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Curriculum Design Qualities

The document discusses 6 key qualities of curriculum design: 1. Scope refers to the breadth of content, topics, experiences, and organizing themes covered. 2. Sequence involves organizing content from simple to complex and considering prerequisites. There are 4 levels and 4 types of sequencing. 3. Continuity ensures smooth progression over time without disruption between curricula. 4. Integration links different types of knowledge and experiences within the curriculum plan. 5. Articulation provides for smooth transitions between grade levels (vertical) and association among simultaneous elements (horizontal). 6. Balance ensures appropriate weight is given to each part of the curriculum design.

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Jenifer Panotes Palencia
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2K views15 pages

Curriculum Design Qualities

The document discusses 6 key qualities of curriculum design: 1. Scope refers to the breadth of content, topics, experiences, and organizing themes covered. 2. Sequence involves organizing content from simple to complex and considering prerequisites. There are 4 levels and 4 types of sequencing. 3. Continuity ensures smooth progression over time without disruption between curricula. 4. Integration links different types of knowledge and experiences within the curriculum plan. 5. Articulation provides for smooth transitions between grade levels (vertical) and association among simultaneous elements (horizontal). 6. Balance ensures appropriate weight is given to each part of the curriculum design.

Uploaded by

Jenifer Panotes Palencia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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CURRICULUM DESIGN

QUALITIES
Curriculum Design Qualities
o Scope
o Sequence
o Continuity
o Integration
o Articulation
o Balance
1. Scope
o All the content, topics, learning experiences,
and organizing threads comprising the
educational plan. (Ralph Tyler)

o Refers to the curriculum's horizontal


dimension. (John Goodlad & Zhisin Su)
Scope of the Curriculum is
usually structured in units and
units are divided into lesson
plans.
In simple words, scope
is the coverage of the
curriculum
2. Sequence
o Order of topics overtime
o Also called vertical dimension
o Jean Piaget provided a framework for
sequencing content
o Based on Piaget's Theory of Cognitive
Development
4 Levels of Sequence
(Smith, Stanby and Shore, 1973)
Simple to complex learning – content & experiences
are organized from simple to complex, easy to
difficult.
Prerequisite Learning- bits of information must be
grasped before other bits can be comprehended.
Whole to Part Learning - overview before the specific
content or topics.
Chronological learning – refers to content whose
sequence reflects the time of real world occurrence.
Example is history, political science and world events.
Four Types of Sequencing
(Posner and Strike 1976)
Concept-related method
Inquiry-related model
Learning-Related Sequence
Utilization- Related Learning
3. Continuity
Refers to the smoothness or
absence of disruption in the curriculum
over time
Curriculum 1 Curriculum 2 Curriculum 3

A A A

B B B

C D

D D C

E E E

F G

G G F
Sequence without
continuity is possible but
continuity without sequence
is not
4. Integration

Linking all types of knowledge and


experiences within the curriculum plan
5. Articulation
Refers to the smooth flow of the
curriculum on both vertical and horizontal
dimensions.

In vertical articulation, suggest sequencing of


content from one grade level to another.
Horizontal articulation - association among
simultaneous elements
6. Balance
It is necessary to provide weight to
each part of the design.

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