The document discusses the selection and organization of subject matter in curriculum development. It provides 7 criteria for selecting subject content: self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It also discusses ensuring a balance, proper sequencing, integration, continuity and articulation of content across grade levels. The overall goal is to choose relevant and engaging content that students can learn effectively and apply in their daily lives.

5. The fund of human knowledge represents
the repository of accumulated discoveries
and inventions of man down the centuries,
due to man’s exploration of the world.
1. Subject-centered view

6. Gerome Bruner: “Knowledge is
a model we construct to give
meaning and structure to
regularities in experience.”
2. Learner- centered view

8. Communication
arts
Mathematics Science
Social Studies Music
Physical
Esucation
Vocational
Education

9. 1. Communication arts
listening, speaking, reading, writing and
effective use of language

10. 2. Mathematics
numeric and computational skills, geometry
and measurement, algebra, logic and
reasoning

11. 3. Science
all branches of natural sciences,
exploration and discovery dealing with
natural phenomena and scientific
investigation

12. 4. Social Studies
basic elememts of Geography, History,
Sociology, Anthropology, Economics,
Civics, Political Science, and Psychology

13. 5. Music
basic music theory, practice in listening,
singing, playing musical instrument, and
music preparation

14. 6. Physical Education
health and physical fitness, individual team
sports, spectatorship and wise use of
leisure

15. 7. Vocational Education
psychomotor and manipulative skills in
basic crafts and trades, design, work ethic
and appreciation of manual productive work

17. Criteria in selection of
subject matter
1. Self- sufficiency – attaining
self- sufficiency in most
economical manner;
- less teaching and
learner’s effort but more results
and effective learning outcomes

18. Criteria in selection of
subject matter
2. 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

19. Criteria in selection of
subject matter
3. Validity – authenticity of the
subject matter
4. Interest - a key criterion in
learner-centered curriculum; content
should be based on the interest of the
learner

20. Criteria in selection of
subject matter
5. Utility – usefulness of the content
to the learner either for the present or
the future
6. Learnability – subject matter
should be within the range of the
experiences of the learners

21. Criteria in selection of
subject matter
7. Feasibility – content should be
learned within the time allowed,
resources available, expertise of the
teacher and nature of the learner.

22. 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

24. Learning
Content
BALANCE
SEQUENCE
INTEGRATIONCONTINUIT
Y
ARTICULATION

25. • Balance – Content curriculum
should be fairly distributed in
depth and breadth of the
particular learning or discipline.

26. • Articulation – Each level of subject matter
should be smoothly connected to the next,
glaring gaps or wasteful overlaps in the
subject matter will be avoided.
• Sequence –It refers to the deepening and
broadening of content as it is taken up in
the higher level.

27. • The horizontal connections are needed in
subject areas that are similar so that
learning will be related to one another.
This is INTEGRATION.
• The constant repetition, review and
reinforcement of learning is what is
referred to as CONTINUITY.