1. 1. SGDC 5013: CURRICULUM PEDAGOGY (Group B) LECTURER: Dr.

Nafisah Bt Haji
Mahmud Presented By: Ooi Seek Fuan (812313) Tharhani Perumal (819868) Krishnavehni
Gopal (822381) 1
2. 2. 3.0 Curriculum Design 3.1 Components of design and source 3.2 Design Dimension:
Scope, Sequence, Continuity, Integration, Articulation & Balance 2
3. 3. CURRICULUM DESIGN Definition: Curriculum design is a statement which identifies the
elements of a curriculum, states what their relationships are to each other, and indicates the
principles of organization and requirement of that organization for the administrative
conditions under which it is to operate. (Hilda Taba, 1962) 3
4. 4. CURRICULUM DESIGN Definition: Johnson identified three notions of curriculum design
as;  an arrangement of selected and ordered learning outcomes intended to be achieved
through instruction an arrangement of selected and ordered learning experiences to be
provided in an instructional situation a scheme for planning and providing learning
experiences. (Johnson. Jr, 1969) 4
5. 5. Based on the definition, we can say that in designing a curriculum, whether for a whole
programme or for a particular unit, we are planning an intellectual 'journey' for our students
which included series of experiences that will result in them learning what we intend them to
learn… 5
6. 6. 3.1 Components of design In designing curriculum, we should consider the philosophical
and learning theories to determine if our design decisions are in consonance with our basic
beliefs concerning: People What & How they should learn How they should use their
acquired knowledge 6
7. 7. Components of design When designing a curriculum we should also concern the nature
and arrangement of four basic parts (Giles, H.H, 1942) 7 OBJECTIVES What should be
done? CONTENT What subject matter should be included? LEARNING EXPERIENCES
What instructional strategies, resources & activities should be employed? EVALUATION
What methods & instruments should be used to judge the results of the curriculum?
8. 8. Components of design Curriculum Design involves issues based on three base ideas; 8
Interpretation & Selection of objectives Selection & organization of content Decisions about
how to teach the contents Evaluation of the developed curriculum Theoretical Philosophical
Practical INFLUENCE
9. 9. SOURCES OF CURRICULUM DESIGN 9 SOURCESCIENCE SOCIETY MORAL
DOCTRINE KNOWLEDGE LEARNER
10. 10. SOURCES OF CURRICULUM DESIGN Science as a source Contains only observable
& quantifiable elements. Priority: Problem solving & thinking strategies Emphasizes
learning how to learn Why? Because the knowledge increase so rapidly, the only constant
seems to be the procedures by which we process knowledge. 10
11. 11. SOURCES OF CURRICULUM DESIGN Society as a source  Draw ideas from analysis
of the social situation  Operates within social, economic, & political contexts  Priority:
Address Students’ unique needs -> diverse social groups  Emphasis: Collaboration among
diverse individuals & groups  Why?: School is an agent of society, -> we must consider
current & future society. 11
12. 12. SOURCES OF CURRICULUM DESIGN Moral Doctrine as a source  Considering the
relationship between knowledge & people’s spirituality.  Guided by religious texts  Priority:
Questions about the nature of the world, the purpose of life, what it means to be human &
knowledgeable  Emphasis: Develop empathy & compassion, consider & promote welfare of
others, welcome different viewpoints  Why?: Allow for a blending of truth, faith, knowledge,
ethics, thought, and action. 12
13. 13. SOURCES OF CURRICULUM DESIGN Knowledge as a source  The Primary source
of curriculum  “What knowledge is of most worth?”  Priority: Rethink:-  What knowledge
is of most worth?  For whom is this knowledge of value?  Is there any knowledge that
must be possessed by the majority?  What intellectual skills must be taught?  Challenges:
 Knowledge is exploding exponentially  Why?: Knowledge should be a discipline, have a
particular structure & methods 13
14. 14. SOURCES OF CURRICULUM DESIGN Learner as a source  Curriculum derived from
our knowledge of students.  How: They learn, form attitudes, generate interest, develop
values  Priority: Seeks to empower Students & foster their individual uniqueness. 
