reduce fragmentation. 0. 7-oa098,el0 2e+,.)?I)*e-0,+c,pl,)a-49 is a variation of the subject/ centered design. II. Lea-)e-9Ce)*e-e0 C(--,c(l(m The $hiloso$hy underlying in this curriculum design is that the child is the center of the educational $rocess and the curriculum should be build u$on his interest3 abilities3 $ur$oses and needs. a. C:,l09Ce)*e-e0 2e+,.)9 This design is often attributed to the influence of :ohn .e2ey3 Rouseau3 Pestallo(i3 and Froebel. !earners interact 2ith the teacher and environment. 5. Expe-,e)ce9Ce)*e-e0 2e+,.)9 believes that the interest of learners cannot be $re/$lanned. c. =(ma),+*,c 2e+,.)9 the develo$ment of self is the ultimate objective of learning. A5-a:am Ma+lo< a)0 Ca-l Ro.e-+9 are the 4ey lead $ersonalities in this curriculum design. II. P-o5lem9Ce)*e-e0 C(--,c(l(m This design dra2s on social needs3 $roblem3 interest and abilities of the learners. 0. L,1e9S,*(a*,o)+ 2e+,.)9 The contents are organi(ed in 2ays that allo2 students to clearly vie2 $roblem areas clearly. . e. Co-e 2e+,.)9 it is centered on general education and the $roblems are based on common human activities.

Impleme)*,). C(--,c(l(m C:a).e

There must be an examination of the $lace of formative $rocess and summative evaluations of curriculum $rograms and of the $ractical materials for the actual $rocess of installing ne2 curricula in schools.

C:a).e a)0 *:e C(--,c(l(m 2e3elopme)*

"efore a develo$er can develo$ the s4ills needed to manage of the $rograms of innovations3 a curriculum develo$er must have some 4no2ledge of the change $rocess itself. He must $lan for the conse+uences that arise from the different change strategies em$loyed. Effective curriculum change $rogram must maintain the relevance of the schools to the current needs of the society.

Ma)a.eme)* o1 C:a).e
C:a).e9 is defined as any alteration of the $ro$erties of one or more system elements; the relationshi$ bet2een system elements; the $ro$erties of the client system. Cl,e)* S4+*em9 defined as any reci$ient of a change element; any grou$ of system elements characteri(ed by natural boundaries <a school3 a community3 a nation=. S4+*em Eleme)*+9 is defined as discreet $henomena 2hether material <buildings3 students3 .$eo$le3 $u$ils= or immaterial <ideas3 attitudes3 values= that are interrelated and can be considered as $art of client system. C:a).e Eleme)*9 is defined as a material or immaterial $henomenon that is foreign or ne2 to the client system3 this includes ne2 combinations of system elements. <ex. ne2 relationshi$=. C:a).e A.e)*9 is defined as the carrier of the change element. Re+,+*a)ce *o C:a).e9 is defined efforts of the client system or of individual system elements to frustrate or slo2 the introduction of a change element or to alter its $ro$erties.

Pe-+o)+ I)3ol3e0 ,) C(--,c(l(m 2e+,.)

The $ersons involved in curriculum design are teachers3 students3 administration3 .e$Ed> HE.3 alumni3 $arents3 $rofessionals3 organi(ations3 and business organi(ations. These are the $ersons 2ho su$$ort and give life to the curriculum. %. I)*e-)al9 means inside a. Teac:e-+9 are the develo$ers and im$lementers of the curriculum. They are the curriculum ma4er. The one 2ho $re$ares activities for the students to do. b. S*(0e)*+9 are the center of the curriculum. They are the reason 2hy a curriculum is develo$ed. They are the $rimary sta4eholder in the curriculum. They are the ones 2ho ma4e the curriculum alive. c. A0m,),+*-a*,o)9 They are the ones 2ho $rovide o$timum educational o$$ortunities for all the children in school3 li4e e+ui$ment3 su$$lies3 finance3 curriculum faculty and other $ersonnel. They are the one 2ho $re$are the school budget and assist in curriculum construction. d. 2epE0?C=E29 this are the t2o agencies that has mandatory and regulatory $o2ers over the im$lementation of any curricula3 because all schools in the country are under the regulation of the national government as $rovided in the Phili$$ine onstitution3 then the government has a great sta4e in curriculum im$lementation. &. Ex*e-)al9 means outside a. Al(m),9 These are the graduate students3 the one 2ho are already ex$erienced3 and benefited the effectiveness of the curriculum. b. Pa-e)*+9 They are the su$$orters of the curriculum3 because they are the ones $aying for their child5s5 education. They are 2illing to $ay the cost of educating their child for as long as their children get the best learning or schooling ex$eriences. They follo2 u$ the lessons of their children es$ecially in basic education. They $rovide curriculum materials that are not $rovided in school. They $rovide $ermission for their children to $artici$ate in various activities outside the school cam$us. c. P-o1e++,o)al+9 They are engaged in an occu$ation as a $aid job rather than as a hobby3 sho2ing a high degree of com$etence. They are being as4ed by curriculum s$ecialists to contribute in curriculum revie2 because they have a voice in licensure examinations3 curriculum enhancement and many more. d. O-.a),/a*,o)+9 6 grou$ of $eo$le identified by shared interests or $ur$ose. This also refers to the grou$ of students in school. e. 7(+,)e++ O-.a),/a*,o)9 They are the com$any or other organi(ation that buys and sells goods3 ma4es $roducts or $rovide services for a course of study at a university3 college and other education that teaches the basic $rinci$les of business and business $ractices.

