Approaches to curriculum development

APPROACHES TO
CURRICULUM DESIGNING
Lesson2
Sem.SlaterWayneMorilla

A Definition of Curriculum
“Curriculum is a planned and guided learning
experiences and intended learning outcomes,
formulated through the systematic reconstruction of
knowledge and experiences, under the auspices of
the school, for the learners’ continuous and willful
growth in personal social competence.”
(Daniel Tanner, 1980)

1. SUBJECT-CENTERED DESIGN
• This model focuses on the content of the curriculum.
• The subject-centered design corresponds mostly to the
textbook written for the specific subject.

1.1. SUBJECT DESIGN
The drawback of this design is that sometimes learning is so
compartmentalized. It stresses so much the content that it
forgets about students’ natural tendencies, interest and
experiences.

1.2. discipline DESIGN
Discipline refers to specific knowledge and through a
method which the scholars use to study a specific content of
their fields.
“Be what you study.”

1.3. correlation DESIGN
This comes from a core, correlated curriculum design that
links separate subject designs in order to reduce
fragmentation. Subjects are related to one another but each
subject maintains its identify.

1.4. broad field design/disciplinary
This design was made to prevent the compartmentalization of
subjects and integrate the contents that are related to each
other.
Ex:
Geography + Economics + Political Science + Anthropology +
Sociology + History =
SOCIAL STUDIES!

Approaches to curriculum development

2. learner-centered DESIGN
• centered on certain aspects of the learners themselves.
• may explore the learner’s own life or family history or local
environment.

2.1. child-centered DESIGN
• It is anchored on the needs and interests of the child.
•The learner is not considered as a passive individual
but as one who engages with his/her environment. One
learns by doing. Learners interact with the teachers and
the environment.

2.2. experience-centered DESIGN
• Experiences of the learners become the starting point of the curriculum.
• Thus the school environment is left open and free.
• Learners are made to choose from various activities that the teacher
provides.
• The learners are empowered to shape their own learning from the
different opportunities given by the teacher.

2.3. experience-centered DESIGN
The development of self is the ultimate objective
of learning. It stresses the whole person and the
integration of thinking, feeling and doing. It considers
the cognitive, affective and psychomotor domains to
be interconnected and must be addressed in the
curriculum. It stresses the development of positive
self-concept and interpersonal skills.

3. learner-centered DESIGN
Problem-centered curriculum, or problem
based learning, organizes subject matter around a
problem, real or hypothetical, that needs to be
solved.

3.1. life-situation DESIGN
• It uses the past and present experiences of learners as a means to analyze the basic areas of living.
• As a starting point, the pressing immediate problems of the society and the student’s existing
concerns are utilized.
• Based on Herbert Spencer’s curriculum writing, his emphases were activities that sustain life,
enhance life, and in rearing children, maintain the individual’s social and political relations and
enhance leisure, tasks and feelings.
• The connection of subject matter to real situations increases the relevance of the curriculum.

3.2. core DESIGN
• It centers on general education and the problems are based
on common human activities.
• The central focus of the core design includes common needs,
problems, concerns, of the learners.

Approaches to curriculum development

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