D630
Designing Curriculum and Instruction 1 (OIM2)
TASK 2 - Passed
Applying Theories, Design
Principles, and Evaluation Models
Western Governors University
, Applying Theories, Design Principles, and Evaluation Models 2
Introduction
Description of the Curriculum
Discussion of Design Principles
The Physical Science Curriculum and Instructional Planning Guide encompasses
numerous design principles. Specifically, there are two design principles that I accredit to the
success of the curriculum. These two principles are sequencing and continuity. When referring to
the sequence in the curriculum, we are referring to the way in which the content is arranged or
organized (Gordon et al., 2019). A great example of this in the curriculum can be found in Unit
II: Changes in Matter. In Unit II, students are expected to learn how to identify the number of
atoms in a chemical compound before they move on to balancing chemical equations (2021).
This allows students to build up to more difficult topics step-by-step. I contribute the smooth
sequencing of the curriculum to the student’s mastery of the content.
Another design principle I would like to point out in the curriculum is continuity. This
skill is directly tied to the sequence. Continuity is responsible for the “planned repetition of
content (Gordon et al., 2019).” In the curriculum, this can be seen throughout the last three units
regarding the concept of energy. As the units move from one to another, the concept of energy.
As the units progress, a student who may not have fully understood the concept of energy at first
gets a new perspective and chance to understand it in the following unit.
Discussion of Curriculum Ideology
This study source was downloaded by 100000902171055 from CourseHero.com on 11-05-2025 19:28:33 GMT -06:00
https://www.coursehero.com/file/237864844/D630-Task-2-4924docx/
Designing Curriculum and Instruction 1 (OIM2)
TASK 2 - Passed
Applying Theories, Design
Principles, and Evaluation Models
Western Governors University
, Applying Theories, Design Principles, and Evaluation Models 2
Introduction
Description of the Curriculum
Discussion of Design Principles
The Physical Science Curriculum and Instructional Planning Guide encompasses
numerous design principles. Specifically, there are two design principles that I accredit to the
success of the curriculum. These two principles are sequencing and continuity. When referring to
the sequence in the curriculum, we are referring to the way in which the content is arranged or
organized (Gordon et al., 2019). A great example of this in the curriculum can be found in Unit
II: Changes in Matter. In Unit II, students are expected to learn how to identify the number of
atoms in a chemical compound before they move on to balancing chemical equations (2021).
This allows students to build up to more difficult topics step-by-step. I contribute the smooth
sequencing of the curriculum to the student’s mastery of the content.
Another design principle I would like to point out in the curriculum is continuity. This
skill is directly tied to the sequence. Continuity is responsible for the “planned repetition of
content (Gordon et al., 2019).” In the curriculum, this can be seen throughout the last three units
regarding the concept of energy. As the units move from one to another, the concept of energy.
As the units progress, a student who may not have fully understood the concept of energy at first
gets a new perspective and chance to understand it in the following unit.
Discussion of Curriculum Ideology
This study source was downloaded by 100000902171055 from CourseHero.com on 11-05-2025 19:28:33 GMT -06:00
https://www.coursehero.com/file/237864844/D630-Task-2-4924docx/