C(--,c(l(m E3al(a*,o)
Every activity that has objectives needs corres$onding evaluation that 2ill determine the extent to 2hich goals are being achieved. Evaluation therefore3 is im$ortant for it serves as a 2ay of ma4ing conclusions of the effectiveness of the activity being conducted. >:a* ,+ C(--,c(l(m e3al(a*,o)@ urriculum evaluation refers to a systematic $rocess of judging the value3 effectiveness3 and ade+uacy of a curriculum? its $rocess3 $roduct and setting. S*ep+ ,) E3al(a*,). *:e C(--,c(l(m 1. 0dentification of the instructional objectives. !. Selection and administration of instruments. #. .ata collection. %. .ata analysis. . 0nter$retation. Tec:),'(e+ o1 e3al(a*,o) 1. 8o-ma*,3e E3al(a*,o) / is done 2hen $u$il5s achievement or 2ritten tests are administered during $reliminary tryouts of an educational $rogram in order to im$rove a $ro$osed curriculum. !. S(mma*,3e E3al(a*,o) / is terminal evaluation and it involves judgment of a finished $roduct such as teaching machine or a curriculum on the mar4et and assessing 2hether it is better than another or the best among others of its 4ind. #. Pa4o11 E3al(a*,o) / is the examination of the effects of the instrument or curriculum on student learning by com$aring the results of $re/ and $ost/tests or determining the scores of the ex$erimental grou$ and those of controlled grou$ on s$ecific criteria. %. I)*-,)+,c E3al(a*,o) 9 refers to the assessment of the educational $rogram or the curriculum itself . Co+*97e)e1,* S*(04 / is figuring out of the o$$ortunity cost3 that is3 the cost of forgoing3 the next best alternative. Ma-;+ o1 a Goo0 C(--,c(l(m 6 good curriculum is systematically $lanned and evaluated. 6 good curriculum maintains balance among all aims of the school. 6 good curriculum reflects ade+uately the aims of the school. 6 good curriculum $romotes continuity of ex$erience. 6 good curriculum arranges learning o$$ortunities flexibly for ada$tation to $articular situations and individuals.

%. &. '. ). *.

,. 6 good curriculum utili(es the most effective learning ex$eriences and resource available. -. 6 good curriculum ma4es maximum $rovision for the develo$ment of each learner.

8o-m(la*,o) o1 O56ec*,3e+ ,) C(--,c(l(m 2e+,.)

6n 6ctivity 2hich is intentional li4e the curriculum should be based for its effectiveness u$on the origin of intentions3 that is3 u$on the valued objectives of those and $artici$ating in the activity. 0ntentional3 deliberate3 organi(ed activities and $ressured concentration u$on some things rather than others3 ma4ing of choices and an establishment of $ro$erties. urriculum develo$ers today recogni(e the need to translate educational aims into educational objectives 2hich suggest the $rocess of and content element of learning. This s$ecific objective serves as a reference for classroom selection and some modifications. 0t is im$ortant that the objectives must be sufficiently s$ecific to guide instructional decisions in ma4ing the curriculum and since these objectives must be enumerated 0 a rational organi(ation3 it must $ro$ose some 4ind of organi(ational $lan to the classroom teacher.

