This document discusses key concepts of curriculum including its definition, components, aims, and evaluation. It defines curriculum as the total learning experiences provided to students, including course content, teaching methods, and extracurricular activities. The main components discussed are curriculum aims and objectives, content/subject matter, and experiences. It also outlines the aims of curriculum at the primary, secondary, and tertiary education levels. Finally, it provides an overview of the curriculum evaluation process.

1. GULBARGA UNIVERSITY
KALABURAGI
Module-5
Concept, Components, Determinants and Principles of Curriculum
Presented By
Dr. Rajashekhar Shirvalkar
Guest Lecturer
Dept. of Education
Gulbarga University, Kalaburagi

2. CONCEPT OF CURRICULUM
Curriculum is dynamic.
In its narrow sense.
In a broader sense.
Curriculum includes course of studies.
Methods of teaching
Co curricular activities

3. MEANING OF CURRICULUM
 Curriculum is derived from Latin word Currere”
meaning is ‘to run’
 It is a runway (one runs to reach the goal) or a ‘race
course referring to the course of deeds and experiences
through which children grow and mature in becoming
adults for success in adult society.
 It is totally of all the learning to which students are
exposed during their study in the school.

4. DEFINITION
 According to Cunninghum “ it is a tool in the hands of
the artist (the teacher) to mould his material (the
pupil) in accordance with his ideal in his studio (the
school).”
 According to G.Hass’ “the curriculum is all of the
experiences that individual learners have in a
programe of education whose purpose is to achieve
broad goals and related specific objectives, which are
planned in terms of a framework of theory and
research or past and professional practices.”

6. COMPONENTS OF CURRICULUM
 Curriculum Aims, Goals and Objectives
 A formal curriculum is embedded in a formal
institution called school. Schools are establish
institutions which are either run by the government or
by private sector. The philippine educational system is
divided in three educational levels.
 Primary
 Secondary
 Tertiary levels.

7. AIMS OF ELEMENTARY EDUCATION
 In the elementary level, schools through their
curricula should aim to:
Provide knowledge and develop skills, attitudes, 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 repromisiveness to the
changes in the society.

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

9. AIMS OF SECONDARY EDUCATION
 In high school, educational curricula aim to:
Continue to promote the objectives of elementary
education and
Discover and enhance the different aptitudes and
interests of students in order to equip them with skills
for productive endeavor and to prepare them for
tertiary schooling.

10. AIMS OF TERTIARY EDUCATION
 Tertiary education refers to college/ university formal
education based on the curricula of the different
courses. The different courses should aim to:
Provide general education programs which will
promote national identify, cultural consciousness,
moral integrity and spiritual vigor.
Advanced knowledge through research and apply new
knowledge for improving the quality of human life and
respond effectively to the changing society.

11. CURRICULUM CONTENT OR
SUBJECT MATTER
All curricula have contents, regardless of their designs
and models.
Content
is more than simply information to be learned in
school.
Is another term for knowledge. It is a compendium of
facts, concepts generalization, principles and theories.

12. Broad subject areas in basic or general education
Communication arts
Mathematics
Science
Social Studies
Music
Physical Education
Vocational Education

13. CURRICULUM EXPERIENCE
 Whatever methods the teacher utilizes to
implement the curriculum, there will be
some guide for the selection and use. Here
are some of them:
Teaching methods are means to achieve the
end
There is no single best teaching method

14. Teaching methods should stimulate the learner’s
desire to develop the cognitive, affective,
psychomotor, social and spiritual domain of the
individual.
In the choice of teaching methods, learning styles
of the students should be considered.
Every method should lead to the development of
the learning outcome in three domains
Flexibility should be a consideration in the use of
teaching methods

15. CURRICULUM EVALUATION
 Regardless of the methods and materials evaluation
will utilize a suggested plan of action for the process of
curriculum evaluation is introduced. Theses are the
steps:
Focus on one particular component of the curriculum.
Will it be subject are the grade level, the course or the
degree program.
Collect or gather the information. Information is made
up of data needed regarding the object of evaluation.

16. Organize the information. This step will require
coding, organizing, storing and retrieving data for
interpretation.
Report the information. The report of evaluation
should be reported to specific audiences. It can be
done formally in conferences with stakeholders, or
informally through round table discussion and
conversations.
Recycle the information for continuous feedback,
modifications and adjustments to be made.