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 sequence of the

the direction of the curriculum
curriculum elements follow
elements is sideways.
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

Italso 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 curriculums depth linking and exposing the
of content; all of the relationship between all
content, topics, types of knowledge and
learning experiences experiences contained
within a curricular plan.
and the links between
them
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 content should come
to practice and first within a hierarchy
develop skills in which of developmental
students have already goals how it should be
been pre-exposed built upon
 In ORGANIZING THE CURRICULUM
1. Making the curriculum well organized and
purposefully designed to facilitate learning.

2. Free of academic gaps and needless repetitions.

3. 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