E0(ca*,o)al A,m+ a)0 E0(ca*,o)al O56ec*,3e+

T<o A,)0+ o1 E0(ca*,o)al A,m+ %. Spec,al,/e0 E0(ca*,o)al A,m+9 2hich establish criteria to be met before educational technicians 2ho render services to others. &. Ge)e-al E0(ca*,o)al A,m+9 2hich do not im$ose minimum standard achievement3 since this serve all men in their individual differences for adjustment and self/fulfillment. T<o A,)0+ o1 E0(ca*,o)al O56ec*,3e+ %. E0(ca*,o)al O56ec*,3e is directly derived from an educational aim 2hich is formulated for students 2ho are identified to their level of education3 for exam$le3 $rimary3 intermediate3 secondary3 collegiate3 or college level. &. I)+*-(c*,o)al O56ec*,3e is suggested by an educational objective and educational aims. C:a-ac*e-,+*,c+ o1 E0(ca*,o)al O56ec*,3e+ Rational curriculum develo$ment demands that educational objectives meet the follo2ing re+uirements? %. Comp-e:e)+,3e. Full im$lications of educational aims may be returned to the objectives in the $rocess of derivation among substantive elements and transactions among the curriculum develo$ers at the various curriculum $lanning. &. Co)+,+*e)c4. !ogical faithfulness of the objectives to aims as 2ell as that the objectives must be maintained. The different objective must relate 2ith the other and be su$$ortive of the educational aims. '. A**a,)a5,l,*4. The objective must be achievable by the students educational $ur$ose3 result of studies in $sychology may be used in achieving the attainability or not of objectives. ). 8ea+,5,l,*4. Educational objectives must be evaluated in the 2ays of $ractical considerations including teacher com$etence3 available

instructional materials3 time allotment3 ex$enses involved3 and the $rejudice of the community served by the educational system.

8()c*,o)+ o1 E0(ca*,o)al O56ec*,3e+

Educational aims are stated in general levels in order to $rovide orientation to the main em$hasis in education al $rograms. The educational objectives ho2ever3 are more s$ecific 2hich describes behaviors or $rograms to be attained in a $articular unit3 a subject matter3 course3 educational level $rogram. The function of the educational objective is to guide the ma4ing of curriculum decisions on 2hat to cover3 2hat to em$hasi(e3 2hat to select3 and 2hich learning ex$erience to stretch.

G(,0el,)e+ ,) *:e 8o-m(la*,o) o1 E0(ca*,o)al O56ec*,3e+

1. Educational objectives must be clearly conceived and clearly stated. !. 6 statement of objectives describes both the 4ind of behavior ex$ertise and the content or the context on 2hich the behavior is a$$lied. #. om$lex educational objectives need to be stated analytically and s$ecifically enough so that there is no doubt as the 4ind of behavior ex$ected.

%. Educational objectives should also be so formulated that there is clear distinctions among learning ex$eriences re+uired to attain different behaviors. . Educational objectives should be develo$mental3 re$resenting roads to transfer rather than terminal $oints.

So(-ce+ o1 E0(ca*,o)al O56ec*,3e+

1. Objectives are derived from felt needs3 social values and ideals. Educational objectives must emerge from continuous studies of contem$orary society3 changing conditions3 and trends3 society3 social values3 and ideals in the gro2ing needs and demands. !. 0t is derived from studies and researches.

Po,)*+ o1 B,e< o1 *:e C(--,c(l(m

C(--,c(l(m 9 is a set of subject> body of subject 2hich is $re$ared by the
teachers for the students or learners.

Ro5e-* M. =(*c:,)+ em$hasi(ed the basic education. Co+ep: Sc:<a5 stated that the curriculum is divided into chun4 of
4no2ledge. <English3 math3 etc.= 6nd the academic disci$line becomes the vie2 of 2hat the curriculum is.

P-o.-e++,3e Po,)* o1 B,e< o1 C(--,c(l(m <ex$erience is given im$ortance=

/ curriculum is defined as the total learning ex$erience of an individual.

Co+<ell a)0 Camp5ell curriculum is the all ex$erience> total

ex$erience of children ac+uired under the guidance of their teachers.

Po,)* o1 3,e< o) C(--,c(l(m 2e3elopme)* it connotes changes

2hich are systematic. 0t also $roduce $ositive changes3 develo$ment should be $ur$oseful3 $lanned and $rogressive.

