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    Types of Curr Organization

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    Zara jane Maralit
    There are two main types of curriculum organization: horizontal and vertical. Horizontal organization focuses on scope and integration of curriculum elements side-by-side. Vertical organization centers on sequence and continuity, arranging elements longitudinally over time to build upon previous learning. Some approaches to vertical organization include chronological, prerequisite, whole-to-part, and simple-to-complex sequencing. Continuity ensures curriculum components are repeatedly and progressively developed over multiple grade levels.

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    Types of Curr Organization

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    Zara jane Maralit
    112 views4 pages
    There are two main types of curriculum organization: horizontal and vertical. Horizontal organization focuses on scope and integration of curriculum elements side-by-side. Vertical organization centers on sequence and continuity, arranging elements longitudinally over time to build upon previous learning. Some approaches to vertical organization include chronological, prerequisite, whole-to-part, and simple-to-complex sequencing. Continuity ensures curriculum components are repeatedly and progressively developed over multiple grade levels.

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    There are two main types of curriculum organization: horizontal and vertical. Horizontal organization focuses on scope and integration of curriculum elements side-by-side. Vertical organization centers on sequence and continuity, arranging elements longitudinally over time to build upon previous learning. Some approaches to vertical organization include chronological, prerequisite, whole-to-part, and simple-to-complex sequencing. Continuity ensures curriculum components are repeatedly and progressively developed over multiple grade levels.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    112 views4 pages

    Types of Curr Organization

    Uploaded by

    Zara jane Maralit
    There are two main types of curriculum organization: horizontal and vertical. Horizontal organization focuses on scope and integration of curriculum elements side-by-side. Vertical organization centers on sequence and continuity, arranging elements longitudinally over time to build upon previous learning. Some approaches to vertical organization include chronological, prerequisite, whole-to-part, and simple-to-complex sequencing. Continuity ensures curriculum components are repeatedly and progressively developed over multiple grade levels.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    LIPA CITY COLLEGES

    GRADUATE SCHOOL
    COMPARATIVE EDUCATION
    (7:30-10:30)

    TYPES OF CURRICULUM ORGANIZATION

    INTRODUCTION:
    Curriculum Organization refers to the management of the elements of a
    curriculum into a substantive entity. It is also influenced by the curriculum
    specialist’s psychological and philosophical orientation.

    Curriculum elements are:

    Aims, goals, objectives

    Subject-matter content

    Learning experiences

    Assessment/evaluation

    PRESENTATION:
    Types of Curriculum Organization:

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

    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.
    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.

    2. Vertical Organization
    - It centers on the concepts of sequence and continuity.
    - It is concerned with the longitudinal placement of curriculum elements.

    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.

    Five major principles for organizing curriculum units organization:

    1-World - related sequence


    o Relationship that exist among people, objects or events of the
    world
    2-Concept - related sequence
    o This arrangement reflects the organization of the conceptual
    world how ideas are related together in a logical manner.
    3-Inquiry - related sequence
    o This is based upon the scientific method of inquiry
    4-Learning - related sequence
    o This is based on the psychology of learning and how people learn
    experiences

    Four of the most frequently used approaches to sequence in curriculum


    organization:

    1. The chronological approach, this approach is closely allied to history,


    political science and world events. The sequence can be arranged from
    the most recent to the distant past or vice versa.
    2. The prerequisite approach, it means that there are fundamental thing to
    be learned ahead.
    3. The whole to part approach, the meaning can be very well understood if
    everything will be taken as a whole. 
    4. The simple to complex approach, content and experiences are
    organized from simple to complex, concrete to abstract, from easy to
    difficult

    Continuity 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.

    REFERENCE:

    https://www.scribd.com/document/187620961/Principles-of-Curriculum-Organization
    https://www.slideshare.net/msmaybelle/curriculum-organization

    REPORTED BY:

    Zara Jane M. Maralit

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