Acosta, Raponcel A.

Corpuz, Shekinah Abigail G.

BSED 4-2
For most curricula, the major
components or elements are (1)aims,
goals and objectives;(2) subject
matter/content; (3) learning
experiences and (4) evaluation
approaches.
 When translated into questions, each component
can be addressed by the following:
1.What is to be done?
2.What subject matter is to be included?
3.What instructional strategies, resources and
activities will be employed?
4.What methods and instruments will be used to
asses the results of the curriculum?
A formal curriculum is embedded in a formal
institutions called schools.
Schools are established institutions which are
either run by the government or by the
private sector.
The Philippines educational system is divided
in three educational levels: primary,
secondary tertiary levels.
 Based on the Philippine Constitution of 1987, all
schools shall aim to:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect on human rights
4. Appreciate the role of national heroes in the
historical development of the country
5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values
7. Develop moral character and personal
disciplines
8. Encourage critical and creative thinking
9. Broaden scientific and technological
knowledge and promote vocational efficiency
1. Maka-tao
2. Maka-Diyos
3. Maka-bayan
4. Maka-bansa
Schools through their curricula should
aim to:
1. Provide knowledge and develop
skills, attitudes, values essential to
personal development and necessary
for living and contributing to a
developing and changing society
Schools through their curricula should
aim to:
2. Provide learning experiences which
increase the child’s awareness of and
responsiveness to the changes in the
society
Schools through their curricula should
aim to:
3. Promote and intensify knowledge,
identification with and love for the
nation and the people to which he
belongs
Schools through their curricula should
aim to:
4. Promote work experiences which
develop orientation to the world of
work and prepare the learner to
engage in honest and gainful work
1. Self development
2. Society/community (awareness)
3. Nation (contribution)
4. World (productivity)
Schools through their curricula should
aim to:
1. Continue to promote the objectives
of elementary education
Schools through their curricula should
aim to:
2. 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
Schools through their curricula should
aim to:
1. Provide general programs which
will promote national identity, moral
integrity and spiritual vigor
Schools through their curricula should
aim to:
2. Train the nation’s manpower in the
skills required for national
development
Schools through their curricula should
aim to:
3. Develop the professions that will
provide leadership for the nation
Schools through their curricula should
aim to:
4. Advance knowledge through
research and apply new knowledge
for improving the quality of human life
and respond effectively to changing
society
A clear concept of
what the institution
would like to be in
the future
 Spells out how it
intends to carry out
its vision
Broad statements or
intents to be
accomplished
Explicit formulations of ways in which
students are expected to be changed
by the educative process
Intent communicated by statement
describing a proposed change in
learners
Remembering – recall knowledge
Understanding – grasp meaning
Applying – use learned materials
Analyzing – break down materials into
component parts
Evaluating – pass judgment on something
based on the given criteria
Creating – put parts together to form a new
whole
 Receiving – willingness to pay attention to particular
event/classroom activities
 Responding - active participation on the part of the students
 Valuing - concerned with the worth or value attaches to a
particular phenomena
 Organization – concerned with bringing together different
values and building a value system
 Characterization by a form or complex – developing a lifestyle
from a value system
 Perception – use of sense organs
 Set – refers to the readiness to take a particular type of action
 Guided response – concerned with the early stages in learning
complex skills
 Mechanism – responses have become habitual
 Complex overt response – skillful performance and complex
movement patterns
 Adaptation – skill well developed that the ability to modify is very
easy
 Origination – creating new movement patterns to fit the situation
Content is:
The information to be learned at school
Another term for knowledge
Compendium of facts, concepts generalization,
principles and theories
The subject-centered view of curriculum
According to Gerome Bruner, “knowledge is a
model we construct to give meaning and structure
to regularities and experience.”
Broad Subject Areas in Basic or General Education
Skills in listening, speaking, reading, and writing;
Communication Arts
effective use of language