T:-ee I)*e-ac*,). P-oce++ ,) C(--,c(l(m 2e3elopme)*

Pla)),). Impleme)*,). E3al(a*,o)

T4pe+ o1 C(--,c(l(m Ope-a*,). ,) Sc:ool

Alla) Gla**:o-) describes seven ty$es of curriculum o$erating in school. %. Recomme)0e0 C(--,c(l(m $ro$osed by scholars and $rofessional organi(ations. 0t may come from a national agency li4e the .e$artment of Education <.e$Ed=3 ommission on Higher Education < HE.= .e$artment of Science and Technology <.OST= or $rofessional organi(ation. &. >-,**e) C(--,c(l(m this includes documents3 course of study or syllabi handed do2n to the schools3 districts3 division3 de$artment or colleges for im$lementation. #ost of the 2ritten curriculums are made by the curriculum ex$erts 2ith the $artici$ations of the teachers. Exam$les of these are the "asic Education urriculum <"E =. 6nother exam$le is the 2ritten lesson $lan of each classroom teacher made u$ of objectives and $lanned activities of the teachers. '. Ta(.:* C(--,c(l(m the different $lanned 2hich are $ut into action in the classroom com$osed of taught curriculum. These are varied activities that are im$lemented in order to arrive at the objectives or $ur$ose of the 2ritten curriculum.

). S(ppo-*e0 C(--,c(l(m this refers to the su$$ort curriculum that includes materials3 resources such as boo4s3 com$uters3 audio/visual materials3 laboratory e+ui$ment3 $layground3 (oos3 and other facilities. *. A++e++e0 C(--,c(l(m this refers to a tested or evaluated curriculum. 6t the end of the teaching e$isodes3 series of evaluation are being done by the teachers to determine the extent of teaching or to tell if the student is having a $rogress. 6ssessment tools li4e the $encil and $a$er test3 authentic instruments li4e $ortfolio are being utili(ed. ,. Lea-)e0 C(--,c(l(m refers to the learning outcomes made by the students. !earning outcomes are indicated by the results of the tests and changes in bet2een 2hich can either be cognitive3 affective and $sychomotor. -. =,00e) C(--,c(l(m this is unintended curriculum 2hich is deliberately $lanned but may modify behavior or influence learning outcomes. Exam$les of these are $eer influence3 school environment3 $hysical condition3 teacher/learner interaction3 mood of teachers and many other factors ma4e u$ the hidden curriculum. 8ac*o-+ *o 5e co)+,0e-e0 ,) C(--,c(l(m 2e3elopme)* ". Teaching/!earning Process a. Teacher 5. !earner c. !earning situation $. Teac:,).9Lea-),). P-oce++ a. Teacher 5. !earner c. !earning situation

&. Teac:,).9Lea-),). P-oce++ a. School 5. ommunity D. Soc,al Nee0+

2,me)+,o)+ a)0 P-,)c,ple+ o1 C(--,c(l(m 2e+,.)

urriculum design $rovides clear relationshi$ bet2een and among the different elements of the curriculum? objectives3 content3 activities and evaluation. onsidering all of these elements3 as curriculum designer3 one has loo4 into the $arameters or dimensions u$on 2hich a design can be crafted.

2,me)+,o)+ o1 C(--,c(l(m Scope9 <Tyler3 &@@)= defines curriculum as all content3 to$ics3 learning ex$eriences and
organi(ing threads com$rising the educational $lans. Sco$e does not refer to the cognitive content but3 but also to the affective and $sychomotor.

Se'(e)ce9 contents and ex$eriences are arranged in hierarchical manner. Some schools
formulate curricular objectives3 content and ex$erience by grade levels and consider the stages of thin4ing.

Sm,*:, S*a)le4, a)0 S:o-e E1D $F I)*-o0(ce0 P-,)c,ple+ 1o- Se'(e)ce 1. S,mple *o complex lea-),).
ontent and ex$eriences are organi(ed from sim$le to com$lex3 concrete to abstract3 from easy to difficult.

!. P-e-e'(,+,*e lea-),).

0t means that there are fundamental thing to be learned ahead. Exam$le? %. addition/ multi$lication &. 2ords / $hrase

#. >:ole *o pa-* lea-),).

The meaning can be very 2ell understood if everything 2ill be ta4en as a 2hole. This $rinci$le is same as 9estalt Theory. Exam$le? %. forest before the trees &. body systems to tissues>cells

%. C:-o)olo.,cal lea-),).
This $rinci$le is closely allied to history3 $olitical science3 and 2orld events. The se+uence can be arranged from the most recent to the distant $ast or vice versa.

