In the process of curriculum planning, the organization of curriculum is
considered. There are two dimensions of curriculum organization. Horizontal
organization relates to scope and the side-by-side organization of the elements.
Jacobs (1997) defines a horizontal as all courses within a grade. Tyler (1949) defines
scope as all of the content, topics, learning experiences, and organizing threads.
Generally it involves how skills and content that are taught during one period of time
relate to one another. In social studies, for example, you might consider particular
issues from a historical, sociological, political, and economic point of view. In
thematic or integrated instruction, you will determine how the content of science
relates to mathematics and literature.
Vertical organization centers on sequence and continuity. Jacobs (1997)
defines a vertical as grade-to-grade, K–12. This simply means that content and skills
are arranged so that they build on one another; that they align with the general
sequence of cognitive development. In a 'spiral curriculum', concepts may be
introduced on a simple level in the early grades, then revisited with more and more
complexity and application later on. Principles of sequencing include 1) simple to
complex; 2) determining prerequisites; 3) whole to part learning; and 4)
chronological sequencing (historical). Other ways of thinking about sequencing focus
more on the source and outcome of the learning: 1) concept-related; 2) inquiry
related; 3) learner-related; 4) utilization-related. Think about how these different
approaches match the orientations presented in the table above.
Integration describes the connections between and among the content and
learning experiences in the curriculum. Recent emphasis on integration in the
various school reform efforts has been brought about as a way to help improve
learning outcomes and to provide more authentic and relevant learning experiences
for the learner.
Articulation refers to the way various aspects of the curriculum relate to each
other in a vertical or horizontal fashion. For example, the way secondary courses in
science or mathematics are sequenced should address prerequisite skills and
transfer of learning. Horizontal articulation will make sure that knowledge taught in
one subject relates to another. Today's emphasis on curriculum integration is really
horizontal articulation. Articulation is also a term used in considering how a student
moves from one education setting to another to make sure the student comes
prepared to meet the expectations of the new setting.
Balance in curriculum is an ongoing issue. Often educators are asked to add more
and more to their curriculum, and nothing is ever removed. The focus on 'essential
concepts.' 'big ideas,' and 'less is more' are all connected with the idea of curriculum