APPROACHES

ABOUT SCHOOL
CURRICULUM

DESIRED LEARNING
OUTCOMES:
Described the different approaches about

school curriculum
Explained by examples how the
approaches clarify the definition of
curriculum
Reflected on how the three approaches
interrelate with each other

r
u
o
y
n
i
m
u
l
u
c
i
r
r
u
c
e
n
fi
De
.
s
d
r
o
w
own

THREE WAYS OF
APPROACHING CURRICULUM
Curriculum as a content or body of
knowledge
Curriculum approached as a process
Curriculum as a product

1. CURRICULUM AS A CONTENT
OR BODY OF KNOWLEDGE
Traditionalist equate curriculum with the ff:
Topic outline
Subject matter
Concept to be included in the syllabus

:
m
u
l
u
c
i
r
r
u
c
he
t
n
i
t
n
e
t
n
o
c
he
t
g
n
i
t
n
e
s
e
r
p
Four ways of

1.
2.
3.
4.

Topical approach
Concept approach
Thematic approach
Modular Approach

Observe your book and find out what approach is being

used.

t
n
e
t
n
o
c
f
o
n
o
i
ct
e
l
e
s
e
h
t
n
i
a
i
Criter

1. Significance
- Content becomes the means of
developing cognitive, affective or
psychomotor skills
- Address cultural context of the learners
Browse your book and look for a proof that it is
significant

t
n
e
t
n
o
c
f
o
n
o
i
ct
e
l
e
s
e
h
t
n
i
a
i
Criter

2. Validity
- Check and verify content at regular
interval
- Content which may be valid in its original
form may not continue to be valid in the
current times

Give examples of this issue in your own major wherein

content is valid before but not anymore today.

t
n
e
t
n
o
c
f
o
n
o
i
ct
e
l
e
s
e
h
t
n
i
a
i
Criter

3. Utility
- Can be relative to time
- Useful in the past, may not be useful now
or in the future
Give examples of this issue in your own major wherein
skills to be developed to the students will not be useful in
the future.

t
n
e
t
n
o
c
f
o
n
o
i
ct
e
l
e
s
e
h
t
n
i
a
i
Criter

4. Learnability
- The complexity of the content should be
within the range of experiences of the
learners
Give examples of this issue in your own major wherein
content is not in the range of the experiences of the
learners.

t
n
e
t
n
o
c
f
o
n
o
i
ct
e
l
e
s
e
h
t
n
i
a
i
Criter

5. Feasibility
- Can the subject content be learned
within the time allowed, resources
available, expertise of the teachers and
the nature of the learners
Give examples of this issue in your own major wherein
content or activity is not possible to do in any given
situation.

t
n
e
t
n
o
c
f
o
n
o
i
ct
e
l
e
s
e
h
t
n
i
a
i
Criter

6. Interest
- Will the learners take interest in the
content?
- Are the contents meaningful?
- What value will the contents have in the
present and future life of the learners?

Interest is one of the driving force for

students to learn better.
What can you do to make the curriculum interesting?

Guide in the selection of the Content in the Curriculum

1. Content is commonly used in the daily life.

2. Content is appropriate to the maturity levels and

abilities of the learners.

3. Content is valuable in meeting the needs and

competencies of the future career.

4. Content is related to other subject fields or

discipline for complementation and integration.

5. Content is important in the transfer of learning in

other disciplines.

BASIC Principles of Curriculum Content

In 1952, Palma proposed the principle of BASIC as a guide in addressing

CONTENT in the curriculum.

BALANCE
A RTICULATION
SEQUENCE
I NTEGRATION
C ONTINUITY

-significant contents should be covered

- To assure no gaps or overlaps in the content

-the pattern is usually from easy to complex

-relatedness or connectedness to other
contents
-constant repetition, reinforcement and
enhancement of content are all elements of

BALANCE

ARTICULATION

SEQUENCE

INTEGRATION

CONTINUITY
Use other subject as the
content of your subject
through examples.

2. CURRICULUM
APPROACHED AS PROCESS
n
o
i
t
c
a
r
e
t
In
STUDENTS

TEACHERS

CONTENT

2. CURRICULUM
APPROACHED AS PROCESS
Curriculum happens in the
classroom
Practice of teaching
Curriculum happens in the
classroom
Concern of teachers to emphasize

Critical thinking
Meaning-making
Heads-on
Hands-on
and many others

2. CURRICULUM
APPROACHED AS PROCESS
The process provides the
curriculum on how to
teach the content.

PCK

Pedagogical Content
Knowledge

If you have this content, how will

you teach it?

2. CURRICULUM
APPROACHED AS PROCESS
To teachers, the process is very critical.

Instruction
Implementation
Teaching

What curriculum are you

using?

Problem-based
Hands-on, Minds-on
Cooperative learning
Blended Curriculum
On-line
Case-based
and many more

2. CURRICULUM
APPROACHED AS PROCESS
When curriculum is approached as a PROCESS, guiding principles are
presented:
1. Curriculum process in the form of teaching methods and strategies are
means to achieved the end.
2.

There is no single best process or method.

3.

Stimulate learners desire to develop holistically

4.

In the choice of methods, learning and teaching styles should be

considered.

5.

Every method or process should result to learning outcomes

6.

Flexibility in the use of the process or methods should be considered

7.

Both teaching and learning are the two important processes in the
implementation of the curriculum.

3. CURRICULUM AS A
PRODUCT
T
C
U
D
O
R
P
is what students desire to
achieve as a learning
outcomes

Knowledge
Skills
Values

3. CURRICULUM AS A
PRODUCT
The real purpose of education is to bring about
significant changes in students pattern of behavior.
Curriculum product is expressed in form of outcomes which
are referred to as the achieved learning outcomes.
There maybe several desired learning outcomes, but if the
process is not successful, then no learning outcomes will be
achieved.
These learned or achieved outcomes are demonstrated by the
person who has meaningful experiences in the curriculum.
All of these are result of planning, content and processes in