Approaches to School

Curriculumn
Approaches to School Curriculum
 Approaches to School Curriculum
I. Curriculum as a content
II. Curriculum approached as a process
III. Curriculum as a product
THREE WAYS OF APPROACHING CURRICULUM
GOAL
  Focus will be the body of knowledge to
be transmitted to students using
appropriate teaching method.

 The likelihood of teaching will be limited to acquisition of

facts, concepts and principles of the subject matter;
however , the content can also be taken as a means to an
end.
 Topical approach

much content is based on

knowledge , and experiences
are included.
 Concept approach

fewer topics in clusters among major and

sub-concepts and their interaction, with
relatedness emphasized
 Thematic Approach

combination of concepts that

develop conceptual structures
 Modular Approach

leads to complete units of instruction

1. Significance

- Content becomes the means of developing

cognitive, affective or psychomotor skills
- Address cultural context of the learners
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
3. Utility

- Usefulness of the content in the curriculum is

relative to the learners who are going to use this
4. Learnability

- The complexity of the content should be within the

range of experiences of the learners
5. Feasibility

- The subject content can be learned within the time

allowed, resources available, expertise of the
teachers and the nature of the learners
6. Interest

- The subject content can catch the attention of the

learners
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

Balance -Content should be fairly distributed in depth

and breadth.
Articulation -As the content complexities progresses with
the education levels bridging should be
provided
Sequencing -The logical arrangement of the content refers
to sequence or order
Integration -Content in the curriculum does not stand
alone or in isolation.
Continuity -Curriculum should continuously flow as it was
before, to where it is now, and where it will be
in the future,
The process provides the
curriculum on how to teach the
content.
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 learner’s 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.
is what students desire to achieve
as a learning outcomes
Knowledge
Skills
Values
 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 the curriculum.
Thank you for
Participating
and listening