DESIGNING THE

CURRICULUM
EDUC 210 (CURRICULUM DEVELOPMENT)
PRESENTED BY : JESSICA MARIE S. BORROMEO
CURRICULUM DESIGN

 Isa term used to describe the purposeful,

deliberate and systematic organization of
curriculum (instructional blocks) within a
class or course.
 Inother words, it is a way for teachers to
plan instruction.
PURPOSE OF CURRICULUM
DESIGN
 Teachers design each curriculum with a
specific educational purpose in mind. The
ultimate goal is to improve student learning.
 One of the example is designing a curriculum
for middle school students with both
elementary and high school curricula in mind
helps to make sure that learning goals are
aligned and complement each other from
one stage to next.
TYPES OF CURRICULUM
DESIGN
Subject-centered design
Child-centered design
Learner-centered design
Problem-centered design
TYPES OF CURRICULUM
DESIGN
Broad-field Curriculum
Activity-centered
Core Curriculum
Problem-centered design
Subject-centered design

A curriculum design revolves around

a particular subject matter or
discipline.
 This type of curriculum design trends
to focus on the subject rather than
individual.
SUBJECT-CENTERED DESIGN

 It also design describes what needs to be studied and

how it should be studied.
 Core curriculum is an example of subject-centered
design which can be standardized across schools,
states and the country as a whole.
 The primary drawback of subject-centered curriculum
design is that it is not student-centered.
Child-centered design

 Child-centered curriculum means children take

command on their own learning.
 Teachers are there to provide support and facilitate
the child’s learning but children determine the
direction of their own learning following the natural
curiosities, interests and passions.
 Children co-create their learning objectives and
goals together with teachers.
Child-centered design
 The children’s interests and empower them to
take an active role, we find children are
emotionally invested in their own learning.
 For children, child-centered curriculum just feels
like fun!
 With this approach, children are mentally and
physically active using their whole bodies and all
their senses to explore and learn about their
word.
MERITS
 Helpchildren become independent,
responsible and confident.
 Give
children and adults opportunity to invent
and discover together as they explore
materials and ideas and experience events.
 Maintainchildren’s interest by allowing them to
do what is important for them.
MERITS

 Give children the opportunity to develop

skills in which to take care of their own needs
and solve problems.
 Minimize adult-child conflicts
 Avoid borden
 Help child develop executive skills (self-
control)
MERITS
 Help children gain their knowledge and
skills in content areas such as creative
representation, language and literacy,
initiative and social relations, movement
and music, classification and serration,
number, space and time.
DEMERITS
 Theweaknesses of the child-centered curriculum
are chiefly in the possibilities for “misinterpretation”.
 Teacherssometimes ill-prepared to adapt to
challenging concepts of child development
 Selection of activities is difficult
 Focus is on activities rather than subject.
 School values are ignored.
 ROLE OF A TEACHER
 Student-centered teaching and learning focuses on
the needs, abilities, interests, and learning styles of the
students and has many implications for the design of
curriculum, course content and interactivity of courses.
A prominent pedagogy will be teacher-as-coach, to
provoke students to learn rather than the more
traditional teaching which places the teacher at its
center in an active role and students in a passive.
ROLE OF A TEACHER
 To capitalize on this, teaching and learning should be
personalized to the maximum feasible extent.
 Decisions about the details of the course of the study, the use
of students’ and teachers’ time, and the choice of teaching
materials and specific pedagogies must be unreservedly
placed in the hands of the staff.
 Teachers plan the types of questions and prompts a multiple
entry points through a lesson, which build students’
understanding of, and engagement toward, concepts and
ideas and their application to the real-world scenarios.