LESSON 2: COMPONENTS OF

CURRICULUM AND
CURRICULAR APPROACHES
▶The nature of the elements and the
manner in which they are organized
may comprise which we call a
curriculum design.
▶The approach to curriculum
reflects the views of school and
society. It will reveal the philosophy,
view of history, psychology and
learning theory which will become
the foundation of the curriculum.
ELEMENTS/ COMPONENTS OF
THE CURRICULUM
For most curricula, the major component/elements:
 Aims, goals and objectives

(what is to be done?)
 Subject matter / content

(What is subject matter to be included?)

 Learning experiences

(What instructional strategies, resources, and

activities will be employed?)
 Evaluation approaches

(What methods and instruments will be use to

assess the results of the curriculum?)
COMPONENT 1- Curriculum aims,
goals and objectives
▶A curriculum is embedded in formal
institution called Schools. Schools are
establish which are either run by the
government or a private sectors.
▶The Philippine educational system is
divided into three educational levels:
PRIMARY, SECONDARY AND TERTIARY
levels .
 Base on the Philippine constitution of 1987,
all school aim to:
1. Inculcate patriotism and nationalism
2. Foster love and humanity
3. Promote respect for human rights
4. Appreciate the roles of national heroes in historical
development of the country
5. Teach the rights and duties of citizenship
6. Stenghten 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 effeciency
Aims of elementary Education (Education Act of
1982)
 Provide knowledge and develop skills, attitude, values
essential to personal development and necessary for
living in and contributing to a developing and changing
society.
 Provide learning experience which increase the child's
awareness of and responsiveness to the changed of
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 engage in
 Aims of Secondary Education
 To continue to promote the objectives
of elementary education
 Discover and enhance the different

aptitude and interest of students in

order to equip them with skills for
productive endeavor and or to prepare
them for tertiary schooling.
 Aims of Tertiary Education
 Provide general education programs
which will provide national identity,
cultural consciousness, moral integrity
and spiritual vigor.
 Train the nations manpower in the skills

required for national development

 Develop the profession 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 change society
▶Base on the mandate of the constitution
each school should be guided by its VISION,
MISSION, and GOALS and its curricula.
VISION
 is a clear concepts of what the institution
would like to become in the future.
Examples of school Vision:
1. A model performing high school where students
are equipped with knowledge, skills, and strength
of character to realize their potential to the fullest.
2. Commits to the exemplary Christian Education
for life and responsive to the needs of the total
person and the world.
 The school mission statement, spells out how it
intends to carry out its vision. The mission targets to
produce the kind of person the students will become
after having been educated over a certain period of
time.

Examples of mission:
1. To produce globally competitive life long
learners.
2. Commits to the total development of
individual for life adjustment and to the
upliftment of the economically deprived but
deserving students through quality instruction,
update facilities and curricula responsive to
the needs of times.
 The school vision and mission are further translated
into goals which are broaded statements or intents to
be accomplished.
-Data for the sources of school goals may include the
learners, the society and the fund of knowledge.
Examples of School goals:
1. Build a strong foundation of skills and concepts
3. Efficient and effective administration responsive of
the needs of the university and community.
In curriculum, these goals are made simple and specific
for the attainment of each learner. These are called
EDUCATIONAL OBJECTIVES.
Benjamin Bloom and Robert Mager define
Educational objective in two ways:

1. Explicit formulation of the ways in student

are expected to be change by the educative
process.
2. Intent communicated statement describing a
proposed change in learners.
Objective direct the change in behavior which is
ultimate aim of learning.
They provide the base for the selection of
learning content and learning experiences.
Benjamin Bloom and his associates
classified three(3) domains of objectives:

 Cognitive domains (Bloom et al 1956)

domain of thought process.
 Knowledge - recall, remembering if prior

learned materials in terms of facts,

concept, theories and principles. It is the
lowest cognitive level.
 Comprehension- ability to grasp the

meaning of material. It the lowest form

of understanding.
 Application- the ability to use learned
materials in new and concrete
situation.
 Analysis- ability to break down

material into component parts so that

the organizational structure may be
understood.
 Synthesis- ability to put parts together

to form a new whole.

 Evaluation- ability to pass judgments

on something based on given criteria.

 Affective Domain (Krathwohl, 1964)-
domain of valuing attitude and
appreciation.
 Receiving- student's willingness to pay
attention to particular event, s stimuli
or classroom activities.
 Responding- active participation on the

part of the student

 Valuing- concerned with the worth
or value a student attaches to a
particular phenomena, objects or
behavior.
 Organization- concerned with

bringing together different values

and building a value system.
 Characterization by a value or

value complex- developing a

lifestyle from a value system.
 Psychomotor Domain (Simpson, 1972) -
domain of the use of psychomotor attributes.
 Perception - use of sense organs to
guide motor activities
 Set- refers to the readiness to take a

particular type of action.

