L,esson 2

Componente of Curriculum and Curricular Approaches

Elements i Components of the Curriculum

.1i aims, Goals, and Objectives
' 2. Subject Matter / Content
3. Ldarning Experiences
4. Evaluatioa Approaches

Each component dddressed through questions:

1. What is to be done?
2. WhBt subject matter to be included?
3. What insructional strategies, resources, and activities will be ernployed?
4. What methods and instnrments will be used to assess the results of the curriculum?

Cornponent I - Aims, Goals, anil Objectives

A tbrmal curriculum is embed&d rn a formal institution called schools.

The Philippine educational system is divided into thrce educational leveis: Primary, Secondary- Tertiary
Based on the Philippine Constitution of 19E7, all schools shall aim to:

f . inoulcate patriot'ism and nationalism

2. foster love of humanitY
]. promote respect fbr human rights
..{.
. . appreciate the role of national heroes in the historical development of the country
5. tqach the rights a'nd duties of citizenship
6. strergthen ethical and spiritual values
7. deVelop rhorai chatacter and personal discipline
8. encourage critipal and creative thinking
9. broaden-scientific and technological tnowledge and promote vocational efficiency-

Aims of Elemertary Educstiotr (Ertuution Act of 19E2)

in the elementary level, schools through their cuqicula should aim to:
iprovide lnowl"as";Ja.o.fJp skills, attitudx, and values essential to personalitJ' ,levelopment and
necessary for liviig in and conilbuting to a developing and changing society.
iprovide iearning eiperiences which inirease the child's awareness of and responsivr:ness to ihe
. changes in the societY
i promote ana intensif knowledge, identification with and love for nation and the peopie tc' v'rhich he
belongs
, Promote work experiences which dwelop orienlation to the world of
work and prepare the learner to
engage in honest and Pinful work.

'Aims of Sceondary Education

ln high school or secondary level, educational curricula aim to:

of eleme ary.education
;' Conlinue to promote the objectives aptitu&s
> Discover and enhancothe differert ard iaterests of studen8 in order to equip them rvith
skills for.productive endeavour and or to fepore thcm for tertiary schooling'
 Aims of Tertiary Education
Tertiary education refers to college or university formal educ.i[ion based on the curricula oflhe different
courses. The different colrses should aim to:

moral integrity, and spiritual vigor

z Train the nation's manpower in the skills required for national development
i Develop the professions that will provide leadership for the naFon
;; Advance knorvledge through research and apply new knowledge for improving the qlralitv of human
' life and respond etTectively to changing society. '
. . iasecl on the mandate ofthe constitution, each school should be guided by its vision, miasion, and goals
and its curricula also revolve around these.

The school's \tsion

>
is a clear concept of what the institution would like to become in the futue.
r
lt provided the focal point according to which the school, staff, faculty, and sfirdents perfonn
individually or collectively
2
The school's vision can be very arnbitious but that is a charec'teristic ofa vision

Examples of school's vision:

I . A rnodel performing school where students are equipped wirh knowtedge, skills, and $rength of character
1o reaiize their fuIl potential.
2. Commits to the esemplary Christian education for life and responsive to the needs of the total person and
the world. I

The school's Mission

r
Spells out how it intends to carry out its Vision.
i
T'he mission tiargpls to produce ih" kind of person the students will become after having been
educated overa ce ain period of time:

lixamples of School's Mission:

.' ' .'1 .
To produce globally competitive lifelong learners.
:. f" ti ti e totut d&elopmem of iidil'iduals for life adjustment and upliftment of student through
L**lt
qualrt-v.instruction, updated curricula, and responsive to the needs of the times'
'[he school's Goals
i Goals are'broad statements or intents to be accomplished
u Data for the sources may incltde learners, society, a,ld the fund of knowledge'

Exarnples of Goals:
I . Build a strong foundation of skills and concepts
communitv.
2. EfTicient andlffective administration resporniye of the needs oftbe school and
whlch aie called
in a curriculum, these goals are made simple and specific for the attainme of each leamer
educational objectives. These are defined in two ways:
process'
students are expected to be changed by the e<lucative
l. Explicit tbrmulatrons of the ways in which
2. Intent communicatea by statement dessribing a proposed change in learners'

