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As a science, curriculum design is not a onetime process, but a continuous process with five phases. These phases are: Assessment, Research, Design, Improvement and Curriculum (Avenues, 2014). The process is continuous in the sense that at the output level (curriculum), there is still assessment being done. As a science the curriculum design involves a lot of research so as to come up with a suitable product. There is therefore need of reexamining the curriculum, its fine- tuning and improving it both within the projects and the end of the projects. It is like monitoring and evaluation, to come up with the best outcome.
Morality as a principle contributes to my curriculum design philosophy. I believe in doing what is right not only to me, but to the general public. I do believe that I should come up with curriculum design that will benefit my employer, my colleagues in the place of work and the public in general. Given that one of the attributes of Curriculum design is that it is deliberate, I do believe it should be done with good conscious of not harming anyone but changing the lives for the better. It involves therefore the process of identifying what will be done, at what time it will be done, by whom and when with set kind of responsibility to ensure accountability (Avenues, 2014).
The principle of Curriculum Design as a knowledge is of much importance. It views curriculum design as not trial and error stuff, but something to be done by professionals. One of the attributes of Curriculum Design is that it is creative. At every stage of curriculum design there are opportunities of novel concepts, innovative and inventive introduction (Avenues, 2014). It requires an idea of how, where and when to place a puzzle and what to expect in return. It needs one to understand the goal set and come up with ways to meet that goal.
The Subject centered design is based on the belief that what makes
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