2. Lesson 2
Component of Curriculum and Curricular
Approaches
Purita P. Bilbao, Ed. D.
• These topics will strengthen your knowledge
and understanding of the nature, concepts and
purposes of the curriculum.
3. • A curriculum approach shows the viewpoints of
curriculum development and design, the role of
the learner, the teacher, the curriculum specialist
in planning the curriculum. It also includes the
goals and objective of the curriculum.
5. When translated to questions, each component
can be addressed by the following:
• What is to be done?
• What subject matter is to be included?
• What instructional strategies, resources and
activities will be employed?
• What methods and instruments will be used to
assess the result of the curriculum?
6. Component 1- Curriculum Aims,
Goals and Objectives
The Philippine educational system is divided
in three educational levels: primary, secondary,
and tertiary levels. Based on the Philippine
Constitution of 1987, all schools shall aim to:
7. • Inculcate patriotism and nationalism
• Foster love of humanity
• Promote respect for human right
• Appreciate the role of national heroes in the
historical development of the country
• Teach the right duties and of citizenship
8. • Strengthen ethical and spiritual values
• Develop moral character and personal discipline
• Encourage critical and creative thinking
• Broaden scientific and technological knowledge
and promote vocational efficiency
9. Aims of Elementary Education
(Education Act 1982)
• Provide knowledge and develop skills, attitudes,
values.
• Provide learning experiences.
• Promote and intensify knowledge.
• Promote work experiences
10. • Continue to promote the objectives of elementary
education
• Discover and enhance the different aptitudes and
interests of students
Aims of Secondary Education
11. Aims of Tertiary
• Provide general education program
• Train the nation’s manpower in the skills
• Develop the professions
• Develop the professions
• Advance knowledge through research and apply
new knowledge
12. Based on the mandate of the constitution,
each school therefore should be guided by its
vision, mission and goals and its curricula should
also resolve around these.
13. The school’s vision is a clear concept of
what the institution should would like to become
in the future. It provides the focal point or
unifying element according t which the school
staff, faculty, students perform individually or
collectively.
14. Examples of a school’s vision
• A model performing high school where students
are equipped with knowledge, skills and strength
of character to realize their potential to the
fullest.
• Commits to the Exemplary Christian Education
for Life and responsive to the needs of the total
person and the world.
15. The mission targets to produce the kind of
persons the students will become after having
been educated over a certain period of time.
16. Examples of school mission
• To produce globally competitive lifelong learners
• Commits to the total development of individuals
for life adjustment and to the upliftment of the
economically deprived but deserving students
through quality instruction, updated facilities and
curricula responsive to the needs of the times.
17. Examples of Goals
• Build a strong foundation of skills and concepts
• Efficient and effective administration responsive
of the needs of the university and community
18. Benjamin Bloom and Robert Mager
Educational Objectives
• Explicit formulation of the ways in which a
students are expected to be changed by the
educative process.
• Intent communicated by statement describing a
proposed change in learners.
19. Benjamin Blooms and his associates
classified three big domains of objectives. These
are cognitive, affective and psychomotor
domains. Each domain is composed of specific
skills, attitudes and values which are presented in
hierarchy or levels
20. Cognitive Domain
(Bloom et al 1956)
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
23. Component 2- Curriculum
Content or Subject Matter
According to Gerome Bruner, “Knowledge
is a model we construct to give meaning and
structure to regularities in experience”.
24. Subject areas in basic or general education:
• Communication Arts – skills in listening,
speaking, reading and writing as well as effective
use of language in daily living.
• Mathematics – numeric and computational skills,
geometry and measurement, algebra, logic and
reasoning.
25. • Science – branches of the natural sciences,
exploration and discovery and use of scientific
method of investigation.
• Social Studies – basic elements of Geography,
History, Sociology, Anthropology, Economics,
Civics, Political Science and Psychology.
26. • Music – basic music theory, practice in listening,
singing, playing musical instruments and music
preparations.
• Physical Education – health and physical fitness,
individual and team sports, spectatorship and
music preparation.
• Vocational Education – psychomotor and
manipulative skills.
27. Criteria in selection of subject matter
• Self-sufficiency – According to Scheffler (1970)
the prime guiding principle for content selection
is helping the learners to attain maximum self-
sufficiency in learning but in the most
economical manner.
28. • Significance – when content or subject matter
contribute basic ideas, concepts, principles and
generalization to achieve the overall aim of
curriculum.
- when it develop learning abilities, skills process
and attitudes.
