This document discusses key elements and concepts related to curriculum design and organization. It identifies four main sources that undergird curriculum design: science, society, eternal/divine knowledge, and the learner. It also outlines different approaches to organizing curriculum, including horizontal and vertical organization. Horizontal organization refers to the arrangement of curriculum elements side by side, while vertical organization refers to the sequencing and continuity of elements over time. Integration, articulation, and balance are also important principles for curriculum design.

2. Curriculum Design/
Organization
• Arrangement of elements of a curriculum into a substantive
entity.
• Substance and organization of goals and culture content so
arranged to reveal potential progression through levels of
schooling

3. Elements/Components
of Curriculum Design
Subject
Matter
Learning
Experiences
Evaluation
Approaches
Objectives/
Goals

4. Subject
Matter
Method and
Organization
Evaluation
Objectives/
Goals
From H. H. Giles

6. Ronald Doll describes four
sources of ideas that undergird
curriculum design.

7. SCIENCE
Society
Eternal and
Divine
Knowledge

8. SCIENCE
• Scientific method provides meaning for
the curriculum design.
• Select and arrange in the curriculum
those elements of reality that can be
observed and quantified.

9. Society
• School is an agent of society, thus the school
should draw its ideas for the curriculum from
the analysis of the social situation
• Curriculum design can only be
completely understood if it is
contextualized socially,
economically, and politically

10. Eternal and Divine
• Draw on the past for guidance as to what
is appropriate content. Reflects deeply to the work
or eternal truths advanced by great persons.
• Related to eternal truth revealed
through such sources as the
Bible or other religious
documents

11. Knowledge
Disciplined Knowledge
• has a particular method or methods by
which scholars extend its boundaries
Undisciplined Knowledge
• does not have unique content,
but has content that is
clustered according to the
focus of the investigation

12. Learner
• Curriculum should be derived from
what we know about the learner---how he/she
learns and forms attitudes,
generates interests, and develops values

14. HORIZONTA
L
ORGANIZATI
VERTICAL
ORGANIZATION

15. • scope and integration
side by side arrangement of
curriculum elements

16. • sequence and continuity
longitudinal placement of
curriculum elements
• It corresponds to Bruners’
“spiral curriculum”

18. Integration

19. • breath and depth of curriculum content
• The range or extent of "content" (whether information to
be learned, skills to be acquired etc.) that will be included in
a course or program. It must be sufficient to lead learners to
achieve the program or course outcomes. However, there is a
constant tension between breadth and depth when
considering scope. In general, when deep learning is
required, "lean" is best.

20. • It refers to the horizontal relationship among
major curriculum components at any given point
in time (also known as horizontal organization).
• Integration fosters reinforcement of key learning
and interrelating content with learning experiences
to other subjects.

21. • It is the vertical relationship among curricular areas
by ordering learning experiences so that learners build
on previous experiences and move to broader, deeper
or more complex understandings and applications.
• Common ways of sequencing content within courses
include simple to complex, wholes to parts (or part to
wholes), prerequisite abilities, and chronological.

22. • It refers to the vertical manipulation or
repetition of curriculum components such as
ideas or skills which are important in the
learning process.

23. Articulation refers to the interrelatedness of
various aspects of the curriculum.
Balance gives appropriate weight to each aspect
of the design so that distortions do not occur.

24. Hunkins, F. P. & Ornstein, A. C. Curriculum:
Foundations, Principles, and Issues (United States,
1988), pp. 165-188.