Curriculum Organization:

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Curriculum Organization

• Developed By
• Abdelmoneim Ahmad Hassan

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Curriculum Organization

• Remember
• Curriculum elements are
• Aims, goals, objectives
• Subject-matter content
• Learning experiences
• Assessment/evaluation

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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 specialists psychological and
  philosophical orientation.

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Curriculum Organization
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Curriculum Organization

• The 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.

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Horizontal and vertical organization

• Horizontal organization
• It is concerned with the concepts of scope and
  integration. That is the side-by-side
  arrangement of curriculum elements.

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Horizontal and vertical organization

• Vertical organization
• It centers on the concepts of sequence and
  continuity.
• It is concerned with the longitudinal placement
  of curriculum elements.

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Organization Dimension Considerations

• Scope deals with breadth and depth of the
  curriculum content.
• Scope refers to all varieties and types of
  educational experiences (cognitive, affective ,
  psychomotor, and spiritual) that are to be
  provided to the students through the school.
  Sometimes the scope of the curriculum is
  represented just simply as a listing of the key
  topics and activities to be considered.
• See example

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Organization Dimension Considerations

• Integration
• - It refers to the linking of all types of
  knowledge and experiences contained within the
  curriculum plan. It emphasizes horizontal
  relations among various content topics and themes
  involving all domains of knowledge recognized.

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Organization Dimension Considerations

• Some curriculum specialists say that integration
  only occurs within the learner. Other specialists
  say that the integration of curriculum works to
  interrelate not only the basic ideas within
  subjects, but to point to the interrelationship
  with other subject
• Ex Whole language learning in elementary school
• Students in secondary school combine science with
  social study.

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Organization Dimension Considerations

• Continuity
• It deals with the vertical manipulation or
  repetition of curriculum components. Specialists
  indicated that if, for example, reading skills is
  an important objective, then it is necessary to
  see that there is returning and continuing
  opportunity for these skills to be practiced and
  developed. This means that over time the same
  kind of skills will be brought into continuing
  operation.

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Organization Dimension Considerations

• Sequence is related to continuity but goes beyond
  it. It is possible for a major curriculum element
  to recur again and again but merely at the same
  level so that there no progressive development of
  understanding or skill or attitude or some other
  factors. Sequence as criterion emphasizes the
  importance of having each successive experience
  builds upon the preceding one but to go more
  broadly and deeply into the matter involved.

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Organization Dimension Considerations

• Sequence is not just repetition of a skill or a
  concept but deepening of it, so that each
  successive encounter builds on the preceding one.

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Organization Dimension Considerations

• Armstrong(1989) has summarized four of the most
  frequently used approaches to sequence in
  curriculum organization
• 1- The chronological approach, in which content
  elements are sequenced in terms of calendar time.
  The sequence may be from past to present or from
  present to past. This approach makes sense only
  when the subject matter to be treated has some
  logical connection to chronological time (e.g.,
  history and English literature).

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Organization Dimension Considerations

• 2- The thematic approach, in which content
  element first are organizes under any one of
  several major themes. Decisions about which
  themes are to be taught first, second, third, and
  so forth may be left entirely to the discretion
  of the instructor (e.g., elementary school
  language arts programs may feature such thematic
  topics as short stories, creative writing and
  poetry- none of these topics necessarily builds
  on any of the others).

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Organization Dimension Considerations

• 3- The part to whole approach, in which topics or
  units are sequenced so that basic elements of
  content precede more complex elements (e.g., math
  and foreign language programs)

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Organization Dimension Considerations

• 4- The whole to part approach, which reverses the
  sequencing order used in part to whole course
  planning. In this design, general information is
  typically introduced first, providing class
  members with a broad overview of what they are to
  learn. Only after they have a good grasp of this
  overview is more specific information introduced
  that allows them to study smaller parts of this
  whole

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Organization Dimension Considerations

• Sequence
• There are five major principles for organizing
  curriculum units (or L.O.) (Posner Rudnitsky,
  1999)
• 1-World - related sequence
• 2-Concept - related sequence
• 3-Inquiry - related sequence
• 4-Learning - related sequence
• 5-Utilization - related sequence
• See reading materials in your textbook

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Sequencing Principles
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1-World - related sequence
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2-Concept - related sequence
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3-Inquiry - related sequence
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4-Learning - related sequence
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5-Utilization - related sequence