Components of curriculum

COMPONENTS OF CURRICULUM

Four Major Components or Elements of Curriculum

• Aims goals and objectives • Subject matter/content• Learning experiences • Evaluation approaches

Component 1: Curriculum Aims, Goals and Objectives

What is to be done?

The Philippine educational system is divided in three educational levels:• Primary;• Secondary; and• Tertiary

Based on the Philippine Constitution of 1987

All schools shall aim to:

• Inculcate patriotism and nationalism;• Foster love of humanity;• Promote respect for human rights;• Appreciate the role of national heroes in the

historical development of the country;• Teach the rights and duties of citizenship;• Strengthen ethical and spiritual values;

Based on the Philippine Constitution of 1987

All schools shall aim to:

• Develop moral character and personal discipline;

• Encourage critical and creative thinking; and• Broaden scientific and technological

knowledge and promote vocational efficiency.

Level: ElementaryAims 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

Level: ElementaryAims of Elementary Education

(Education Act of 1982)

• 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: SecondaryAims 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

Level: TertiaryAims of Tertiary Education

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 nation’s manpower in the skills required for national development;

Level: TertiaryAims of Tertiary Education

• 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:• a clear concept of what the institution would

like to become in the future.• provides the focal point or unifying element

according to which the school staff, faculty, students perform individually or collectively.

• the guiding post around which all educational efforts including curricula should be directed.

• can be very ambitious

Example of a School’s Vision:

CED VisionTo 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:

• spells out how it intends to carry out its Vision

• targets to produce the kind of persons the students will become after having been educated over a certain period of time.

Example of a School’s Mission:

CED MissionTo produce professional highly competent

teachers through quality teaching, research skills, community extension

service, and dispositions to foster lifelong learning in various disciplines.

GOALS:• broad statements or intents to be

accomplished

• data for the sources of school goals may include the learners, the society and the fund of knowledge.

Example of School’s Goals:

CED GoalsTo 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 ObjectivesBenjamin Bloom and Robert Mager defined

educational objectives in two ways:

1. Explicit formulations of the ways in which students are expected to be changed by the educative process, and

2. Intent communicated by statement describing a proposed change in learners.

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

What subject matter is to be included?

CONTENT• another term for knowledge• compendium of facts, concepts,

generalization, principles and theories

Subject -centered view of curriculum

The fund of human knowledge represents the repository of accumulated discoveries and inventions of man down the centuries,

due to man’s 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 EducationSubject 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

• When content or subject matter will contribute to basic ideas, concepts, principles, and generalization to achieve overall aim of the curriculum, then it is significant.

• Develop learning abilities, skills, processes and attitude (3 domains, CAP)

• Consider cultural aspects

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.

INTEREST• Key-criterion for the learner-centered

curriculum. a learner will value the content if it is meaningful to him or her.

• Students’ interests should be considered and adjusted taking into consideration maturity, prior experiences, educational and social value of their interest among others.

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• Component 4: Curriculum Evaluation

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 Stufflebeam’s 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 Matter

Methods/Strategies

Evaluation

Thank you and have

a nice day !