Horizontal And Vertical Organization Of A Curriculum 2gq49

ORGANIZATION OF CURRICULUM Presenter : John Philip P. Aballe

I N T R O D U C T I O N As

a TEACHER, one has to be

a: – curriculum designer – curriculum implementer – curriculum evaluator

CONCEPTUAL FRAMEWORK: HORIZONTAL and VERTICAL ORGANIZATION

Guiding Objectives: 

At the end of the report Curr. Dev. Students will be able to:

Differentiate the difference/s between Horizontal and Vertical Organization of Curriculum  Reflect the Importance of organizing learning content in the curriculum. 

HORIZONTAL

VERTICAL

the direction of the curriculum elements is sideways.

the sequence of the curriculum elements follow a vertical design

HORIZONTAL ORGANIZATION Horizontal

Organization combines, classifies, and categorizes related subject areas to form a unified content matter. Exposes students to multiple subject areas.

Say for Example:

History + anthropology +

sociology + geography = Social Studies

HORIZON TAL ARRANGEMENT Ex. #1

EX. #2

INTERELATE

HISTORICAL ORGANIZATION It

also describe the correlation or integration of CONTENT TAUGHT simultaneously.

Say for Example:In BTTE The Conversion of Units( e.g from ml to oz., etc) is integrated into subjects like Basic and Advance baking. The process of getting the MEAN ,MEDIAN and the MODE in mathematics is also integrated in the STATISTICS and ASSESSMENT OF STUDENT LEARNING 1 and 2.

HORIZONTAL ORGANIZATION

Horizontal Organization

Scope

Integration

SCOPE

INTEGRATION

 –a curriculum’s depth

 linking and exposing the

of content; all of the content, topics, learning experiences and the links between them

relationship between all types of knowledge and experiences contained within a curricular plan.

VERTICAL ORGANIZATION  – curricular

elements in a sequence .

Example: Grade 2: students need to identify unit fractions as parts of a whole. Grade 3: students need to add and subtract unit fractions. Grade 4: students need to compare and order fractions with like denominators and like numerators

VERTICAL ORGANIZATION  What

students learn in one lesson, course, or grade level prepares them for the next lesson, course, or grade level. Teaching is purposefully structured and logically sequenced so that students are learning the knowledge and skills that will progressively prepare them for more challenging, higher-level work.

Note: Pre-Requisites

Vertical Organization

Continuity

Sequence

CONTINUITY

SEQUENCE

 frequent and

 deciding on what

continuing opportunity to practice and develop skills in which students have already been pre-exposed

content should come first within a hierarchy of developmental goals how it should be built upon

In ORGANIZING THE CURRICULUM  1.

Making the curriculum well organized purposefully designed to facilitate learning.

 2.

 3.

and

Free of academic gaps and needless repetitions.

Aligned across lessons, courses, subject areas, and grade levels

IF THE CURRICULUM IS NOT ORGANIZED  1.

Teachers have independently decided what students will learn without collaborating with other teachers.

 2.

Consequently, what students learn in any given course may overlap with what is taught in other courses, or the lessons may not be appropriate for the students’ age or grade level.

“The basic foundation is that when educators are working and teaching in performance, and using developmentally appropriate and well-defined learning expectations, students will learn more and leave school better prepared”