Components of Curriculum

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 Objectives
Benjamin 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. 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
Educational Objectives

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. • 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
Subject Area and its Learning
Content

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. • 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.
Criteria in selection of subject
matter

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
Evaluatio
n
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. • 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
Curriculum Approaches

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. 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.
Roles of the Supervisor
(Managerial Approach)

38. • 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.
Curriculum Approaches

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

40. • 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
Curriculum Approaches