COMPONENTS OF

CURRICULUM
 What is to be done?

The Philippine educational system is

divided in three educational levels:
Primary;
Secondary; and
Tertiary
 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

childs awareness of and responsiveness to the
changes in the society
 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.
Elementary Level
 Level: Secondary
Aims of Secondary Education

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
or to prepare them for tertiary schooling.
Secondary Level
 Tertiary education - refers to college and university
formal education based on the curricula of the
different courses

Provide general education programs which

will promote national identity, cultural
consciousness, moral integrity and spiritual
vigor;
Train the nations manpower in the skills
required for 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.
Tertiary Level
VISION:
Example of a Schools Vision:

CED Vision
To train future teachers in the pursuit and
practice of quality teaching, research,
and community extension service to
achieve the highest level of competency
and commitment to the profession.
MISSION:
Example of a Schools Mission:

CED Mission
To produce professional highly competent
teachers through quality teaching,
research skills, community extension
service, and dispositions to foster lifelong
learning in various disciplines.
GOALS:
Example of Schools Goals:

CED Goals
To develop professional, highly competent,
responsible, self-renewing and ethical
teachers who will serve the community
and who will be effective catalysts of
change in response to the quest for
global competitiveness.
Educational Objectives
Three Big Domains of Objectives
(Bloom and his associates)

Cognitive
Affective; and
Psychomotor
Cognitive Domain (Bloom,et al. 1956)
Domain of thought process
Affective Domain (Krathwohl, 1964)
Domain of valuing, attitude and appreciation
Psychomotor Domain (Simpson, 1972)
Domain of the use of psychomotor attributes
Component 2: Curriculum Content or
Subject Matter
Subject -centered Learner-centered
view of curriculum view of curriculum

The fund of human

knowledge represents the
Relates knowledge to the
repository of accumulated
individual's personal and
discoveries and inventions
social world and how he
of man down the
or she defines reality.
centuries, due to mans
exploration of the world

Knowledge is a model we construct

to give meaning and structure to
regularities in experience.
-Gerome Bruner
Broad Subject Areas in Basic Education
Subject Area Learning Content
Communication Arts Includes skills in listening,
speaking, reading, and writing,
effective use of language in
daily living
Mathematics Includes numeric and
computational skills, geometry
and measurement, algebra,
logic and reasoning
Science Includes all branches of the
natural sciences, exploration
and discovery dealing with
natural phenomena and the
use of scientific method of
investigation
 Subject Area Learning Content
Social Studies Include basic elements of Geography,
History, Sociology, Anthropology,
Economics, Civics, Political Science and
Psychology.
Music Includes basic music theory, practice in
listening, singing, playing musical
instruments and music preparation.

Physical Education Includes health and physical fitness,

individual and team sports, spectatorship
and wise use of leisure

Vocational Education Includes psychomotor and manipulative

skills in basic crafts and trades, design,
work ethic and appreciation of manual
productive work
 Content selection is a very crucial stage in curriculum
development.

CRITERIA for the Selection of Subject Matter

Content or Knowledge for the Curriculum
Self-sufficiency
Significance
Validity
Interest
Utility
Learnability
Feasibility
SELF-SUFFICIENCY
Helping the learners attain maximum self-
sufficiency in learning but in the most
economical manner.

Economy means less teaching effort and

educational resources, less learners effort but
more results and effective learning outcomes
(Scheffler, 1970)
SIGNIFICANCE
VALIDITY
Authenticity of the subject matter
Subject matter should be verified or
checked at regular intervals, to
determine if the content that was
originally valid continues to be.
UTILITY
Usefulness of the content or subject matter
maybe relative to the learner who is going to
use it.

LEARNABILITY
Subject matter should be within the range of
experiences of the learners.
Optimal placement and appropriate organization
and sequencing of contents are necessary in
presenting the content so that it can easily be
learned.
FEASIBILITY
Content selection should be considered
within the context of the existing reality
in schools, in society and government.
Consider time, resources available,
expertise of the teacher, and the nature
of the learners.
Other considerations:
Frequently and commonly used in daily
life
Suited to the maturity levels and
abilities of students
Valuable in meeting the needs and the
competencies of a future career
Related with other subject areas
Important in the transfer of learning
 Principles of Organizing the
Different Learning Contents
(Palma, 1992)
Balance
Articulation
Sequence
Integration
Continuity
Balance
Curriculum content should be fairly
distributed in depth and breadth of a
particular learning area or discipline.

Articulation
Levels of subject matter should be smoothly
connected to the next so as to avoid glaring
gaps and wasteful overlaps in the content.
Sequence
There should be logical arrangement of the
subject matter.

Integration
Help learners get a wholistic or unified view
on reality and outlook in life as there will be
seen horizontal connections in subject areas
that are similar so that learning will be related
to one another.
Continuity
The constant repetition, review and
reinforcement of learning wherein there is
continuity of application of the new
knowledge, skills, attitudes or values so that
these will be used in daily living.
Next:
 Component 3.

Curriculum Experiences
 This section will not discuss in detail the
different instructional strategies that provide
the experiences. Instead it will link
instructional strategies and methods to
curriculum experiences, the core or the heart
of the curriculum.
Guidelines for the Selection and
Use of Curriculum:
 Teaching methods are means to achieve the
end. They are used to translate the objectives
into action.
There is no single best teaching method. Its
effectiveness will depend on the learning
objectives, the learners and skill of the
teacher.
 Teaching methods should stimulate the
learners desire to develop the cognitive,
affective, psychomotor, social and spiritual
domain of the individual.
In the choice of the teaching methods,
learning styles of the students should be
considered
 Every method should lend to the
development of the learning outcomes in the
three domains: cognitive, affective and the
psychomotor.
Flexibility should be a consideration in the
use of the teaching methods.
 Component 4.

Curriculum Evaluation
 According to Worthen and Sanders, (1987) all
curricula to be effective must have the
element of the evaluation.
Curriculum evaluation here may refer to the
formal determination of the quality,
effectiveness or value of the program,
process, and product of the curriculum.
 Tuckman (1985) defines evaluation as
meeting the goals and matching them with
the intended outcomes.
From the definitions, several models of
evaluation came up.
 The most widely used is Stufflebeams CIPP
(Content, Input, Product, Process) Model.
In CIPP, the process is continuous and is very
important to curriculum managers like
principals, supervisors, department head,
deans and even teachers.
 Context refers to the environment of the
curriculum.
Input refers to the ingredients of the
curriculum which include the goals,
instructional strategies, the learners, the
teachers, the contents and all the materials
needed.
 Process refers to the ways and means of
how the curriculum has been implemented.
Product indicates if the curriculum
accomplishes its goals.
Steps on the Suggested Plan of
Action for the Process of
Curriculum Evaluation:
 Focus on one particular component of the
curriculum.
Collect or gather the information.
Organize the information. This step will
require coding, organizing, storing, and
retrieving data for interpretation.
Analyze interpretation.
Report the information.
Recycle the information for continuous
feedback, modification and adjustments to
be made.
Interrelationship of the Component of
a Curriculum:

Aims and Objectives

Content/Subject
Evaluation
Matter

Methods/Strategies
Thank you
and have a
nice day !