Emphasis: Draw ideas from psychological foundations, especially how minds create meaning
 Why?: Every learner is unique, educational environment physically affect brain
development. 14
15. 15. Guidelines for Curriculum Design Create a curriculum design committee Create a
schedule meetings to make curriculum design decisions Gather data about educational
issues and suggested solutions Process data on available curriculum designs, compare
cost, scheduling, students characteristics and academic strengths, learning environments,
whether community accept the design. Schedule time for reflection on the design
Schedule time for revision of the design Explain the design to educational colleagues,
community members, if appropriate, students. 15
16. 16. Conceptual Framework 16
17. 17. HORIZONTAL ORGANIZATION HORIZONTAL- A horizontal curriculum means that what
is studied in one particular course in an institution is in line with other, similar classes both in
terms of course content and evaluation (across different subjects). EXAMPLE: A Chemistry
class might require students to take Algebra II to balance the molecules; H2 + O2 g H2O If
you do some of the mass calculations you will find this: 2 grams of hydrogen + 32 grams of
oxygen = 18 grams of water Where did the 16 grams go? *We need to balance the equation
through the law of conservation of mass using Algebra II (Quadratic Equation). Horizontal
Curriculum Add Maths (Form 4-Chapter 2: Quadratic Equation) Chemistry (Form 4-Chapter
3: Chemical Formulae & Equation) 17
18. 18. VERTICAL ORGANIZATION VERTICAL- A vertical curriculum links knowledge from one
lesson to the next across a program of study. It establishes skills and knowledge which are
used and further developed across a whole program of study. In this way, basic skills and
knowledge are both developed and reinforced as other elements are introduced into study.
This method is structured and progressive, focusing on building to advanced levels of
knowledge. EXAMPLE: Form 4 students need to learn Function (Chapter 1) in Additional
Mathematics so that they can have the basic skills and knowledge to find solutions in
Integration (Chapter 3) in Form 5. Form 4- Function (Basic) Vertical curriculum Form 5-
Integration (Advanced level) 18
19. 19. DESIGN DIMENSIONS DESIGN DIMENSIONS Scope Continuity Integration Articulation
Sequence Balance 19
20. 20. Scope What is scope? It is the breadth and depth of the content. According to Ralph
Tyler, scope is consisting of all the content, topics, learning experiences and organizing
threads comprising the educational plan. John Goodlad and ZhiXin Su refers to the
curriculum’s horizontal organization. 20
21. 21. Scope All types of educational experiences to engage students in learning - Cognitive,
affective, psychomotor learning( some might add the moral or spiritual domain) Simple
listing of key topics and activities. Scope can extend over a year or more. Units > lesson
plans > information and activities into periods of hours or minutes For example :
Mathematics of Year 1. 21
22. 22. Sequence  Definition: The order or arrangement in which the content should be taught
for the best learning (building on past knowledge) throughout the course. Educators must
decide the sequence before a course begins to be effective.