- if the cultural aspects will be considered.
29. • Validity – with information explosion,
oftentimes, knowledge selected for school
content may become obsolete.
• Interest – students interest should be considered
and adjusted taking into consideration maturity,
prior experiences, educational and social value of
their interest among others.
30. • Utility – usefulness of the content or subject
matter may be relative to the learner who is
going to use it. Usefulness maybe either be for
the present or the future.
• Learnability – this is clearly suggested by the
psychological foundations of a curriculum.
31. • Feasibility – can the subject matter or content be
learned within the allowed time, resources
available, expertise of the teacher, and the nature
of the learners.
32. Consideration that may be used in the
selection of the learning content:
• Frequently and commonly used in daily life;
• Suited to the maturity levels and abilities of students;
• Valuable in meeting the needs and the competencies of
a future career;
• Related with other subject areas;
• Important in the transfer of learning.
33. Palma, 1992 suggested the following
principles:
• Balance
• Articulation
• Sequence
• Integration
• Continuity
34. • BALANCE – curriculum content should be
fairly distributed in depth and breadth of the
popular learning area or discipline.
• ARTICULATION – when each level of subject
matter is smoothly connected to the next, glaring
gaps and wasteful overlaps in the subject matter
will be avoided.
35. • SEQUENCE – is the logical arrangement of the
subject matter.
• INTEGRATION – horizontal connections are
needed in subject areas that are similar so that
learning will be related to one another.
• CONTINUITY – learning requires a continuing
application of the new knowledge, skills, attitudes or
values so that these will be used in daily living.
36. Component 3 – Curriculum
Experience
• The instructional strategies and methods will put
into action the goals and use the contents in order
to produce an outcome.
• These will include a multitude of teaching
methods and educational activities which will
enhance learning.
37. • Educational activities like field viewing,
conducting experiments, interacting with
computer programs, field trips and other
experiential learning will also form part of the
repertoire of teaching.
38. Guides for the selection and use of methods:
• Teaching methods are means to achieve the end.
They are used to translate the objectives into
action.
• There is no single best teaching method. Its
effectiveness will depend on the learning
objectives, the learners and skill of the teacher.
39. • Teaching method should stimulate the learners
desire to develop the cognitive, affective,
psychomotor, social and spiritual domain of the
individual.
• In the choice of the teaching methods, learning
styles of the students should be considered.
40. • Every method should lead to the development of
the learning outcomes in the three domains:
cognitive, affective and psychomotor.
• Flexibility should be a consideration in the use of
the teaching methods.
41. Component 4 – Curriculum Evaluation
• 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. From
the definitions, several models of evaluation came up.
The most widely used is Stufflebeam’s CIPP (Content,
Input, Product, Process).
42. Suggested plan of action for the process of
curriculum evaluation:
• Focus on one particular component of the curriculum.
• Collect or gather the information.
• Organize the information.
• Analyze information.
• Report the information.
• Recycle the information.
43. Figure 2 – Interrelationship of the Components of a Curriculum
Aims
Objectives
Content/
Subject
Matter
Methods/
Strategies
Evaluation
44. Curriculum Approaches
• Behavioral Approach – Behavioral approach which was
started with the idea of Frederick Taylor is aimed to
achieve efficiency. In the factory for example, the
worker will be paid according to his output produced
with in a specific period of time. In education,
behavioral approach begins with educational plans that
start with the setting of goals or objectives.
45. • 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.
46. Roles of the Curriculum Supervisors
(Ornstein and Hunkins, 2004)
• Help develop the school’s education goals.
• Plan curriculum with students, parents, teachers
and other stakeholders.
• Design program of the study by grade levels.
• Plan or schedule classes or school calendar.
47. • Prepare curriculum guides or teacher guides by
grade level or subject area.
• Help in the evaluation and selection of textbooks.
• Observe teachers.
• Assist teachers in the implementation of the
curriculum.
• Encourage curriculum innovation and change.
• Develop standards for curriculum and
instructional evaluation.
48. • Systems Approach – the parts of the total school
district or school are examined in terms of how
they relate to each other. The organizational
chart of the school represents a system
approach.
49. - To George Beauchamp, the systems theory of
education see the following to be of equal importance
are;
- administration
- counseling
- curriculum
- instruction
- evaluation
50. Humanistic Approach – rooted in the progressive
philosophy and child-centered movement. The
humanistic approach considers the formal or
planned curriculum. It considers the whole child
and believes that in curriculum the total
development of the individual is the prime
consideration.
