SIX FEATURES OF A CURRICULUM

The Teacher
The Learners
The Knowledge, Skills and Values
Strategies and Methods
Performance
Community Partners
 MAJOR COMPONENTS OF CURRICULUM
I. AIMS, GOALS AND OBJECTIVES
II.SUBJECT MATTER/ CONTENT
III.LEARNING EXPERIENCES
IV.EVALUATION APPROACHES
TRANSLATED INTO QUESTION
1. What is it 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 assess the results of
the curriculum?
 COMPONENT I:
AIMS, GOALS AND
OBJECTIVES
 Philippine Educational System
•Three Levels:
1. Primary
2.Secondary
3.Tertiary
 Philippine Constitution of 1987
•AIMS
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
 Philippine Constitution of 1987
•AIMS
Strengthen ethical and spiritual values
Develop moral character and personal discipline
Encourage critical and creative thinking
Broaden scientific and technological knowledge and vocational
efficiency
VISION, MISSION, AND GOALS

•VISION
-Clear concept of what the institution would like to become in the future
-Provides focal point or unifying element according to which the school staff, faculty
perform individually or collectively.
- Guiding post which educational efforts and curricula should be directed.
VISION, MISSION, AND GOALS

•MISSION
- Spell’s out how it intends to carry out its vision
TARGET: to produce the kind of persons the students will become after having been
educated over a certain period of time.
VISION, MISSION, AND GOALS
•GOALS
- Educational Objectives
- Sources: Learners, society and fund of knowledge
Examples:
Build a strong foundation of skills and concepts
 Educational Objectives

Benjamin Bloom and Robert Mager Defined Educational

Objectives in Two Ways:
 Explicit formulations of the ways in which students are expected to be
changed by the educative process, and
Intent communicated by statement describing a proposed change in
learners.
THREE BIG DOMAINS OF OBJECTIVES
(BLOOM AND HIS ASSOCIATES)
•COGNITIVE
• AFFECTIVE
•PSYCHOMOTOR
 COMPONENT II:
CURRICULUM
CONTENT OR SUBJECT
MATTER
CURRICULUM CONTENT OR SUBJECT MATTER
Another term for KNOWLEDGE
 It is compendium of facts, concepts,
generalization, principles and theories.
 According to Gerome Brunner,
“knowledge is a model we construct to
give meaning and structure to
regularities in experience.”
EXAMPLES OF SUBJECT MATTER OR LEARNING CONTENT
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 COMPUTATIONAL SKILLS, GEOMETRY
AND MEASUREMENT, ALGEBRA, LOGIC AND REASONING.
SCIENCE- INCLUDES ALL BRANCHES OF NATURAL SCIENCES, EXPLORATION AND
DISCOVERY DEALING WITH NATURAL PHENOMENA AND SCIENTIFIC METHOD OF
INVESTIGATION.
CRITERIA IN UTILIZING IN THE SELECTION OF SUBJECT
MATTER OR KNOWLEDGE FOR THE CURRICULUM

According to Scheffler (1970) the prime guiding

principle for self selection is helping the learners to
attain maximum self-sufficiency in learning but in
the most economical manner.
CRITERIA IN UTILIZING IN THE SELECTION OF SUBJECT
MATTER OR KNOWLEDGE FOR THE CURRICULUM
Self-sufficiency – attaining self-sufficiency in most economical manner;
- less teaching and learner’s effort but more results and effective
learning outcomes
 Significance – content will contribute to basic ideas, concepts and principles, and
generalizations to achieve the aim of the curriculum;
- it will develop the cognitive, affective and psychomotor skills of the
learners; and cultural aspects will be considered
CRITERIA IN UTILIZING IN THE SELECTION OF SUBJECT
MATTER OR KNOWLEDGE FOR THE CURRICULUM
Validity – authenticy of the subject matter
Interest – a key criterion in learner-centered curriculum; content should be based on
the interest of the learner
Utility – usefulness of the content to be learner either for the present of the future
Learnability – subject matter should be within the range of the experiences of the
learners
Feasibility – content should be learned within the time allowed, resources available,
expertise of the teacher and nature of the learner.
Other considerations in selection of learning content:
Frequently and commonly used in daily life;
Suited to the maturity levels and the abilities of the students;
Valuable in meeting the needs and the competencies of a future
career;

Related with other subject areas; and

Importance in the transfer of learning
 COMPONENT III:
CURRICULUM EXPERIENCES
Teaching Strategies and Methods
Educational Activities
GUIDELINES FOR SELECTION AND USE IN UTILIZING THE CURRICULUM

1. Teaching methods are means to achieved 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 the individual.

GUIDELINES FOR SELECTION AND USE IN UTILIZING THE CURRICULUM

4. In the choice of teaching methods, learning styles of the students should be

considered.

5. Every method should lead the development of the learning outcomes in the three

domains: cognitive, affective and psychomotor.

6. Flexibility should be a consideration in the use of the teaching methods.

COMPONENT IV:

CURRICULUM
EVALUATION
 CURRICULUM EVALUATION
According to Worthen and Sanders, (1987) all curricula to be
effective must have the element of evaluation.
This 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.
Stufflebeam’s CIPP ( content, input, product, process) model

process is continuous
very important to curriculum managers like
principals, supervisors, department head, deans
and even teachers.
 CONTEXT

Refers to 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. It will determine
to what extent the curriculum objectives
have been achieved.
 SUGGESTED PLAN OF ACTION FOR THE PROCESS OF
CURRICULUM EVALUATION
1. Focus on one particular component of the curriculum
2. Collect or gather the information
3. Organize the information
4. Analyze information
5. Report the information
6. Recycle the information for continuous feedback, modification and adjustments to
be made.
CURRICULUM
APPROACHES
 BEHAVIORAL APPROACH
Anchored on the behaviorist principles, behavioral approach
to curriculum is usually based on a blueprint.
The learning outcomes are evaluated in terms of goals and
objectives set at the beginning.
This approach was started with the idea of frederick taylor is
aimed to achieved efficiency.
 MANAGERIAL APPROACH

Managerial approach became a dominant curriculum

approach in the 1950’s and 1960’s.
The general manager sets the policies and priorities,
establishes the direction of change and innovation, and
planning and organizing curriculum and instruction
 ROLES OF CURRICULUM SUPERVISOR
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
 ROLES OF CURRICULUM SUPERVISOR

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
This approach was influenced by system theory.
The parts of the total school district or school are examined in
terms of how they are relate to each other.
To George Beauchamp, system theory of education see the
following to be of equal importance are (1) administration (2)
counselling (3) curriculum (4) instruction (5) evaluation.
 HUMANISTIC APPROACH
This approach is rooted in the progressive philosophy and child-
centered movement.
This approach considers the formal or planned curriculum and the
informal or hidden curriculum.
It considers the whole child and believes that in curriculum the total
development of the individual is the prime consideration.
 “Children must be
taught how to think,
not what to think.”
MARGARET MEAD