According to Zuga (1989) cites various researchers who have attempted to
categorize curriculum designs. Based on this research, she groups the designs into
the following categories:
• Academic curriculum design. These design usually focuses on a body of
knowledge grouped into disciplines, subject matter, or broad areas. It is
commonly used for school models.
• Technical curriculum design. The curriculum is organized around the
analysis of performance task and process sequencing rather than content.
• Intellectual process curriculum design. The goal of this design is to
increase learning efficiency and the transfer of problem-solving skills to other
content areas and life experiences. The focus is on the development of
cognitive processes.
• Social curriculum design. The focus is on application of knowledge in realworld
situations. The curriculum provides opportunities for students to work
on projects in which they can change the environment, or it provides
information to help students learn what they will need to fit into adult society.
• Personal curriculum design. This model is learner centered with a focus
on the individual student and his/her needs and interests.
Ornstein and Hunkins (1998) proposed that most curriculum designs can be grouped
according to the major goals: subject-centered, learner centered, and problemcentered.
This chart summarizes a variety of examples.