APPROACHES TO CURRICULUM DESIGN

The subject-centered curriculum is organized on the basis of separate and distinct subjects. Each of these embodies a body of knowledge and skills. The learner is expected to acquire this body of knowledge and skills and is supposed to apply them in concrete settings.

THE SUBJECT-CENTERED CURRICULUM

Organizing curriculum elements according to narrow-subject divisions evolved from mans first attempts at ordering learning.

THE SEPARATE-SUBJECT CURRICULUM

Under this plan, lessons from several specified areas are offered in one general course to facilitate the integration and more functional organization of subject matter. At the elementary level social studies consist of geography, history, civics, community problems, and Filipino family customs and traditions. Health and Science includes personal hygiene, community health, conversation, safety education, ecology, etc. the language arts combine language, spelling, reading, phonics and writing skills in the secondary school curriculum. The science courses should be balanced between biological and physical science.

THE BROAD-FIELDS CURRICULUM

This kind of organization has the advantage of forcing the teachers from different fields to plan together.

CORRELATON

In this approach, the scope and sequence are found in the child himself. One type of experience may promote sequential learning for one individual and not for another.

THE INTEGRATIVE OR ACTIVITYCENTERED CURRICULUM

The core curriculum prescribes common learning in social integration of all students. It seeks to gear he learning to the needs of the students by relating learning to living thereby enhancing the integration of different experiences. It is an attempt at establishing the right mix of educational experiences.

THE CORE CURRICULUM

The philosophy underlying this curriculum design is that the child is the center of the educational process. Thus, the curriculum should be built upon his interests, abilities, purposes and needs

THE CHILD-CENTEED CURRICULUM

The problem-centered curriculum is thought of as the framework in which the child is guided toward maturity within the context of the social group it assumes that the living, children experience problems. Enable children to become increasingly able to attain full development as individuals capable of self-direction and become competent in assuming social responsibility.

The Problem-Centered Curriculum

Muriel Crosby, an advocate of the human relations-centered curriculum, maintains that human relations are learned early in life, and that they do not develop adequately through happenstance nor through osmosis, but only through deliberate planning by the teacher. She avers that there is no conflict in emphasizing as equally valuable both achievement in human relations learning and achievement in traditional learning simply because each supports the other and that neither comes to fruition without the other.

The Human-Relations Centered

A. B. C. D.

The Winnetka McDade Plan The Dalton Plan or Contract Plan Team Teaching The Self-Contained Classroom Plan
D.1. The Complementary Self-Contained Classroom Plan D.2. The Partially Self-Contained Classroom Plan

E. F.

The Non-Graded Curriculum Plan Multiple Tracks Plan

SPECIAL CURRICULAR PLANS