Curriculum design

• Curriculum design can be defined as the arrangement of curriculum elements into  a substantive entity
• Basic curriculum components:

1. Aims, goals and objectives
2. Subject matter
3. Learning experiences
4. Evaluation

• Curriculum design- total plan that arranges the four components into curriculum
• Instructional design- refers specifically to one component, the potential experiences for student, learning activities ( methods & organization)

Science as a Source

• The scientific method provides meaning for the curriculum design.
• Only those items that can be observed and quantified should be included.
• Problem-solving should have the prime position in the curriculum, i.e., stress thinking.
• Procedural knowledge or knowledge of process.
• The curriculum teaches rational processes for dealing with reality.

Society as a Source

• Curriculum is an agent of society.
• Curriculum are designed to serve the broad social interests of society, as well as the local community.
• Support is shown for society as a curriculum source since the universe is becoming, rather than existing for our detached scientific viewing.
• Society shows where to modify the curriculum.

External and Devine Sources

• Curriculum design should be intended to perpetuate society.
• It should pass on the significance of people's values and personal morality.
• Devine will, eternal truth from the Bible.
• Today these sources are reflected through the curriculum designer's values and personal morality.

Knowledge as a Source

• One of the prime sources of curriculum.
• Disciplined knowledge has a particular structure and a particular method(s) used to extend its boundaries.
• Disciplined vs Undisciplined Knowledge
• Disciplined = unique
• Undisciplined = various (training)

The Learner as a Source

• Curriculum is derived from what we know about the learner.
• We draw much from the psychological foundations.
• Based on cognitive research.
• Emphasizes "learning by doing".