This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.

1. Components of
Curriculum
and
Curricular
Approaches

2. ACTIVITY:
Charades

3. Components of
Curriculum
and
Curricular
Approaches

4. Major Components of the Curriculum
I. Aims, Goals, and Objectives
II. Subject Matter / Content
III.Learning Experiences
IV.Evaluation Approaches

5. Component 1:
Curriculum Aims,
Goals and Objectives

6. Philippine Educational System
Three Levels:
1. Primary
2. Secondary
3. Tertiary

7. Philippine Constitution of 1987
• Aims:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in
the historical development of the country
5. Teach the rights and duties of citizenship

8. 6. Strengthen ethical and spiritual values
7. Develop moral character and personal
discipline
8. Encourage critical and creative thinking
9. Broaden scientific and technological
knowledge and vocational efficiency

9. Elementary Education
Aims (Educational Act of 1982) :
• Provide knowledge and develop skills, attitude,
values essential to personal development and
necessary for living in and contributing to a
developing and changing society;
• Provide learning experiences which increase the
child’s awareness of and the responsiveness to the
changes in the society;

10. • Promote and intensify knowledge,
identification with and love for the nation
and the people to which he belongs; and
• Promote work experiences which develop
orientation to the world of work and
prepare the learner to engage in honest
and gainful work.

11. Secondary Education
Aims:
• Continue to promote the objectives of the
elementary education; and
• Discover and enhance the different
aptitudes and interests of students in
order to equip them with skills for
productive endeavour and or to prepare
them for tertiary schooling.

12. Tertiary Education
Aims:
• Provide general education programs which will promote
national identity, cultural consciousness, moral integrity
and spiritual vigor;
• Train the nation’s manpower in the skills required for
the national development;
• Develop the professions that will provide
leadership for the nation; and
• Advance knowledge through research and apply
new knowledge for improving the quality of human
life and respond effectively to changing society.

13. Vision, Mission and Goals
• Vision
- Clear concept of what the institution would like to
become in the future
- Provides focal point or unifying element according to
which the school staff, faculty perform individually or
collectively.
- Guiding post which educational efforts and curricula
should be directed.
Example:
WVSU Vision:
WVSU as one of the top universities in South East
Asia.

14. • Mission
- spell’s out how it intends to carry out its vision
- Target: to produce the kind of persons the students
will become after having been educated over a
certain period of time.
Example:
WVSU Mission :
To produce globally competitive lifelong learners.

15. • Goals
- educational objectives
-sources: learners, society and fund of
knowledge
Examples:
Build a strong foundation of skills and
concept.

16. Educational ObjectivesBenjamin Bloom and Robert Mager
• Explicit formulations of the ways in which students
are expected to be changed by the educative
process, and
• Intent communicated by statement describing a
proposed change .in learners.

17. Educational Objectives
Cognitive Domain: (Bloom et al, 1956) – thought
process
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

18. Educational Objectives
Affective Domain: (Krathwohl, 1964) – valuing, attitude and
appreciation
• Receiving – willingness to pay attention to a particular
stimuli
• Responding – active participation on part of the students
• Valuing – worth or value attatches to particular
phenomena, object or behaviour
• Organization – bringing together different values and
building a value system
• Characterization by value – developing a lifestyle from a
value system

19. Educational Objectives
Psychomotor Domain (Simpson, 1972) – psychomotor
attributes
• Perception - use of sense organs to guide motor activities
• Set – readiness to take particular type of action
• Guided Response – Imitation and trial and error
• Mechanism – responses have become habitual
• Complex overt responses – skilful performance and with
complex movement patterns
• Adaptation – skill well-developed that the ability to
modify with ease
• Origination –creating new movements patterns; creativity

20. Component 2:
Curriculum Content or subject Matter
• Content
- Compendium of facts, concepts generalization,
principles and theories
- Subject-centered view of the curriculum
Gerome Bruner, “ knowledge is a model we
construct to give meaning and structure to
regularities in experience”

21. Subject Area and its Learning
Content
• Communication Arts – listening, speaking,
reading, writing and effective use of language
• Mathematics – numeric and computational skills,
geometry and measurement, algebra, logic and
reasoning
• Science – all branches of natural sciences,
exploration and discovery dealing with natural
phenomena and scientific investigation
• Social Studies – basic elememts of Geography,
History, Sociology, Anthropology, Economics,
Civics, Political Science, and Psychology

