Republic of the Philippines

CAVITE STATE UNIVERSITY

Cavite Viejo Campus
Tel. No. (046)431-3570

Curriculum Development
Written Report
Curriculum Design Models


Submitted by:
Abenir, Irene
Aguirre, Arris
Alix, John Roi

Year and Section:
BEE2A

Submitted to:
Mrs. R. Nazareno

Abenir, Irene
Curriculum design may also follow the following structures:

1. Subject-centered design model
This model focuses on the content of the curriculum.
Corresponds mostly to the textbooks, written for the specific subjects.
Henry Morrison and William Harris some curricularist ho were firm believer of this
design.
Schools divide the school hours to different subjects such as reading, grammar,
literature, mathematics, science, history, and geography.
Most of the schools using this kind of structure aim for excellence in the subject
matter content.

Examples of subject-center design curriculum:

A. Subject design
The oldest and the most familiar design for teachers, parents and other
laymen.
The advantage of this kind of curriculum it is easy to deliver.
In Philippine education system, the number of subjects in the elementary
education is fewer than in the secondary level. In college also differs
according to the degree program being pursued.
It stresses so much the content that it forgets about the students', natural
tendencies, interest and experiences.

B. Discipline design
Centers only on the cluster of the content
Focuses on academic disciplines.
Refers to specific knowledge learned through a method which a scholars
use to study a specific content of their fields.
Often used in college, but not in the elementary or secondary levels.

C. Correlation design
Links separated subjects design in order to reduce fragmentation.
The subjects are related to each other but each subject maintains its own
identity.

Alix, John Roi T.
D. Broad field design/ interdisciplinary
A variation of the subject centered design.
Made it prevent the compartmentalization of subjects and integrate the
contents that are related to each other.
Sometimes called holistic curriculum, broad field design draws around
themes and integration.

2. Learner-Centered Design
The learner is the center of the educative process.
Some examples of the learner-centered design

A. Child-centered design
Attributed to the influence of John Dewey, Rousseau, Pestalozzi, and
Froebel.
Anchored on the needs and interest of the child.

B. Experience-centered design
Believes that the interest and experiences of the learners become the
starting point of the curriculum, thus the environment is left open and
free.
Learners are made to choose from various activities that the teacher
provides.
Activities revolve around different emphasis such as touching, feeling,
imagining, constructing, relating and others.
Blends well with multiple intelligence theory.

Aguirre, Aries
C. Humanistic design
The key lead personalities in this curriculum design were Abraham
Maslow and Carl Rogers.
The development of self is the ultimate objective of this design.
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. Problem-Centered Design
Draws on social problems, needs, interest and abilities of the learner.
Content cuts across subject boundaries and must be based on needs, concerns,
and abilities of the students.


A. Life-situation design
The contents are organized in ways that allow students to clearly
view problems areas clearly.
Uses past and the present experiences of the learners as a mean to
analyze the basic areas of living.


B. Core Design
Centers on general education and the problems are based on
common human activities.
The central focus of this design includes common needs, problems,
concern of the learners.