 Guided response - concerned with

the early stages in learning complex

skills limitation and trial and error are
some of the ways of doing.
 Mechanism- responses have become
habitual. Performance skills are with
ease and confidence.
 Complex overt responses- skillful

performance and with complex

movement patterns.
 Adaptation- skill well developed that

the ability to modify is very easy.

 Origination - refers to creating new

movements patterns to fit the

situation creativity is evident.
COMPONENT 2- Curriculum
Content or Subject matter
▶content is more than simply information to be
learned in school. To some curriculum
specialist, content or subject matter is another
term for KNOWLEDGE.
▶it is compendium of facts, concepts
generalization, principles and theories.
▶who view knowledge as learner- centered,
relates knowledge to the individual's personal
and social world and how he/she defines reality.
Gerome bruner, "knowledge is a
model we construct to give a
meaning and structure to regularities
in experience".

Let us look into broad subject areas

in basic or general education. Each
areas has its own body of subject
matter or learning content. These are
just examples:
 Communication arts- include skills in
listening, speaking, reading, and
writing as well as the effective use of
language in daily living.
 Mathematics- includes numeric and

computation skills.
 Science- includes all branches of the

natural sciences, exploration and

discovery dealing with natural
phenomena and the use of scientific
method of investigation.
 Social studies- basic elements if
geography, history, sociology,
anthropology, economics, civics,
political science and psychology.
 Music- basic music theory, practice

in listening, singing, playing musical

instruments and music preparation.
 Physical education- health and

physical fitness, individual and team

sports, spectators hip and wise use
of leisure.
 Vocational education- psychomotor

and manipulative skills.

What subject matter will be taught in the different
cluster in order to achieve the objectives? What criteria
should be use in selecting the content? Content
selection is a very crucial stage in curriculum
development.
CRITERIA which can utilized in the selection of subject
matter content or knowledge for the curriculum:
SELF- SUFFICIENCY-( Scheffler 1970) help the
learner to attain maximum self-sufficiency in
learning but in the most economical manner.
Economy means less teaching effort and educational
resources.
SIGNIFICANCE- when content or subject matter will
contribute to basic ideas, concepts, principles, and
generalization to achieve the overall aim of the
curriculum, then it is significant.
-will develop learning abilities, skills, process and
attitude. Subject matter is significant if it will develop
the cognitive, affective, and psychomotor skills.
VALIDITY- With information explosion, knowledge
is selected for school content may become
OBSOLETE. Thus subject matter should be checked
or verified at regular intervals, to determine if the
content that was originally valid continues to be.
INTEREST- students' interest should be
considered and adjusted taking into
consideration maturity, prior
experiences, educational and social
values of their interest among others.
UTILITY- usefulness of the content or

subject matter may be relative to the

learner who is going to use it. Questions
like " will I use it in my future job?" " will
it add meaning to my life or develop my
human potential?" Or " will the subject
matter be use in solving my current
problems?"
LEARNABILITY- Subject matter should
be in the range of the experiences of
the learners.
-Optimal placement and appropriate
organization and sequencing of
contents are the two ways by which
these can be done.
FEASIBILITY- Content selection should

be considered within the context of

the existing reality in school, in
society and government.
 There are other selection that may be
used in selection of the learning content.
Subject matter or content can be selected
for use if these are:
A. Frequently and commonly used in daily
life;
B. Suited to the maturity levels and abilities
of students
C .Valuable in meeting the needs and the
competencies of a future career;
D . Related with other subject ereas; and
E . Important in the transfer in learning.
 Inorganizing or putting together the
different learning content palma, 1992
suggested the following principles: balance,
articulation, sequence, integration, and
continuity.
BALANCE
When each level of subject matter is smoothly
connected to the next, glaring gaps and wasteful
overlaps in the subject matter will be avoided.
Teamwork among the teacher will enhance
ARTICULATION of contents in the curriculum.
SEQUENCE
Is the logical arrangement of the subject matter.
It refers to the deepening and broadening of
content as it is taken up in the higher levels
INTEGRATION
This will help the learner get wholistic or unified
view of reality and outlook in life.
 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. The instructional strategies and methods will
put into the action the goals and use the contents in
order to produce an outcome.
 Teaching strategies convert the written curriculum

instruction. Both the teacher and the learner take action

to facilitate learning.
 Educational activities like field viewing, conducting

experiment, interacting with computer programs, field

trips and other experiential learning will also form part of
the repertoire of teaching.
Whatever methods the teacher utilize to implement the
curriculum, there will be some guide for the selection and use.
Here are some of them.

1. Teaching methods are means to achieve the end. They are

used to translate the objectives into action.
2. There is no single best teaching method. Its effectiveness will
depend on the learning objectives, the learners and skill of
the teacher.
3. Teaching methods should stimulate the learners desire to
develop the cognitive , affective, psychomotor, social and
spiritual domain of individual.
4. In the choice of teaching methods, learning styles of the
students should be considered
5. Every method should lead to the development of the learning
outcomes in the 3 domains: cognitive, affective, psychomotor.
6. Flexibility should be a consideration in the use of teaching
method.
COMPONENT 4- CURRICULUM EVALUATION

According to worthen