5. Focus will be the
body of knowledge
to be transmitted to
students using
appropriate
teaching method.
The likelihood of teaching
will be limited to the
acquisation of facts,
concepts and principles of
the subject matter; however,
the content can also be
taken as a means to an end.
7. *Topical approach-
much content is
based on knowledge,
and experiences are
included. *Concept approach-
fewer topics in clusters
among major and sub-
concepts and their
interaction, with
relatedness
emphasized.
12. Content should contribute
to the ideas, concepts,
principles and
generalization that should
attain the overall purpose of
the curriculum.
Content becomes the
means of developing
cognitive, affective, or
psychomotor skills of
the learners.
14. Authenticity of
the subject
matter forms
its validity. There is a need for
validity check and
verification at a regular
interval, becausecontent
may not continue to be
valid.
18. Can the subject be
learned within the time
allowed, resources
available, expertise of
the teachers and the
nature of the learners?
Are the contents of
learning which can be
learned beyond the
formla teaching-learning
engagement?
20. Will the learners take
interest in the content?
What value will the
contents have in present
and fututre life of the
learners? Interest is one of
the driving forces
for the students
to lean better.
21. GUIDE IN THE SELECTION
OF THE CONTENT IN THE
CURRICULUM
22. 1. Commonly used in
the daily life
2. Appropriate to the
maturity levels and
abilities of the
learners. 3. Valuable in
meeting the needs
and competencies of
the future career.
23. 4. Related to other
subject fields or
dicipline for
complementation
and integration.
5. Important in
transfer of
learning to
other discipline.
31. Curriculum happens in
the classroom as the
questions asked b the
teacher and learning
activities engaged in by
the students.
The process of the teaching
and learning process
becomes the central concern
of teaching to emphasize
critical thinking meaning-
making and heads on, hands-
on doing and many others.
32. There are the ways of
teaching, ways of managing
the content, guiding learning,
methods of teaching and
learning and strategies of
teaching or delivery modes.
34. Curriculum process
in the form of
teaching methods or
strategies are means
to achieve the end.
There is no single
best process in
method.
35. Curriculum should
stimulate the learners’
desire to develop the
cognitive, affective,
psychomotor domain in
each individual.
In the choice of
methods, learning and
teaching styles should
be considered.
36. Every method or
process should resultto
learning outcomes
which can be described
as cognitive, affective.
Flexibilty in the use
of the process or
methods should be
considered.
39. Central to the approach
is the formulation of
behavioral objectives
stated as intended
learning outcomes. These learned or achieved
learning outcomes are
demonstrated by the person
who has meaningful
experiences in the
curriculum. All these result
of planning, content and
processes in the curriculum.