Numeric and computation skills; Geometry and

Mathematics
measurement; algebra, logic, reasoning

Natural sciences, exploration and discovery dealing

Science
with the scientific method of investigation

Geography, history, sociology, anthropology,

Social Studies
economics, civics, political science, and psychology

Basic music theory , practice in listening, singing,

Music
playing musical instruments and music preparation

Health and physical fitness, individual and team

Physical education
sports, spectatorship, wise use of leisure

Psychomotor and manipulative skills; crafts, trades,

Vocational Education
design, work ethic
 Self-sufficiency – ability to teach economically
 Significance – importance of one topic to another topic
 Validity – authenticity
 Interest – motivation
 Utility – when and where learning is to be used
 Learnability – within the range of experiences of
students
 Feasibility – time-allotment
 Frequently and commonly used in daily life
 Suited to the maturity levels and abilities of
students
 Valuable in meeting the needs and competencies of
a future career
 Related with other subject areas
 Important in the transfer of learning
 Curriculum content is fairly
distributed in depth and breadth of
the particular learning area or
discipline that ensures the level or
the area is not overcrowded or less
crowded
When each level of subject manner is
smoothly connected to the next,
glaring gaps and wasteful overlaps in
the subject matter will be avoided.
Teamwork among the teachers will
enhance it.
 The logical
arrangement of the
subject matter
The constant repetition,
review and
reinforcement of
learning
 The constant repetition,
review and reinforcement
of learning
Teaching strategies convert the written
curriculum to instruction.
Both the teacher and the learner take
actions to facilitate learning.
The actions are based on planned
objectives, the subject matter to be taken
and the support materials to be used.
These will include a multitude of teaching
methods and educational activities which will
enhance learning.
Among these are the time-tested methods,
inquiry approaches, constructivist and other
emerging strategies that complement new
theories in teaching and learning.
 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 teaching
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 lead to the development
of the learning outcomes in the three domains:
cognitive, affective and psychomotor.
Flexibility should be a consideration in the use
of the teaching methods.
 According to Worthen and Sanders, (1987) all
curricula to be effective must have the element of
evaluation.
 Curriculum evaluation here may refer to the
formal determination of the quality, effectiveness
or value of the program, process, product of the
curriculum.
 Tuckman (1985) defines evaluation as meeting the
goals and matching them with the intended
outcomes.
The most widely used is Stufflebeam's
CIPP (Content, Input, Product, Process)
Model.
In CIPF, the process is continuous and is
very important to curriculum managers
like principals, supervisors, department
head, deans and even teachers.
The real situation where the curriculum is operating is
its context.
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
The product indicates if the curriculum accomplishes its
goals
Focus on one particular component of the curriculum.
Collect or gather the information.
Organize the information.
Analyze information.
Report the information.
Recycle the information for continuous feedback
modification and adjustments to be made.
Behavioral Approach - Anchored on the
behaviorist principles, behavioral
approach to curriculum is usually based
on a blueprint.
Managerial Approach - They are less
concerned about subject matter, methods
and materials than improving curriculum.
 1. Help develop the school's education goals.
 2. Plan curriculum with students, parents, teachers and other
stakeholders.
 3. Design programs of study, by grade levels.
 4. Plan or schedule classes or school calendar.
 5. Prepare curriculum guides or teacher guides by grade level or
subject area.
 6. Help in the evaluation and selection of textbooks.
 7. Observe teachers.
 8. Assist teachers in the implementation of the curriculum.
 9. Encourage curriculum innovation and change.
 10. Develop standards for curriculum and instructional evaluation.
Systems Approach - In the systems approach
to curriculum, the parts of the total school
district or school are examined in terms of
how they relate to each other. To George
Beauchamp, the systems theory of education
see the following to be of equal importance
are (1) administration (2) counseling (3)
curriculum (4) instruction and (5) evaluation.
Humanistic Approach – This
approach is rooted in the progressive
philosophy and child centered
movement. The humanistic approach
considers the formal or planned
curriculum and the informal or
hidden curriculum.