22. Subject Area and its Learning
Content
• Music – basic music theory, practice in listening,
singing, playing musical instrument, and music
preparation
• Physical Education - health and physical fitness,
individual team sports, spectatorship and wise
use of leisure
• Vocational Education – psychomotor and
manipulative skills in basic crafts and trades,
design, work ethic and appreciation of manual
productive work

23. Criteria in selection of subject
matter
• Self- sufficiency – attaining self- sufficiency in most
economical manner;
- less teaching and learner’s effort but more
results and effective learning outcomes
• Significance – content will contribute to basic ideas,
concepts and principles, and generalizations to achieve the
aim of the curriculum;
- it will develop the cognitive, affective and
psychomotor skills of the learners; and cultural aspects will be
considered

24. Criteria in selection of subject
matter
• Validity – authenticity of the subject matter
• Interest - a key criterion in learner-centered curriculum;
content should be based on the interest of the learner
• Utility – usefulness of the content to the learner either for
the present or the future
• Learnability – subject matter should be within the range
of the experiences of the learners
• Feasibility – content should be learned within the time
allowed, resources available, expertise of the teacher and
nature of the learner.

25. Other considerations in selection
of learning content:
a. Frequently and commonly used in daily life;
b. Suited to the maturity levels and the abilities
of the students;
c. Valuable in meeting the needs and the
competencies of a future career;
d. Related with other subject areas; and
e. Important in the transfer of learning

26. Organizing Different Learning
Contents: (Palma,1992)
• Balance
• Articulation
• Sequence
• Integration
• Continuity

27. Component 3:
Curriculum Experiences
• Teaching Strategies and Methods
• Educational activities

28. Guide for Selection and Use of
Methods:
1. Teaching methods are means to achieved at the
end.
2. There is no single best teaching method.
3. Teaching methods should stimulate the learners
desire
4. Learning styles of the students should be
considered.
5. Every method should lead to the development of
learning outcomes in three domains.
6. Flexibility.

29. Component 4:
Curriculum Evaluation
• Curriculum Evaluation
- Formal determination of the quality, effectiveness, or
value of the program, processes, product of the curriculum
- Meeting the goals and matching them with the intended
outcomes (Tuckman)

30. • Stufflebeam’s CIPP (Content, Input, Product,
Process)
- most widely used in evaluation.

31. CIPP
• Content/Context
• Input
• Process
• Product

32. Plan of Action for Curriculum
Evaluation:
1. Focus on one particular component of the
curriculum.
2. Collect or gather the information.
3. Organize the information.
4. Analyze information.
5. Report the information.
6. Recycle the information.

33. Aims
Objectives
Content/
Subject
Matter
Methods/
Strategies
Evaluation
Interrelationship of the Components of a
Curriculum

34. Curriculum Approaches
• Behavioral Approach
- anchored on behaviorist principles, usually
based on a blueprint which goals and objectives are
specified, contents and activities are arranged.
- Frederick Taylor
- aimed to achieved efficiency
- begins with educational plans that start
with the setting of goals or objectives

35. Curriculum Approaches
• Managerial Approach
- general manager(principal) sets the
policies and priorities, establishes the direction of
the change and innovation, and the planning and
organizing curriculum and the instruction
- less concerned about the content than the
organization and the implementation

36. Roles of the Supervisor
(Managerial Approach)
1. Help develop the schools educational goals.
2. Plan curriculum, with students, parents,
teachers, and other stakeholders.
3. Design programs of the study by grade levels.
4. Plan schedule classes or school calendar.
5. Prepare curriculum guides or teacher guides by
grade level or subject area.

37. Roles of the Supervisor
(Managerial Approach)
6. Help in the evaluation and selection of
textbooks.
7. Observed teachers.
8. Assist teachers in the implementation of the
curriculum.
9. Encourage curriculum innovation and change.
10.Develop standards for curriculum and
instructional evaluation.

38. Curriculum Approaches
• Systems Approach
- influence by systems theory
- the parts of the total school district or school
are examined in terms of how they relate to each other.
- represented by organizational chart
- shows the line-staff relationships of personnel
and how decisions are made.

39. Curriculum Approaches
George Beauchamp
The system theory of education are:
1. administration
2. counseling
3. curriculum
4. instruction
5. evaluation

40. Curriculum Approaches
• Humanistic Approach
- Rooted in the progressive philosophy and child-
centered movement
- Considers the formal or planned curriculum and
the informal or hidden curriculum
- Learner is at the center of the curriculum