University of Pangasinan

PHINMA EDUCATION NETWORK

School of Graduate and Professional Studies

SUBJECT : Curriculum Development and Instructional Planning

DISCUSSANT : Chiradee I. Biascan
TOPIC : Social Processes and Life Functions Design and Process-Oriented Curriculum
Design
PROFESSOR : Dr. Carmina Gutierrez

I.INTRODUCTION:
A good definition of curriculum: A structured set of intended learning outcomes.

 Structure is an essential characteristic. The curriculum is structured by

o Sequence (what topic follows another in time)

o Hierarchical relationships between various content elements.

 Learning outcomes usually come from three sources:

o Knowledge (e.g., facts, concepts, generalizations)

o Skills (e.g., processes, techniques, abilities)

o Values (e.g., the affect, viewpoint, attitude)

Six curriculum design patterns :

 The Subject-Centered Design

 The Broad Fields Design

 Social Processes and Life Functions Design

 The Activities and Experiences Design

 The Core Curriculum Design

 The Process-Oriented Curriculum Design

II. TOPIC DISCUSSION:

Social Processes and Life Functions Design. This design is focused heavily on society. Social
processes, functions, or problems become the center for the design of the curriculum. One way to
look at this approach is to see it as using social studies to become the general background of the
entire curriculum. A major goal is the improvement of society through the direct involvement of
the schools.

The curriculum is structured around the various aspects of problems and processes of community
life with the subject areas subservient to the problem. Careful development of continuous themes
for the entire curriculum is important. This design is more subjective than is either the subject-
centered or broad fields. Cooperative planning occurs more frequently. The curriculum is more
flexible. Skills taught are skills students can apply to everyday living. Many resources and materials
are used in addition to, or in place of, the traditional textbook. The library media center is used
extensively to work out solutions to social problems by drawing from many sources.

The validity of this approach may be questioned by parents and others. The diagram below shows
some examples of "content" elements that might be included: communication, transportation of
goods and people, freedom of the individual, exploration, production of goods and services,
distribution of returns of production, education, aesthetics, recreation, protection and
conservation of life, property and natural resources. All elements are interrelated and collectively
known as social processes and problems of living.
The Process-Oriented Curriculum Design. This design focuses on personal attributes and skills of
the individual learner. These may include such aspects as: working well with others, effective
leadership, knowing how to take and follow directions, communicating effectively, making accurate
observations, learning independently, making decisions, making good judgments, inventing,
forecasting, planning, monitoring the effects of one's own activities, taking correction action when
necessary, creating, initiating, developing a sound value system, having self-confidence, being
sensitive to others.

The development of skills and traits that will serve the learner for a lifetime characterize this
design. There is a higher degree of carry-over into everyday living experiences than in other
designs, and a better balance between affective and cognitive considerations. The library media
center can provide materials, resources and services promoting independent learning and
creativity.

This curriculum design suffers from a difficulty in assessing learning outcomes due to subjective
judgments. Parents may be skeptical. The diagram below shows how the learner transfers these
process-oriented skills in ever-widening circles from himself, to his schooling, to life as a productive
member of society.
.
III.INSIGHTS

The learners are individuals with unique characteristics, needs, interests and talents, therefore
the curriculum should be varied. In teaching curriculum, the teacher plays an important role in knowing
and understanding the social activities and real- life situations of the students in order to create plans,
activities and methods effective for them. This also gives the teacher the idea on how to make his lesson
suited to all the learners with differences.

References: (Web) Sociology of Education by S.S. Chandra and Rajendra Kumar,

www.ils.unc.edu/daniel/242/CurrNotes.html