ELEMENTS/

COMPONENTS
OF THE
CURRICULUM
 4 ELEMENTS/COMPONENTS
OF THE CURRICULUM
1. Aims, goals and objectives (What is to be
done?)
2. Subject matter/content (What subject matter
is to be included?)
3. Learning experiences (What instructional
strategies, resources and activities will be
employed?)
4. Evaluation approaches (What methods and
instruments will be used to assess the results of
the curriculum?)
What is to be done?
 SchooIs are
established
institutions which
are either run by
the government or
The Philippine educational system
by the private is divided in three educational
sector. levels:
1. Primary
2. Secondary
3. Tertiary levels.
Based on the Philippine Constitution
of 1987, all schools shall aim to:
1. Inculcate patriotism and nationalism
2. Foster love of humanity
3. Promote respect to human rights
4. Appreciate the role of national heroes in historical
development of the country
5. Teach the rights and duties of citizenship
6. Strengthen 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 efficiency.
 Aims of Elementary Education
(Education Act of 1982):
1. Provide knowledge and develop skills, attitudes, values
essential to personal development and necessary for
living in contributing to a developing and changing
society;
2. Provide learning experiences which increase the child’s
awareness of and responsiveness to the changes in the
society;
3. Promote and intensify knowledge, identification with and
love for the nation and the people to which he belongs,
and
4. Promote work experiences which develop orientation to
the world of work and prepare the learner to engage in
honest and gainful work.
 Aims of Secondary Education:
1. Continue to promote the objectives
of elementary education, and
2. 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.
 Aims of Tertiary Education
1. Provide general education programs which
will promote national identity, cultural
consciousness, moral integrity and spiritual
vigor
2. Train the nation’s manpower in the skills
required for national development
3. Develop the professions that will provide
leadership for the nation
4. Advance knowledge through research and
apply new knowledge for improving the
quality of human life and respond effectively
to changing society.
 It is a clear
concept of
what the
institution
would like to
become in
the future.
Example of a school’s vision:

A premier university
transforming lives for a great
future.
(University of Bohol)
 It spells out how it
intends to carry out its
Vision. The mission
targets to produce the
kind of persons the
students will become
after having been
educated over a
certain period of time.
Example of school’s mission:

To provide a holistic
education anchored on the
trinity of virtues: Scholarship,
Character and Service
(University of Bohol)
 broad statements or intents to be
accomplished.
 Data for the sources of schools goals
may include the learners, the society
and the fund of knowledge.
 Examples of School’s Goals:
 Development of self-reliant, self-sufficient, and
globally competent students equipped with
relevant knowledge and skills
 Achievement of aspirations towards socially
acceptable ends: God fearing, charitable and
morally upright.
 Empowerment to be mindful of the needs of others
and render unselfish service to God, country and
fellowmen
 Commitment to love of country through the
exercise of rights and duties as responsible citizens
(University of Bohol)
  Benjamin Bloom and
Robert Mager defined
educational objectives in
two ways:
1. Explicit formations of
the ways in which
students are expected
to be changed by the
educative process.
In a curriculum, these 2. Intent communicated
goals are made simple by statement
and specific for the
describing a proposed
attainment of each
learner. change in learners.
 3 Big Domains of Objective:

Affective
(domain of
valuing,
attitude and
appreciation)
Cognitive
(domain of thought)

Psychomotor
(domain of the use
of psychomotor
attributes)
Bloom’s Taxonomy: Cognitive
Domain
Evaluation (ability to pass judgment on something
based on given criteria.)

Synthesis (ability to put parts together to form a

new whole.)
(ability to break down material into
Analysis component parts so that its organizational
structure may be understood.)

Application (the ability to use learned material in new

and concrete situation.)

Comprehension (ability to grasp the meaning of material.)

(remembering of prior learned materials in

Knowledge terms of facts, concepts, theories and
principles.)
 Krathwohl’s Taxonomy of
Objectives in the Affective Domain
Characterization
by Value Set Developing a lifestyle
from a value system.
Concerned with bringing
together different values Organization
and building a value
system. Concerned with the
value a student attaches
Valuing to a particular
phenomenon, object or
Active behavior.
participation on Responding
the part of the
students. Students’ willingness to pay
Receiving attention to particular event,
stimuli or classroom activities.
Simpson’s Taxonomy:
Psychomotor Domain
Origination (creating new movements patterns to
fit the situation. Creativity is evident.)

Adaptation (skill well developed that the ability to

modify is very easy.)
Complex Overt (skillful performance and with complex
Responses
movement patterns.)
Mechanism (responses have become habitual.)

Guided Response (concerned with the early stages

in learning complex skills.)