In other rvords:
r C)bjectives direct the change in behaviour whicll is the ulfimate aim of leaming
i objectives provide the basis for selection of learnilg content and experignces.
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 2. Signiffc*nce - the cootribution ofthe subje<t to the locrwn cognitivq affcctive, and psycbomotor domains
3. validity - subject rnaater should be checked or verified 8t rcgula{intewds by proper ardorities
4. Intercat - a leamer will value the content if it is meaniogfid- MBturity, ocpsrimces, educational and sociai values
should be talien into consideration
5. Utility - usefutness of the subject m*ter may be rclative to ftE leo.n€r in the present or firtue
6. Learnability -subjectmatto in tlre curriculum drould be within the range of the learner's experiences.
7. Feasibility conient selection should be considered wi&in the context of time. resources available. teacher
-
ekpertise. and nature of leamers.

Other considerahons that may be used in tho sc'lectim of fie leadng content:
iFrequently or commonly used in daily life
'
; Suited to the m*urity levels and abihties of smdents
).
Valuable in meeting the nceds and competencies ofa fuhne oaresr
zRetated with other subject reas

I.'ollowing principles in orgnnizing the different lea'qing cotrt€rlts:

Balance I content should be fafilt distributed in depth antl brea&h of 6e puticular lea'ning uea or rliscipline.
Articulstion - this rcfers to the tianrwork among teaohErs to smoothly coffIect the contects of ourrifllum
as it
Sequcnce - dre logicel arrangernent of thc subject m*ter. This refers to the broadaring and deepening of cont€nt
is taken up in higher levels.
tntegretion - tie cormection of srbject sreas that are similar so that learning will be related to ofle another to help
leamer get a wholi-$ic or unified view of reality
Continuity - tlre constant repetition, rwieq and reinforcement of leaming'
Cornponent 3 - Cnrriculnm Expcricnccs
;, Teaching strategiis convert the written curriculum to ingruction-
/ Both teachef, and leamer take sctio*s to facilitate leaming.
z The actions are based on plurned objectives, the subject mattor to be taksn, and matenals to be rsecl'
; Whatever mettods the teacho utili# to implemeoi the curriculunr, there will be some
gui'ie for the solection
and use:
.' L feaching rnethods are means to achieve an qtd.
2. Thoe is no single best teaching method.
-r. Tbaching metfrd should stimilate the lerners desire
to dsvelop the cognitive, affective. psychomotor' social, and
spiritual domain of the individual.
+. i.earning styles of the studcnts should be considered in thc cboice of toac.hing m*hods.
5 . every ni*hotl should lead to the dsvelopment of the learning
outcomos ir the three domains.
6, F'lexibility should be coasidered in the uso the teaching methods'
Cionpomrt + Curricul'um Eveluation
or value of the progran!
Curriculum evaluation nray refer to the format dstermination of thc quality, offectiveness
process, atd product of the curricdum

The CIPP Model (Context, lnput, Pmcess, Product)

is oporating; situati':n analysis
Context - rcfers to tbe enironment and the real situatioq wherE the curriculum
&e teachers' the learners' the
ffii - iogr.di"r,,s of the c.rriculum which include the goals, instructio&t sraegies'
contallts, and all the materials needed
Process - refers to the ways amd means ofhow the corricuhun has bea irnplanented'
product in6icates if the curriculum lus reached its goals. It wifl ddermine tG. what cxtent th€ curiculum has
-
achieved.
A suggested plan ol'action for the process of ctnriculum evahration
.1. t ocus on one particular component of the curriculum' (subject' gn{ te13t' **:"1 -, f
..'2.Collecrorgattrerinfonnatioriwhichcanbe composed of data needed with regards to the object o

evalration
(coding storin& retrieving)
3. t)rganiz-e information
4. Analyze informadon (interproting)
5. Report the infomation
 Edu 5 urn cul um De ve o m nt

1. What do you think is an effective

curriculum?

2. ,ln ' what way$ can educational

objectives be attained? :

3. Can a school: curriculum succeed

without a cilear visiofl, rnission, and
goal? Why or why not?