7.2 Explain the subject centered curriculum design
The Subject – Centred Curriculum Design
In subject-centred design, the curriculum is organized according to how knowledge has been developed in the various subject areas. Based on the inherent organization of content. The discipline design focuses on the academic disciplines. Discipline knowledge is the key aspect of the curriculum design. Content for the school curriculum is determined by creating disciplines to act as a guide for selecting the curriculum content and organizing the content. The disciplines include math, science, English and history. This design organizes the curriculum into specific subjects, each representing a specialized and homogenous body of knowledge or content. Emphasis is placed on separate academic areas, content and skills to be covered and into distinct areas called subjects in their logical order and sequences as decided by the specialist. (Taba, 1962)
Advantages of Subject Centred Curriculum Design
- It is the most systematic and effective organization for acquainting youth with the essentials of cultural heritage.
- The subjects constitute a logical and effective method of organization and interpreting learning and ensures that students, learn most economically and efficiently.
- The approach is based on tradition. Through long established tradition, teachers and parent tend to support what they are familiar with.
- Most teachers have been trained in subjects curricula and therefore understand it better.
- Curriculum planning implementing and evaluation is easier in the subject-oriented curriculum.
- The full intellectual powers can be developed through the slowly logically organized subject matter.
- Textbooks and other curriculum package on the education market tend to be organized to fit the established subjects’ categories. They are generally organized according to subjects
Disadvantages of subject centred curriculum design
- Lack of integration of curriculum content. The learner cannot see the relationship between subjects.
- Subjects tend to be detached from the reality of students. i.e. life experiences are de-emphasized. The design is not based on functional use of knowledge.
- Excessive stress on content, ignoring the students needs, interests and experiences. Learning should involve emotional, mental, physical and social respects within the learners.
- It presents a hollow concept of knowledge.