Curriculum design can be equated with curriculum organization for it is defined as “the

arrangement of the elements into a substantive whole.” This definition assumes that
the curriculum developer has already thought of, or perhaps formulated, the curricular aims,
goals, and objectives, and selected the appropriate curriculum content, learning experiences,
and evaluation procedures. The organization of these components of a curriculum into a
coherent, meaningful, curriculum plan is termed curriculum design. This curriculum design is
influenced by the philosophical, psychological, sociological, and historical orientation of the
curriculum developer and ideally, by the characteristics of a sound curriculum. Furthermore,
designing a curriculum takes into account horizontal and vertical organization. Vertical
organization refers to the longitudinal arrangement of content as reflected in the presence of
sequence, continuity, and vertical articulation in the curriculum. Horizontal organization refers
to the arrangement of content, skills, and processes from the viewpoints of scope and horizontal
integration.
Furthermore discusses that a curriculum designer should ensure that sequence,
continuity, and articulation, also referred to as vertical integration, are present in the
arrangement of curriculum content, skills, and processes. Sequence refers to the vertical
arrangement of the curriculum content, including skills and processes, such that new learning is
based on previous learning. This consideration applies whether one is designing a lesson,
subject/course, discipline/field of study, or program. Proper sequencing of learning
experiences; e.g. learner’s interaction with content, or engagement in skill-building
activities, entails analysis of what contents, skills, or processes are prerequisite for the next. A
well-sequenced curriculum provides for cumulative and continuous learning.
Decisions concerning sequence in the curriculum are based on the following
considerations:
 logical structure of the course/field of study;
 chronological learning;
 psychological principles of learning;
 learner’s interests and needs; and,
 Analysis of how people use knowledge in their work or social functions.
The sequence of content in mathematics, for instance, is based on the logical structure of
the discipline. Mathematics starts from the simplest concepts, principles, and operations to the
most complex. One cannot understand calculus if he has not yet taken prerequisite courses like
algebra, trigonometry, and analytic geometry. Sequence based on chronological learning is best
exemplified in courses like history, political science, and world events which orders
content “as it seems to, or does, occur in the world”. Content, skills, and processes may
also be sequenced on the basis of the characteristics of learners at the different stages of their
growth and development to ensure that learning experiences are within their level of maturity
and capabilities. The developmental theories of Piaget, Kohlberg, and other scholar’s provide
useful information in this area.