(Source:http://activated.act.edu.au/ectl/design/scope_and_sequence.htm)  Vertical
relationship among the elements to provide continuous and cumulative learning.  Contents
and experiences are arrange in hierarchical manner where the basis can either be logic of
 the subject matter or on the developmental patterns of growth of the cognitive, affective and
psychomotor domains. 22
23. 23. 4 Principles for Sequence • Simple to Complex Learning – content & experiences are
organized from simple to complex, concrete to abstract, easy to difficult. • Prerequisite
Learning- there are fundamental things to be learned ahead. • Whole to Part Learning –
overview before the specific content or topics. Related to gestalt principle. • Chronological
learning – the order of events is made as a basis of sequencing the content and
experiences. (Smith, Stanley and Shore, 1957) 23
24. 24. 4 MAJOR PRINCIPLES FOR sequencing CONTENTS IN UNITS Concept- related
sequence- how ideas are related together in logical manner. Inquiry- related sequence-
based on the process of generating, discovering & verifying knowledge, content and
experiences are sequenced logically and methodically. Learning- related sequence- pupils
learn through experiencing contents and activities. Utilization- related sequence- how
people use their knowledge through an activity. (Posner & Strike, 1976) 24
25. 25. Continuity Is vertical repetition of curriculum components. Reading skills or crucial
concepts and skills must be experienced repeatedly to be further developed.  For example:
the addition of primary school, play violin. Herbert Simon- we all can be masters of
something if we devote sufficient time and effort. ( constructivist approach) 25
26. 26. INTEGRATION Definition: Refers to linking all types of knowledge and experiences
contained within the curriculum plan (Ornstein & Hunkins, 2014). Emphasizes on horizontal
relationships “Everything is integrated and interconnected. Life is a series of emerging
themes. ” This is the essence of integration in the curriculum design. Organization is drawn
from the world themes from real life concerns. Subject matter content or disciplined content
lines are erased and isolation is eliminated. People cannot disconnect themselves from
their inquiries, and the curriculum cannot exist as separate bits. 26
27. 27. ARTICULATION • What is articulation • Refers to the vertical and horizontal
interrelatedness • E.g: Teacher design algebra course so that it relates algebra concepts to
key concepts presented in geometry course. 27
28. 28. ARTICULATION 28
29. 29. BALANCE • When designing curriculum educators strive to give appropriate weight to
each aspect of design • Balanced curriculum = students acquire and use knowledge in ways
to advance their personal ,social, intellectual goals. • But Doll ( Curriculum Improvement)
stated achieving balance is difficult. • WHY: striving to localize and individualize the
curriculum while need to maintain a common content • Solution: requires fine tuning in
philosophy and psychology of learning. 29
30. 30. 30 Three Basic Curriculum Designs Subject-Centered Designs Learner-Centered
Designs Problem-Centered Designs
31. 31. Subject-Centered Designs I. Subject Designs II. Discipline Designs III.Broad-Field
Designs IV.Correlation Designs V. Process Designs 31
32. 32. Subject Designs  Oldest and Best known  Related to “Textbook treatment” &
“Teachers as SME”  Exists whenever there are stress on standards & accountability to
schools Strengths:- Introduces students to essential knowledge of society Easy to deliver,
textbook & materials commercially available 32
33. 33. Weaknesses Disempowers students to choose the content which is most meaningful to
them Presented without consideration of context Fails to foster social, psychological, &
physical development Neglects students needs, interest and experiences Foster students
passivity 33
34. 34. Discipline Designs  Focus on the academic disciplines  Students would approach
history as a historian would  Investigate biological topics by following procedures used by
biologists.  Stress on understanding the conceptual structures & processes of the
disciplines  Strength: Students master the content areas & able to independently continue
 their learning  Weaknesses: A lot of knowledge cannot be classified as “disciplined”.  Eg:
aesthetics, humanism, personal-social living 34
35. 35. Broad-Fields Design Aka interdisciplinary design Focus: Give student a sweeping
understanding of ALL content areas, integrate contents that fit together logically Eg:-
”geography,economics,political science, anthropology, sociology, history”->”social Studies”
Strength: Simple, Students learn wide area of knowledge. Weaknesses: The depth of
knowledge is insufficient. 35
36. 36. Correlation Design In the middle of “Separate Subjects” & “Total Content Integration”
Attempts to identify ways to relate subjects, but maintain their separate identities.
