This study analyzed the curriculum models to design school-linked museum education programs. As a curriculum developer for a museum education program, teachers should consider themselves as the agent of constructing narratives of authentic knowing between classroom and museum. I propose design principles and design stages for constructivist learning that entails the core concepts of the subject within the narrative and the backward curriculum design. Based on the commonplace of school and museum education in Schwab s curriculum model, the potential of the process of deliberation among curriculum designers were discussed. For museum education, I explain the principle of curriculum design based on Bruner s concept of narrative and big idea of Backward design. This study reviewed the design of the Backward curriculum that applied core concepts(big ideas) and inquiry and explained the unit design incorporating narratives. The combination of the Backward curriculum and narrative within the 2015 revised curriculum, can promote the learner s cognitive and emotional growth on the meaning making and contextual understanding about the objects in the museum. By becoming the subject of the narrative derived from their lives, students can arrive at the enduring understanding through their lives by integrating inquiry.