Nature, Concepts and Purposes

of Curriculum
 Components of Curriculum and Circular Approaches

1. This will provide the structures or the skeleton of

the curriculum
2. This presents the approaches to curriculum
reflection on the views of schools and societies
3. It will reveal the philosophy, view of history,
psychology, and learning theory, which will become
the foundation of the curriculum
4. It will also reveal about the view of how social,
theoretical and practical issues are utilized in the
curriculum
 Curriculum Approach

 shows the view points of curriculum

development
 design the role of the learner, the
teachers, the curriculum specialist in
planning the curriculum
 It also includes the goals and
objectives of the curriculum
 Elements/ Components of the Curriculum

1. Aims, goals and objectives

2. Subject matter / content

3. Learning experiences

4. Evaluation Approaches
 Curriculum Aims, Goals, and Objectives

 Formal Curriculum is embedded in

formal institutions called SCHOOLS
which are either government or private.
 Philippine educational system is divided
into 3 educational levels namely:
*Primary Level
*Secondary Level
*Tertiary Level
Philippine Constitution of 1987 provides that all schools shall:

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)

 Schools through their curricula should aim to:

1. Provide knowledge and develop skills and
attitudes and values essential to a personal
development and necessary for living in
contributing to a developing and changing
society.
2. Provide learning experiences which increases 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
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
Educational curricula aims to:
1. Continue to promote the objectives of
elementary education
2. Discover and enhance the different
aptitudes and interest of students in order to
equip them with skills for productive
endeavor or to prepare them for tertiary
schooling
 Aaims of Tertiary Education

 courses should aim into:

1. provide general education programs which will
promote national identity, cultural consciousness, moral
integrity and spiritual vigor
2. Train the nation 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 quantity of human life and
respond effectively to the changing society.
 Each school should be guided by its:

*VISION
→ a clear concept of what the institution would like to
become in the future. It provides the focal point or
unifying element according to which the school staff,
faculty and students perform individually or collectively

*MISSION
→ spells out how it intends to carry out its vision. It
targets to produce the kind of persons the students will
become after having been educated over a certain
period of time.
*Goals
→ further translated school’s vision and mission
which are broad statement or intents to be
accomplished. It include the learners, the society and
the fund of knowledge.
*Educational Objectives
→ goals that are made simple and specific for the
attainment of each learner. Benjamin Bloom and
Robert Mager defined educational objective in two
ways:
1. Explicit formulations of the ways in which students
are expected to be changed by the educative process
and
2. Intent communicated by statement describing a
proposed charge in learners.
 Benjamin Bloom and his associates classified
three big domains of objectives:

1. Cognitive
2. Affective
3. Psychomotor
 1. Cognitive Domain (Bloom et al 1956)

Domain of Thought Process

a. Knowledge – recall, remembering of prior learned materials
of facts, concepts, theories and principles
b. Comprehension - ability to grasp the meaning of the
material
c. Application – ability to use learned material in new and
concrete situation
d. Analysis – ability to break down material into component
parts so that its organizational structure may be understood
e. Synthesis – ability to put parts together to form new whole
f. Evaluation- ability to pass judgment based on given criteria
 2. Affective Domain (Krathwohl 1964)
→ domain of valuing, attitude and appreciate
a. Receiving – students willingness to pay attention to
particular event, stimuli or classroom activities
b. Responding – active participation on the part of the
students
c. Valuing – concerned with the worth or value a student
attaches to a particular phenomena, object or behavior
d. Organization – concerned with bringing together
different values and building a value system
e. Characterization by a value or Value Complex-
developing a lifestyle from a value system
3. Psychomotor Domain (Simpson 1972)
→ domain of the use of psychomotor
attributes
a. Perception – use of sense organs to guide
motor activities
b. Set – refers to the readiness to take on
particular types of action
c. Guide Response- concerned with the
early stages in learning complex skills
d. Mechanism- responses have become
habitual
a. Complex Overt Responses- skillful
performance and with complex
movement patterns
b. Adaptation- skill well- developed
that the ability to modify is very
easy.
c. Origination- refers to creating new
movement patterns to fit the
situation
 Curriculum Content or Subject Matter
Specialist
Content another term for
Subject Matter KNOWLEDGE

KNOWLEDGE
 Compendium of facts
 Concepts generalization
 Principles
 Theories

“Knowledge is a model we construct to give meaning and structure

to regularities in experience”
-Gerome Bruner
 General Education
Communication Arts
Mathematics
Science
Social Science
Music
Physical Education
Vocational Education
 Criteria in utilizing the section of subject matter content or
knowledge for the curriculum

1. Self- sufficiency → helping the learners to attain

maximum self-sufficiency in learning but in the most
economical manner
2. Significance → when content or subject matter will
contribute to basic ideas, concepts, principles, and
generalization to achieve the overall aim of curriculum.
3. Validity → The authenticity of the subject matter
selected in its validity
4. Interest → it is the key criterion for learner-centered
curriculum
5. Utility → usefulness of the content or subject
matter may be relative to the learner who us going
to use it
6. Learnability → subject matter in the curriculum
should be within the range of the experiences of
the learners
7. Feasibility → content selection should be
considered within the context of the existing reality
in schools, in society and government.
 Subject matter or content can be selected for use if
these are:

a) Frequently and commonly used in daily life

b) Suited to the maturity levels and abilities of
students
c) Valuable in meeting the needs and competencies of
a future career
d) Related with other subject areas and
e) Important in the transfer of learning
Palma(1992)
Principles in organizing or putting together the different
learning contents
 Balance – curriculum content should be fairly distributed
in depth and breadth of the particular 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
 Sequence – is the logical arrangement of the subject matter
 Integration- the horizontal connections are needed in the
subject areas that are similar so that learning will be
related to one another
 Continuity- the constant repetition, review and
reinforcement of learning
 Curriculum Experience

TEACHER Facilitate Learning

LEARNER

Actions are based on:

→ planned objectives
→ subject matter
→support materials to be used
 TYPES OF CURRICULUM OPERATING IN SCHOOLS (Glatthorn,
A. 2000)

1. Recommended Curriculum- proposed by scholars and

professional organizations
2. Written Curriculum- appears in school, district, division
or country documents
3. Taught Curriculum- what teachers implement and
deliver in classrooms and schools
4. Supported Curriculum- resource textbooks, computers,
audio-visual materials which support and help the
implementation of the curriculum
5. Assessed Curriculum- what is tested or evaluated
6. Learned Curriculum- what students usually learn and
what is measured
7. Hidden Curriculum- unintended curriculum