R.

G de Castro Colleges
Zone 3, Bulan-Sorsogon

Name: Abigail V. Grajo

Topic: Crafting Curriculum ; Dimension and Principle of Curriculum Design
Time: 6:30-7:30 pm
Teacher: Mr. Salvador Pretista
Discussant: Jhaira Gallanito
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I. Introduction

This lesson, crafting a curriculum follows some designs. Curriculum designed provide clear relationship
between and among the different elements of the curriculum; objectives, content activities and evaluation. This
lesson, will allow you to consider some of these dimensions and provide some principles in its use in Curriculum
Development.

II. Content

DIMENSIONS OF CURRICULUM DESIGN

1. Scope
- All the contents, topics learning experiences , and organizing threads comprising the educational plan (Tyler in
Ornstein,2004).
-Depth and breadth of contents.
-The term broad, limited, simple and general are the few words that can describe it.
-provides boundaries in curriculum.
-refers to the coverage of curriculum.
-It consideration includes:
 Time
 Diversity and Maturity of Learners
 Complexity of Content
 Level of Education
-It can be divided into chunks called:
 Units
 Sub-units
 Chapters
 Sub-chapters
-Topical arrangement or content outline may follow some design like:
 Thematic
 Linear
 Logical

2. Sequence
-provide continuous and cumulative learning.
-Contents and experiences are arranged in hierarchical manner.

Four (4) Principles for Sequence

(Smith,Stanley and Shore, 1957)

a. Simple to Complex Learning

 -Content and experiences are organized from simple to complex,from concrete to abstract, from easy to difficult.
b. Prerequisite Learning
-It means that there are fundamental things to be learned ahead.
c. Whole to Part Learning
-The overview before the specific content or topics.
d. Chronological Learning
-The order of events is made as basis of sequencing the content and the experiences.
-Time is the factor to be considered.

Five(5) Major Principles

(Posner and Rudnitsky, 1994)

a. World-related Sequence
- What relationships exist among people, objects or events in the world? How can contents and experiences be
arranged so that they will be consistent with the world?
 Space - spatial relations will be the basis for the sequence. Closest to farthest, Top to bottom or East to
West.
 Time - similar to chronological principle of Smith et al.
- The content us based from the earliest to the more recent.
 Physical Attribute - refers to the physical characteristics of the phenomena such as age, shape, size,
brightness, etc,.

b. Concept-related Sequence
-This arrangement reflects the organization of conceptual world, how ideas are related together in a logical
manner.
 Class Relations - concept refers to the group or set of things that share common practices
 Propositional Relations - a proposition that asserts somethings.
- sequence is arranged so that evidence is presented ahead before proposition.

c. Inquiry-related Sequence
-based on the scientific method of inquiry
-based on the process of generating, discovering and verifying knowledge, content and experiences are
sequenced logically and methodically.
d. Learning-related Sequence
- This is based on the psychology of learning and how people learn.
 Empirical Prerequisites - sequence is primarily based on empirical studies where the prerequisite is
required before proceeding to the next level.
 Familiarity - Prior learning is important in sequence.
- What is familiar should be taken up first before the unfamiliar.
 Difficulty - easy content is taken ahead than the difficult one.
 Interest - contents and experiences that stimulate interest are those that are novel.
- can arouse curiosity and interest of learners.

3. Continuity
- Vertical repetition and recurring appearances of the content provide continuity in the curriculum.
- This process enables the learners to strenghten the permanency of learning and development of skills.
- Gerome Bruners calls this as "Spiral Curriculum" where the content is organized according to the interrelationship
between the structure of the basic ideas of a major discipline.
4. Integration
- "Everything is integrated and interconnected, Life is a series of emerging themes."
- Organization is drawn from the world themes from real life concerns.
- Subject matter content or disciplined content lines are erased and isolation is eliminated.

5. 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 a lower
level is connected to the next level.
-Horizontal articulation, happens when the association among elements that happens at the same time.

6. Balance
- Equitable assignments of content, time, experiences, and other elements.
-It requires continuous fine tuning and review for its effectiveness and relevance.

GUIDELINES IN CURRICULUM DESIGN

o Curriculum design committee should involve teachers, parents , administrators and even students.
o School's vision, mission, goals , and objectives should be reviewed and used as a bases of curriculum
design.
o The needs and the interest of the learners in particular, and the society, in general should be considered.
o Alternative curriculum design should consider advantages and disadvantages in terms of costs, scheduling,
class size, facilities and personnel required.
o The curriculum design should take into account cognitive, affective , psychomotor skills, concepts and
outcomes.

III. Personal Insight

Designing Curriculum are steps teacher use to help them make sense of the concepts they teach and help
drive instruction. The challenge for sustainability educators in higher education is to bring transdisciplinary
curriculum within an academic environment which may be reluctant to accept this curriculum.
For me the dimension and principles the curriculum design it is focused in four dimension, the objectives,
content, activities, evaluation but the mean focus of is content because the teacher who decided is affective
content and suited yo the learners.