CURRICULUMApproaches to

Curriculum Design

Ed Kieper G. Sacdal

The Six (6) Features of a Curriculum

The Teacher The Learners Knowledge, Skills, Values Strategies and Methods Performance Community Partners

Approaches to

Curriculum Design

Common Approaches to Curriculum Design

includes:Child or Learner-Centered

ApproachSubject-Centered ApproachProblem-Centered ApproachHuman Relation Approach

this approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process

curriculum is constructed based on the needs, interests, purposes and abilities of the learners

curriculum is also built upon the learner’s knowledge, skills, learning and potentials

Child or Learner-Centered Approach

This approach considers the following:

A new respect for the child is fundamental

A new freedom of action is provided

The whole activity is divided into units of work

The recognition of the need for using and exploring many media for self-discovery and self-direction is embraced

Subject-Centered Approach Anchored on the curriculum design which

prescribes different and separate subjects into one broad field, this approach considers the following:

The primary focus is the subject matter. The emphasis is on bits and pieces of

information which are detached from life. The continuing pursuit of learning outside the

school is not emphasized. Learning should only take place inside the classroom

The subject matter serves as a means of identifying problems in living.

Problem-centered

Approach this approach is based on a

curriculum design which assumes that in the process of living, children experience problems. Thus, problem solving enables the learners to become increasingly able to achieve complete or total development as individuals.

This approach is characterized by the ff. views and beliefs:

the learners are capable of directing and guiding themselves in resolving problems, thus they become independent learners.

the learners are prepared to assume their civic responsibilities through direct participation and different activities.

At he curriculum leads the learners in the recognition of concerns and problems and in seeking solutions. The learners are consider as problem solvers.

Human Relations Approach

Need for attentionSocial interactionIndividual achievementIntended as a move away from the

“organization as machine” metaphorManagement recognizes employees as

humans.Employees are valued.

Challenge and enjoymentBreadthProgressionDepthPersonalization and choiceCoherenceRelevance

Principles in Organizing a program

for Curriculum Development

Challenge and enjoyment

Learners should find their learning challenging, engaging and motivating. The curriculum should encourage high aspirations and ambitions for all.

At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge, to enable each individual to achieve his or her potential.

BreadthPeople should have

opportunities for a broad, suitably weighted range of experiences.

The curriculum should be organized so that they will learn and develop through a variety of contexts within both the classroom and other aspects of school life.

ProgressionEach stage should build upon earlier

knowledge and achievements. Children should be able to progress at a rate which meets their needs and attitudes, and keep options open so that routes are not closed off too early.

Progression in the experiences and outcomes

DepthThere should be opportunities for the

learners to develop their full capacity for different types of thinking and learning.

They should develop and apply increasing intellectual rigour, drawing different strands of learning together, and exploring and achieving more advanced levels of understanding.

Personalization and choice

The curriculum should respond to individual needs and support particular aptitudes and talents.

It should give each learners an increasing opportunities for exercising responsible personal choice as they move through their school career.

CoherenceLearner's learning activities should

combine to form a coherent experience.

There should be clear links between the different aspects of children and young people's learning, including opportunities for extended activities which draw different strands of learning together.

Relevance

Learners should understand the purposes of their activities.

They should see the value of what they are learning and its relevance to their lives, present and future