Module 2
Lesson 1
Elements / Components of the
Curriculum
aims, goals and objectives
subject matter / content
learning experiences
evaluation approaches
COMPONENT 1
CURRICULUM AIMS, GOALS AND OBJECTIVES
A formal curriculum is embedded in a
formal institution called schools. Schools
are established institutions which are
either run by the government or by the
private sector. 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:
1. inculcate patriotism and nationalism
2. foster love of humanity
3. promote respect for human rights
4. appreciate the role of national heroes in the
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)
provide knowledge and develop skills, attitudes, values
essential to personal development and necessary for
living in and contributing to a developing and changing
society
provide learning experiences which increase the child’s
awareness and responsiveness to the changes in the
society
promote and intensify knowledge, identification with and
love for the nation and the people to which he belongs
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
continue to promote the objectives of
elementary education
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
provide general education programs which will
promote national identity, cultural
consciousness, moral integrity and spiritual vigor
train the nation’s manpower in the skills required
for national development
develop the professions that will provide
leadership for the nation
advance knowledge through research and apply
new knowledge for improving the quality of
human life and respond effectively to changing
society
Three Big Domains of Objectives
Cognitive Domain – domain of thought
process
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Affective Domain – domain of valuing,
attitude and appreciation
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization
Psychomotor Domain - domain of the
use of psychomotor attributes
1. Perception
2. Set
3. Guided response
4. Mechanism
5. Complex overt responses
6. Adaptation
7. Origination
COMPONENT 2
CURRICULUM CONTENT OR SUBJECT
MATTER
All curricula have content , regardless of their design or
models. Content is more than simply information to be
learned in school. To some curriculum specialists, content
or subject matter is another term for knowledge. It is
compendium of facts, concepts generalization, principles
and theories. The fund of human knowledge represents the
repository of accumulated discoveries and inventions of
man down the centuries, due to man’s exploration of his
world. This is the subject-centered view of the curriculum.
On the other hand those who view knowledge as learner-
centered, relates knowledge to the individual’s personal and
social world and how he or she defines reality. According to
Gerome Bruner, “knowledge is a model we construct to give
meaning and structure to regularities in experience”.
Here are some criteria which can be utilized
in the selection of subject matter content
or knowledge for the curriculum:
1. Self-sufficiency
2. Significance
3. Validity
4. Interest
5. Utility
6. Learnability
7. Feasibility
There are other considerations that may be used
in the selection of the learning content. It
would be of great help if curriculum makers
can use them. As a guide, 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 a future career
4. related with other subject areas
5. important in the transfer of learning
In organizing or putting together the
different learning contents Palma, 1992
suggested the following principles:
1. Balance
2. Articulation
3. Sequence
4. Integration
5. Continuity
COMPONENT 3
CURRICULUM EXPERIENCES
Teaching strategies convert the written
curriculum to instruction. Both the teacher and the
learner take actions to facilitate learning. The
actions are based on planned objectives, the
subject matter to be taken and the support
materials to be used. These will include a
multitude of teaching methods and educational
activities which will enhance learning.
Whatever methods the teacher utilizes to implement
the curriculum, there will be some guides for the selection
and use. Here are some of them:
1. Teaching methods are means to achieve the end.
They are use 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 the 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.
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
Curriculum Evaluation
- may refer to the formal determination
of the quality, effectiveness or value of the
program, process, and product of the
curriculum.
- meeting the goals and matching them
with the intended outcomes.
The most widely used model of evaluation is
Stufflebean’s CIPP (Content, Input, Product, Process).
Content – refers to the environment of the
curriculum.
Input – refers to the ingredients of the
curriculum which include 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.
Interrelationship of the Components
of a Curriculum
Aims
Objectves
Content /
Subject
Evaluation Matter
Methods /
Strategies
Curriculum Approaches
Curriculum practitioners and
implementers may use one or more
approaches in planning, implementing
and evaluating the curriculum.
BehavioralApproach
Managerial Approach
Systems Approach
Humanistic Approach