Students in a chemistry course may have a unit in math that deals with mathematics
required to conduct an experiment Eg: (Science & Math) (Literature & History) Strength:
Innovative & Attractive Weaknesses: Time Consuming, Teachers often separate
departments, Scheduling difficulties 36
37. 37. Process Designs Urge students to learn the “process of obtaining knowledge” Eg:
Biological procedures to learn biology, ethnographic procedures to study culture & society
Strength: SS as a meaning maker, enables to analyze reality, create frameworks by which
to arrange derived knowledge. Weaknesses: Difficult to analyze validity of students’
conclusion individually. 37
38. 38. Learner-Centered Designs I. Child-Centered Design II. Experience-Centered Design
III.Romantic (Radical) Design IV.Humanistic Design 38
39. 39. Child-Centered Design Students must be active in their learning environments. Child
centered ,experience centered curriculum Design based on students lives, needs, interest
Belief: effective learning did not require strict discipline, child’s innate tendency to become
engaged with interesting knowledge Organized around human impulses: to socialize, to
construct, inquire, experiment, express/create. 39
40. 40. Experience-Centered Design  A curriculum that is not pre-planned, done “on the spot”
 Why?: child’s needs and interests cannot be anticipated. ( Have faith in each students
uniqueness)  Students design their own learning, construct & revise their knowledge
through direct participation & active observation  Teachers design potential experiences for
students to consider  Search for starting points, interest->linked to formalized knowledge
40
41. 41. Romantic (Radical) Design  Students must learn ways of engaging in a critique of
knowledge  Learning is reflective, it is not externally imposed by someone in power 
Radicals view society as deeply flawed & believe that schools used curriculum to control &
indoctrinate, not to educate & emancipate  Students must accept responsibility for
educating themselves & demand freedom 41
42. 42. Humanistic Design  Emphasis on the disciplines  Allow individuals to become full
functioning persons  Emphasized human potential, empowering students by actively
involving the in their own growth  Teachers must permit students to feel, value, grow 
Teacher provide environments that encourages genuineness, empathy, & respect 
Students approach problems with flexibility & intelligence, work cooperatively but do not
need other’s approval  Education should address pleasure and desire.. Curriculum should
elicit emotion 42
43. 43.  Mistakes are accepted as part of the learning process  Cognitive, affective, and
psychomotor domains are interconnected  Weaknesses: • Over emphasizes the individual,
ignoring society’s needs • Require teachers with great skills & competence in dealing with
individuals 43
44. 44. Problem-Centered Designs • Focuses on real-life problems of individuals & society I.
Life-Situations Designs II. Reconstructionist Design 44
45. 45. Life-Situations Designs Focus on problem-solving procedures The content is
organized in ways that allow students to clearly view problem areas Uses learner’s past &
 present experiences to get them to analyze the basic aspects of living Starting point:
Student’s existing concerns, society’s pressing problems Weaknesses: Tends to
indoctrinate youth to accept existing conditions, thus perpetuates the social status quo. 45
46. 46. Reconstructionist Design Provide students with learning requisite for altering social,
economic, & political realities Curriculum should foster social action, aimed at
reconstructing society Encourages industrial & political changes Students should be
involved in creating a more equitable society. 46
47. 47. 47
48. 48. REFERENCES Gerald J. Posner and Kenneth A. Strike, “A Categorization Scheme for
Principles of Sequencing Content,” Review of Educational Research (Fall 1976), pp. 401-
406. Giles,H. H.; McCutchen, S. P.; and Zechiel, A. N. 1942. Exploring the Curriculum. New
York: Harper & Brothers. Hilda Taba, Curriculum Development ; Theory and Practice (New
York: Harcourt, Brace and World, Inc, 1962). pg.421. John I. Goodlad and Zhixin Su, “
Organization and the Curriculum”, Philip W. Jackson, ed., Handbook of Research on
Curriculum (New York: Macmillan, 1992), pp.327-344. Mauritz Johnson, Jr . “ On the
Meaning of Curriculum Design”, Curriculum Theory Network, 3:5, Spring. 1969. Ornstein, A.,
& Hunkins, F. (2014). Curriculum Foundations, Principles and Issues (6th ed., pp. 151-175).
United Kingdom: Pearson Education Limited. Ronald C. Doll, Curriculum Improvement:
Decision Making and Process, 9th ed. (Boston: Allyn & Bacon, 1996). Retrieved: