LESSON 2

Curriculum and different points of view of curriculum

Lesson 2 : is all about components of curriculum and

curricular approaches.

1. Introduce us to the elements of curriculum.

2. Provide the structure/skeleton of the curriculum.
 LESSON 2

Curricular Approaches c/o Threxie will reflect the:

1. Views of schools and societies.

2. Reveal the philosophy.
3. View of history, psychology and learning theory which will become the
foundation of curriculum.
4. View of how social, theoretical, and practical issues are utilized in the
curriculum.
5. Viewpoints of curriculum development and design, role of the learner, role of
the teacher, role of the curriculum specialist in planning the curriculum
6. Goals and objectives of the curriculum.
COMPONENTS OF CURRICULUM AND
CURRICULAR APPROACHES
MAJOR ELEMENTS/COMPONENTS OF
CURRICULUM:
1. Aims, Goals and Objectives – What is to be done?
2. Subject Matter/Content – What subject matter is to be included?
3. Learning Experiences – What instructional strategies matter is to
be included?
4. Evaluation Approaches – What methods and instruments will be
used to assess the results of curriculum?
COMPONENT 1 – AIMS, GOALS
& OBJECTIVES

A formal curriculum is embedded in a formal

institution called school.
Schools are established institutions which are either
run by the government or private sector.
 COMPONENT 1 – AIMS, GOALS &
OBJECTIVES
3 EDUCATIONAL LEVELS: (PES)
1. Primary
2. Secondary
3. Tertiary

Based on Philippine Constitution of 1987, all schools shall aim:

1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development of
the country
5. Teach the rights and duties of citizenship
 COMPONENT 1 – AIMS, GOALS &
OBJECTIVES

6. Strengthen ethical and spiritual values

7. Develop moral character and personal discipline
8. Encourage critical and creative thinking
9. Broaden scientific and technological knowledge and promote
vocational efficiency.
 COMPONENT 1 – AIMS, GOALS &
OBJECTIVES
Aims of Elementary Education (Education Act of
1982)
• 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 responsiveness to the
changes in the society.
 COMPONENT 1 – AIMS, GOALS &
OBJECTIVES
Aims of Elementary Education (Education Act of
1982)

• Promote and intensify knowledge, identification

with and love for the nation to which he
belongs.
• Promote work experiences which develop
orientation to the world of work and prepare
the learner to engage in honest and gainful
work.
 COMPONENT 1 – AIMS, GOALS &
OBJECTIVES
Aims of Secondary Education (Education Act
of 1982)

• Continue to promote the objectives of

elementary education.
• 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.
 COMPONENT 1 – AIMS, GOALS &
OBJECTIVES
Aims of Tertiary Education (Education Act of
1982)

• Provide general education programs which

will promote national identity, cultural
consciousness, moral integrity and spiritual
vigor
• Train the nation’s manpower in the skills
required for national development
 COMPONENT 1 – AIMS, GOALS &
OBJECTIVES
Aims of Tertiary Education (Education Act of
1982)

• Develop the professions that will provide

leadership for the nation
• Advance knowledge through research and
apply new knowledge for improving the
quality of human life and respond effectively
to changing society.
BLOOM’S THREE • Knowledge – recall,
BIG DOMAIN remembering of prior
learned materials in terms
of facts, concepts, theories
1. Cognitive and principles. It is the
Domain lowest cognitive level.
(Bloom • Comprehension – ability to
1956) grasp the meaning of
– domain of material. It indicates the
thought process lowest form of
understanding.
BLOOM’S THREE • Application - the ability to
BIG DOMAIN use learned material in
new and concrete
situation.
1. Cognitive
Domain • Analysis – ability to break
– domain of down material into
thought process component parts so that
its organizational structure
may be understood.
BLOOM’S THREE
BIG DOMAIN • Synthesis – ability to put
parts together to form a
new whole.
1. Cognitive
Domain
• Evaluation – ability to pass
– domain of judgment on something
thought process
based on given criteria.
 • Receiving – student’s
BLOOM’S THREE
BIG DOMAIN willingness to pay attention
to particular event, stimuli
or classroom activities.
2. Affective • Responding – active
Domain participation on the part of
(Krathwohl, the students.
1964) • Valuing – concerned with
– domain of the worth or value a student
valuing, attitude & attaches to a particular
appreciation phenomena, object or
behavior.
 BLOOM’S THREE • Organization - concerned
BIG DOMAIN with bringing together
different values and
building a value system.
2. Affective
Domain • Characterization by a value
(Krathwohl,
1964) or value complex –
developing a lifestyle from
– domain of a value system.
valuing, attitude &
appreciation
 • Perception – use of sense
BLOOM’S THREE organs to guide motor
BIG DOMAIN activities.
• Set – refers to the readiness to
take a particular type of action.
3. Psychomotor • Guided response – concerned
Domain with the early stages of learning
(Simpson, complex skills. Imitation and
1972) trial and error are some ways of
doing.
– domain of the • Mechanism – responses have
use of become habitual. Performance
psychomotor skills are with ease and
attributes confidence.
 • Complex overt responses -
BLOOM’S THREE
skillful performance and
BIG DOMAIN
with complex movement
patterns.
3. Psychomotor • Set – skill well developed
Domain that the ability to modify is
(Simpson, very easy.
1972)
• Origination – refers to
– domain of the creating new movements
use of patterns to fit the
psychomotor situation. Creativity is
attributes evident.
Melochilen D. Betia
BSED Earning