COMPONENTS/ELEMENTS

OF A CURRICULUM

by: Edma, Euconizza & Bucol, Eddie Rose

 COMPONENT 1
OBJECTIVES/LEARNING OUTCOMES

• Begin with the end in view.

• are the reasons for undertaking the learning less
on from the student’s point of view.
• both the learner and the teacher are guided by
what to accomplish.
• The behavioural objectives, intended learning
outcomes or desired learning outcomes are
expressed in action words found:
1. Revised Bloom’s Taxonomy of Objectives (Andersen
and Krathwol, 2003) for the development of
the cognitive skills.
a. Knowledge
b. Comprehension;
c. Application
d. Analysis
e. Synthesis
f. Evaluation
2. Affective Domain - Krathwol (l964)
a. Receiving
b. Responding
c. Valuing
d. Organization
e. Characterization by a value or value complex
3. Psychomotor Domain – Simpson (1972)
a. Perception

b. Set

c. Guided response

d. Mechanism
 COMPONENT 2
CURRICULUM CONTENT OR SUBJECT MATTER
• Content is simply information to be learned in
school.
 It is a compendium of of facts, concepts generali
zation, principles and theories.
• The fund of human knowledge represents the re
pository of accumulated discoveries and inventio
ns of man down the centuries, due to man’s expl
oration of his world.
 Jerome Bruner

“knowledge is a model we construct to

give meaning and structure to regularities i
n experience”
Subject matter or Learning content
Communication arts
Mathematics
Science
Social Studies
Music
Physical Education
Vocational Education
What subject matter will be taught in the different
clusters to achieve the objectives?

What criteria should be used in selecting the

content?

• Content selection is a very crucial stage

in curriculum development.
Criteria which can be utilized in the selection of su
bject matter:
1. Self-sufficiency
• Prime guiding principle for content selection(Sch
effler, 1970).
2. Significance
• Contribution to basic ideas, concepts, principles
and generalization to achieve the overall aim of
curriculum.
3. Validity
• Authenticity of the subject matter selected.
4. Interest
• This is the key criterion for a learner-
centered curriculum.
5. Utility
• Usefulness of the content may be relative to the l
earner who is going to use it.
6. Learnability
Content should be within the range of experience
s of the learners.

7. Feasibility
Content selection should be considered within the
context of the existing reality in school, in society a
nd government.
Other considerations:
a. Frequently and commonly used in daily life;
b. suited to the maturity level and abilities of stud
ents;
c. Valuable in meeting the needs and the compet
encies of a future career;
d. Related with other subject areas; and
e. Important in the transfer of learning.
In organizing or putting together Palma, 1992 sug
gested the following principles:
BALANCE
• Curriculum content should be fairly distributed i
n depth and breadth of the particular learning ar
ea or discipline.
ARTICULATION
• Each level of subject matter is smoothly connect
ed to the next, glaring gap and wasteful overlap
s will be avoided.
SEQUENCE
• is the logical arrangement of the subject matter.
INTEGRATION
• Horizontal connections are needed in subject are
as that are similar so that learning will be related
to one another.
CONTINUITY
• The constant repetition, review and
reinforcement of learning.
 COMPONENT 3
CURRICULUM EXPERIENCES

• Linking of instructional strategies and methods

to curriculum experiences, the core or the heart
of the curriculum.
• Putting into action the goal and use the
contents in order to produce an outcome.
• Teaching Strategies convert the written
curriculum to instruction.
Guidelines for selection an use:

1. Teaching methods are means to achieve the

end. They are used to translate the objective into a
ction.

2. There is one single best teaching method. Its

effectiveness will depend on the learning
objectives, the learning and the skill of the teacher.
3. Teaching methods should stimulate the learners
desire to develop the cognitive, affective, psychom
otor, social and spiritual domain of the individual.

4. In the choice of the teaching methods, learning

styles of the students should be considered.
5. Every method should lead to 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 4
CURRICULUM EVALUATION
Worthen and Sanders (1987)
• All curricula to be effective must have
• the element of evaluation.

Curriculum evaluation
• refer to formal determination of the quality,
effectiveness or value of the program, process,
product of the curriculum.
 CURRICULUM EVALUATION

Tuckman,(1985)
• evaluation as meeting the goals and matching th
em with the intended learning outcomes.

Stufflebeam’s CIPP(Content, Input, Product, Process)

• The process is continuous and is very important
curriculum managers.
 CURRICULUM EVALUATION

Context
• Refers to the environment of the curriculum.
Context evaluation
• Situation analysis
Input
• Refers to ingredients of curriculum which include
the goals, instructional strategies, the learners,
the teacher, the contents and all the materials
needed.
Process
• refers to views and means of how the curriculum
has been implemented.

Product
• determines to what extent the curriculum objecti
ves have been achieved.
Plan of action for the process of curriculum
evaluation:
1. Focus on one particular component of the
curriculum.
1. Collect or having the information.
2. Organize the information.
3. Analyze information.
4. Report the information
5. Recycle information for continuous feedback.