Organizing Curriculum Content

Feasibility plays a crucial role in selecting content for curriculum design by considering practical issues such as available time, resources, and expertise of staff. It ensures that the content is relevant, manageable, and suitable for the given circumstances.

Content in curriculum design should cater to and broaden learner's interests by addressing their curiosity, motivating them to learn, and introducing new topics to pique their fascination.

Sequencing the content of a curriculum ensures that certain aspects of a subject are mastered before building upon them for subsequent learning. A learning principle to guide sequence is 'simple to complex learning', which entails starting with basic topics and gradually introducing more complicated concepts.

Integration in curriculum design implies the linking of various types of knowledge and experiences contained within the curriculum plan to enable individuals to comprehend knowledge as a unified whole.

Reiteration allows students to return to basic concepts, which should be treated in greater depth and breadth when revisited. The breadth of coverage and depth of understanding is achieved through this approach, as it enables learners to explore topics more extensively and thoroughly.

Two objectives may include understanding the structure and function of cells and comprehending the process of photosynthesis. Two relevant learning experiences may include conducting a simple microscope lab to examine cell structures and designing an experiment to measure the rate of photosynthesis in plants.

LUVS (Learnability, Utility, Validity) and Significance

By considering learners' readiness for learning and selecting content that is appropriate and within their range of experiences

To ensure validity and keep abreast of changes in the subject area

By selecting content that relates to their cognitive, social, and psychological needs and contributes to their levels of understanding

Feasibility considers the availability of time, resources, and expertise, while Interest considers the breadth and depth of learner needs

Content is derived from the curriculum outcomes and is influenced by the skills, knowledge, and values/attitudes that learners should possess

The primary purpose of defining objectives is to provide a clear idea of what to achieve, which guides the selection and organization of teaching and learning activities, and provides a means to evaluate the success of the curriculum.

Aims are broadly phrased statements that are long-term outcomes, generally applicable to the school system or societal expectations, and are written in vague, non-measurable terms.

Learning experiences refer to the 'how will I get there' aspect of the curriculum, which provides the means for learners to achieve the desired outcomes, with the ultimate goal of attaining the specified objectives.

The primary purpose of assessment is to evaluate the success of the curriculum, which relates to the 'how will I know when I have arrived' concept, as it determines whether learners have achieved the specified objectives.

Content or subject matter refers to the 'what' aspect of the curriculum, which comprises the knowledge, skills, and attitudes that learners are expected to acquire.

Curriculum outcomes or objectives specify what learners will be able to do, perform, or demonstrate by stating what learners will be able to do, perform, or demonstrate, and this is significant as it provides a clear direction for the curriculum and ensures that learners are competent.