2 main purposes:

Curriculum Design a) Provide b/ground for

A HUMANISTIC Superstructure Instrument better understanding &
CURRICULUM: perspective
Person Meet internal & Prob: Frozen b) Pull from present
Oriented environmental design
Designing VS Design understanding some
Design needs
specific ideas
Teachers make a Develop LE meets Curriculum close to
replacement on a design students need students lives

Subject design Activity design Core design Continuum concept

Extreme conservative Progressive Life centered Integrative

Essentialist Students interest School: Social change Semi-integrative

Book centered school Problem solving Social reconstructionist Fused
Learning Env: First hand experience Maturity of learner Correlated
subject curriculum
Creative expression Curriculum: social Separate subjects
Organized problem
Observation Society and its need
Verbal activities
Child centered school Improvement of social
Memorization problem
MAGHFURAH BINTI MOHD ZAHIR CURR.DESIGN
 A HUMANISTIC Types of curriculum Subject type Block type Process type
CURRICULUM: design
Person Provision Humanistic Philosophy and
Oriented Humanistic factors Teaching Style setting approach
Design
Priority Selectively Contribute to High degree of
Content
Optional areas of content inductive & the well being knowledge and
burden
study relatively basic ind. & safety skills

Reduce content
Pupil teacher Problem solving Vertical flexibility Planned Review
Activities
planning & Action
personally
Ample opt. To Vertical Program
appropriate or Plan wt children
selected by solve problem placement of a
child Review once a
children and Pupil
Develop power year
teachers involvement Vertical
to learn Improvement
Freedom adjustment
Democratic
Flexibility planning Ideas trial run

Variety teaching Pupil and teacher

styles MAGHFURAH BINTI MOHD ZAHIR CURR.DESIGN
involvement