Set (the readiness to take a particular

type of action.)
(use of sense organs to guide
Perception
motor activities.)
What subject matter/content to
be included?
 CURRICULUM CONTENT OR
SUBJECT MATTER

It is a compendium of facts,

concepts generalization,
principles and theories.
 Examples:
1. Communication Arts – include skills in listening, speaking, reading
and writing as well as the effective use of language in daily living.
2. Mathematics – includes numeric and computational skills,
geometry and measurement, algebra, logic and reasoning.
3. Science – includes all branches of the natural sciences, exploration
and discovery dealing with natural phenomena and the use of
scientific method of investigation.
4. Social studies – includes basic elements of Geography, History,
Sociology, Anthropology, Economics, Civics, Political Science and
Psychology.
5. Music – includes basic music theory, practice in listening, singing,
playing musical instruments and music preparation
6. Physical Education – includes health and physical fitness, individual
and team sports, spectatorship and wise use of leisure.
7. Vocational Education – includes psychomotor and manipulative
skills in basic crafts and trades, design, work ethic and appreciation
of manual productive work.

CRITERIA in the selection of subject matter:

Self-
sufficiency Feasibility

Significance
Learnability

Validity Utility

Interest
 Subject matter or content can
be selected for use if these are:
1. Frequently and commonly used in
daily life
2. Suited to the maturity levels and
abilities of students
3. Valuable in meeting the needs and
competencies of future career
4. Related with other subject areas
5. Important in the transfer of learning
 Principles in organizing the
different learning contents :

BALANCE CONTINUITY

INTEGRATION
ARTICULATION

SEQUENCE
 CURRICULUM
EXPERIENCES

What instructional strategies, resources

and activities will be employed?
Guide for the selection and use of methods to be
used by teacher to implement the curriculum:
1. Teaching methods are means to
achieve the end. They are used to
translate the objectives into action.

OBJECTIVES
2. Its effectiveness will depend on the:

Skill of the teacher

The learners
 3. Stimulate the learner’s desire to develop the:

4. Should lead to the

development of the
learning outcomes in the:

Social

Spiritual
5. Learning styles of the students
should be considered.
6. Flexibility should be a consideration
in the use of the teaching methods.
What methods and instruments
will be used to assess the results of
the curriculum?
 CURRICULUM EVALUATION
 Itis the formal determination of the quality,
effectiveness or value of the program,
process, product of the curriculum.
 According to Worthen and Sanders, (1987)
all curricula to be effective must have the
element of evaluation.
 Tuckman (1985) defines evaluation as
meeting the goals and matching them
with the intended outcomes.
 Stufflebeam’s CIPP Model.
• Goals: • Plans:
• Beneficiaries • Stakeholders
• Needs • Strategies
• Resources • Budget
• Problems • Coverage
• Background Context Input • Research
• Environment Evaluation Evaluation

• Outcomes: Product Process • Actions:

• Impact Evaluation Evaluation • Develop
• Effectiveness • Implement
• Transportability • Monitor
• Sustainability • Feedback
• Adjustment
 Steps in Curriculum Evaluation:
• Focus on one particular component of the curriculum.
1

• Collect or gather the information.

2

• Organize the information.

3

• Analyze information.
4

• Report the information.

5

• Recycle the information for continuous feedback,

6 modification and adjustments to be made.
Summary:
AIMS/
OBJECTIVES

CONTENTS/
EVALUATION SUBJECT
MATTER

METHODS/
STRATEGIES
CURRICULUM
APPROACHES
BEHAVIORAL APPROACH
 Based on a blueprint.
 In a blue print, goals and objectives are
specified, contents and activities are
also arranged to match with the
learning objectives.
 The learning outcomes are evaluated in
terms of goals and objectives set at the
beginning.
 Aimed to achieve efficiency.
MANAGERIAL APPROACH

 The principal is the curriculum leader

and at the same time instructional
leader/general manager.
 The general manager sets the
policies and priorities, establishes the
direction of change and innovation,
and planning and organizing
curriculum and instruction.
:Some Roles of the Curriculum Supervisors
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.
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
 Influenced by systems theory.
 The parts of the total school district or
school are examined in terms of how
they relate to each other.
 Organizational chart represents a
systems approach.
 It shows the line staff relationships of
personnel and how decisions are
made.
 According to George Beauchamp:
The systems theory of education see the
following to be of equal importance:

1. Administration
2. Counseling
3. Curriculum
4. Instruction
5. Evaluation
HUMANISTIC APPROACH
 It is rooted in the progressive philosophy and
child-centered movement.
 It 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.
 The learner is at the center of the curriculum.
 GROUP 3 MEMBERS:
1. Bersamina, Charisse
2. Digal, Cesaria Judith
3. Garay, Mary Joy
4. Lopez, Christian Jay
5. Nuez, Carmelita
6. Orioque, Ly-ann
7. Pabatao, Gemma
8. Rollin, Manny