Ma6o- P-,)c,ple+ 1o- O-.a),/,). co)*e)* ,) U),*+ <:,c: ca) Al+o 5e Appl,e0 *o a C(--,c(l(m EPo+)e- a)0 R(0),*+;4, 1D%%F 1. >o-l09Rela*e0 Se'(e)ce
Relationshi$ that exist among $eo$le3 objects or events of the 2orld;

a. Space
/ S$atial relations 2ill be the basis if the se+uence. Exam$le? %. losest to farthest &. bottom to to$ three east to 2est

5. T,me
/ The content is based from the earliest to the more recent. / Same as Smith3 hronological !earning. Exam$le? 1. Phili$$ine $resident A first to current !. .iscoveries from earliest to $resent

c. P:4+,cal A**-,5(*e+ / This $rinci$le refers to the $hysical characteristics of the $henomena li4e age3 sha$e3 si(e3 brightness and others. Exam$le? 1. ' regions3 !u(on3 7isayas3 and #indanao should be ta4en ahead of Panay3 Begros3 ebu and "ohol. !. Heavenly bodies li4e stars3 comets3 galaxies should be ahead of $lanets.

!. Co)cep*9Rela*e0 Se'(e)ce
This arrangement reflects the organi(ation of the conce$tual 2orld3 ho2 ideas are related together in a logical manner.

a. Cla++ Rela*,o)
lass conce$t refers to the grou$ or set of things that share common $ractices. Teaching the characteristics of the 2hole class ahead of the characteristics of the member of the class. Exam$le? %. Teach mammals before teaching s$ecific animals. &. om$are sound and light before teaching about 2ave motion.

5. P-opo+,*,o)al Rela*,o)
Se+uence is arranged so that evidence is $resented ahead before $ro$osition. Exam$le? 1. Teaching the $rinci$le of e+ual $rotection under the la2s then $roceed to discuss Su$reme ourt decisions. !. Study first the rules in moving decimal $oint before multi$ly3 add3 divide3 and subtract it.

#. I)'(,-49Rela*e0 Se'(e)ce
This is based u$on the scientific method of in+uiry. Exam$le?

Scientific method/ $roblem3 hy$othesis3 observation3 ex$erimentation3 evaluation

%. Lea-),).9Rela*e0 Se'(e)ce
This is based on the $sychology of learning and ho2 $eo$le learn ex$eriences.

a. Emp,-,cal P-e-e'(,+,*e+
Se+uence $rimarily re+uires a$$lication based on em$irical studies 2here the basics are re+uired before learning the next level. Exam$le? %. 0nitial consonants/ com$lex 2ords. &. Teach catching and thro2ing the ball before batting.

5. 8am,l,a-,*4
8hat is familiar should be ta4en u$ first before the unfamiliar. Exam$le? %. Teach the $eso before the dollar. &. 0dentifying the animals in the community before those in #anila Coo.

c. 2,11,c(l*4
Easy content is ta4en ahead than the difficult one. Exam$le? %. Rhymes before the blan4 2ords..

0. I)*e-e+*
1se these content and ex$eriences to 2het their a$$etite for learning. These can arouse the curiosity of the learners. Exam$le %. 0dentify the different volcanoes before teaching about volcanism. &. 0dentify the different beautiful scenery before different 4inds of landforms.

e. Co)*,)(,*4
This $rocess enables the learners to strengthen the $ermanency of learning and develo$ment of s4ills. 9erome "runer calls this Ds$iral curriculumE 2here the content is organi(ed according to the interrelationshi$ bet2een the structure> $attern of a basic idea of major disci$lines. Exam$le? %. once$ts of living things in science 2hich continuously occurs in the elementary curriculum but 2ith different com$lexity from level to level

1. I)*e.-a*,o)
Everything is integrated and interconnected. !ife is a series of emerging themes. This is the essence of integration in the curriculum design. #erging or integrate the subject li4e math to science.

.. A-*,c(la*,o)
This can be done either vertically or hori(ontally. 0n vertical articulation3 contents are arranged from level to level or grade to grade so that the content in a lo2er level is connected to the next level. 0n hori(ontal articulation3 it ha$$ens 2hen the association is among or bet2een elements that ha$$ens at the same time. !i4e social studies in grade six is related to science in grade six.

:. 7ala)ce
E+uitable assignment of content3 time3 ex$eriences and other elements to establish the Dbalance in curriculum designE..