Curriculum Organization

Guidelines in Curriculum Organization

Aaron Paul D. TañedoBSEd 3A – Mathematics

Referen

ces•http://slideplayer.com/slide/7603580/•https://prezi.com/1-cqwprfjohn/scope-and-sequence-in-curriculum-organization/•https://www.slideshare.net/msmaybelle/curriculum-organization•https://www.academia.edu/9641365/CURRICULUM_DESIGN_AND_ORGANIZATION_Prepared_for?auto=download

Curriculum

Organization

Curriculum Organization

•Process of selecting curriculum elements form the subject, the current social life and the students experience then designing the selected curriculum elements appropriately so thy they can form the curriculum structure and type.

Curriculum Organization

•The term refers to the management of the elements of a curriculum into a substantive entity. Curriculum organization is influenced by the curriculum specialist’s psychological and philosophical orientation.

Curriculum OrganizationScope and Sequences in Curriculum OrganizationGuidelines in Curriculum OrganizationSteps in Curriculum Organization

Curriculum

OrganizationHorizon

tal Organiz

ationScope

Integration

Vertical Organiz

ationContinu

ity Sequen

ce

Curriculum Organization• The aspect of curriculum organization that describe the correlation or integration of content taught concurrently is termed horizontal organization. The aspect of curriculum organization that describes the sequencing of content is termed vertical organization.

Horizontal and vertical organizationHorizontal organizationIt is concerned with the concepts of scope and integration. That is the side-by-side arrangement of curriculum elements.

Horizontal

Organization

Scope Integration

Vertical organization• It centers on the

concepts of sequence and continuity.

• It is concerned with the longitudinal placement of curriculum elements.

Horizontal and vertical organization

Vertical Organiz

ationContinui

ty Sequenc

e

Scope and sequence in curriculum organization

• Scope is The total breadth of the activity in a subject-field;

•Scope Determine the extent or limit of activity or coverage;

Example:SCOPE1.Economic Security2.Peace and order3.Hygiene and Sanitation4.Home Beautification5.Food Production

Scope and sequence in curriculum organization

There are three things which determine the scope of the curriculum:

The basic activities in which human beings engage;The values society foster and;The major problems society faces

Scope and sequence in curriculum organization

There are three things which determine the scope of the curriculum:

The basic activities in which human beings engage;The values society foster and;The major problems society faces

Scope and sequence in curriculum organization

•Sequence - The placement of curriculum content or learning experience from the stand point of time;•Sequence - Connotes continuity of learning experience;•Sequence The succession of units based on the maturity and experiences of learners

Scope and sequence in curriculum organization

•Knowledge of the scope of the curriculum assists in the selection of learning experiences and instructional materials;•Determination of the sequence of the learning experiences prevents undue duplication and assures proper balance in the program•There should be balance between what is socially and intellectually significant (scope) and what is interesting to the learners (sequence).

Guidelines in Curriculum Organization

•Curriculum organization should take into consideration the needs, interests, and abilities of learners as well as the social needs, problems and resources of the community.•Curriculum organization should provide for continuity in the learning experiences of the learners.

Guidelines in Curriculum Organization

•The curriculum should be so organized as to permit the individual teachers and their learners to plan the learning experiences best suited to their needs and interests and in conformity with the general framework of the curriculum which is cooperatively set up the school and its staff.

Guidelines in Curriculum Organization

•Curriculum organization should provide for the development of fundamental skills through direct teaching and also integrative activities based on problems and needs of broad social significance.