There are several ways in which curriculum design can happen. For example, forward design aka the Tyler method involves the selection of content, followed by determining teaching approaches, and finally determining the quality of the teaching and content based on some form of assessment.
Backward design starts with content but then the focus moves to developing assessment that is consistent with the content, the last step for backward design is deciding how to teach the content in a way that allows students to 
Central design is yet another distinct approach. In this post, we will look at the characteristics of central design and how it differs from both forward and backward design.
Definition
Central design begins with deciding on the teaching approach first followed by the content and assessment. In this approach, it is the method of teaching that is most important. There is an assumption among teachers who use this approach that the method of teaching along with the supporting activities will lead to successful learning outcomes or demonstrations of mastery.
Central design is highly fixated on learning processes. For example, there is an emphasis on discussion, decision-making, critical thinking, etc. All of these examples are somewhat fuzzy in being able to assess them. We can tell when they happen but it’s not easy to place a score on them because these are subjective skills.
For many, this design is seen as learner-centered due to its emphasis on active learning. Discussion requires active learning as do critical thinking and the other examples in the previous paragraph. These experiences contribute to the individual development of the students.
Some Concerns
Despite the advantages of central design, there are some concerns. In order to place an emphasis on teaching methods, it implies that the teacher is a mastery of one or more methodologies. This makes central design difficult for beginning teachers to execute.
In addition, for even experienced teachers, lack of objectives can make it very easy to wonder of course when teaching. For example, whenever teachers select activities that look fun or entertaining they are practicing central design because of the emphasis on teaching activities. However, with a lack of clear objectives, students are having a good time with being able to articulate what they are learning.
The issue with objectives can also spill over into affecting the assessment. Without clear goals, it is difficult to determine what the students learned or if they achieved any of the goals and objectives of a lesson. With so much testing taking place these days it is difficult to justify such a design.
Using Central Design
Central design is highly useful in the social sciences and humanities. Such classes as critical thinking, public speaking, art appreciation are some examples of courses that can employ central design due to the subjective nature of completing course requirements. For the hard sciences, it might be better to stick to forward or backward design due to the need to absolute know specific forms of information.
In general, if the primary goal is developing subjective skills central design is an excellent choice. However, if what you are trying to teach can clearly be measured and evaluated forward or backward design is much more appropriate choice
Some examples of correlation design include biochemistry, which is the combining of biology and chemistry. Other examples include social psychology, which is sociology and psychology; bio-statistics, which is biology and statistics; and music technology, which focuses on music and its use through technology. Generally, correlation design is found at the university level where students need expertise in specific subjects.
To deal with this fragmentation of knowledge, broad-field designers try to collapse subjects with similar content into a larger umbrella subject. Two of the best examples from would be Social Studies and Language Arts.
Articulation can also happen within a grade but across different subjects. For example, it is common for science and math classes to cover many of the same material but with a different application. A chemistry class might require students to take algebra 2 at the same time or a physics class may require concurrent enrollment in calculus. This is an example of horizontal articulation because it is happening across subjects rather than between grades.
layer of complexity to it. This process is repeated over and over again until the entire concept is explained to the students.
but the sequencing of the prerequisite knowledge does not matter as long as all of it is addressed before the more complex knowledge. Many college majors have prerequisites that must be taken before other classes. Many times, the order in which these classes are taken does not matter as long as all of them are taken before a more advanced class.
and subjects discussed, while not being very deep because nothing is discussed in detail. An example of this would be any kind of music or art appreciation class. There are many topics that are discussed in a shallow way. This is because the goal of the course is often exposure to unfamiliar content rather than mastery of it. Other classes are much more narrow in focus but concepts are dealt with in great detail.
In contrast to this group, other see morals as a source of curriculum. Morals are often derived from what people consider to be spiritual authorities such as the Bible. For this source, lasting truth and inequality in regards to the value of different subjects is part of adhering to this source.
These parts are the objectives, content, learning experiences, and evaluation. How these parts interact is what curriculum design is about.