ELEMENTS/COMPONENTS OF • Affective – receiving, responding,valuing,

CURRICULUM organization, characterization

 The nature of the elements and the • Psychomotor – perception, set, guided
manner in which they are organized response, mechanism, complex overt response,
may comprise which we call a adaptation, origination.
curriculum design.
Component 2 Curriculum Content or Subject
Component 1:Curriculum Aims, Goals Matter
and Objectives
Subject-centered view of
Aims of Elementary Education curriculum
• Provide knowledge and develop skills, • The fund of human knowledge represents the
attitudes, repository of accumulated discoveries and
values essential to personal development and inventions of man down the centuries, due to
necessary for living in and contributing to a man’s exploration of the world.
developing and changing society.
• Provide learning experiences which increase Learner-centered view of
the child’s awareness of and responsiveness to curriculum
the changes in the society; • Relates knowledge to the individual’s personal
• Promote and intensify knowledge, identification and social world and how he or she defines
with and love for the nation and the people to reality.
which he belongs; and
• Promote work experiences which develop • Gerome Bruner: “Knowledge is a model we
orientation to the world of work and prepare the construct to give meaning and structure to
learner to honest and gainful work. regularities in experience.”
• Continue to promote the objectives of
elementary education and Criteria used in selection of subject matter
• Discover and enhance the different aptitudes for the curriculum:
and interests of students in order to equip them • Self-sufficiency – “less teaching effort and
with skills for productive endeavor and or to educational resources, less learner’s effort but
prepare them for tertiary schooling. more results and effective learning outcomes –
most economical manner
Aims of Tertiary Education (Scheffler, 1970)
• Provide general education programs which will
promote national identity, cultural • Significance – contribute to basic ideas to
consciousness, moral integrity and spiritual achieve overall aim of curriculum, develop
vigor; learning skills.
• Train the nation’s manpower in the skills
required for national development; • Validity – meaningful to the learner based on
• Develop the professions that will provide maturity, prior experience, educational and
leadership for the nation; and social value.
• Advance knowledge through research and
apply new knowledge for improving the quality • Utility – usefulness of the content either for the
of human life and respond effectively to present or the future.
changing society.
• Learnability – within the range of the
School Vision and Mission experience of the learners
Example of school’s vision:
• A model performing high school where • Feasibility – can be learned within the time
students allowed, resources available, expertise of the
are equipped with knowledge, skills and teacher, nature of learner
strength of character to realize their potential to
the fullest. • Principles to following organizing the
learning contents (Palma 1992):
Example of school’s mission: • Balance – Content curriculum
• To produce globally competitive lifelong should be fairly distributed in depth
learners. and breadth of the particular
learning or discipline. This will
Domains ensure that the level or area will not
• Cognitive – knowledge, comprehension, be overcrowded or less crowded.
application, analysis, synthesis, evaluation • Articulation – Each level of subject
matter should be smoothly connected to the Several methods of evaluation came up.
next, glaring gaps or wasteful overlaps in the The most widely used is Stufflebeam’s
subject matter will be avoided. CIPP Model. The process in CIPP model is
• Sequence – This is the logical arrangement of continuous and very important to curriculum
the subject matter. It refers to the deepening and managers.
broadening of content as it is taken
up in the higher level. CIPP Model
• The horizontal connections are needed in Context
subject areas that are similar so that learning will • environment of curriculum Input
be related to one another. This is • ingredients of curriculum Process
INTEGRATION. • ways and means of implementing Product
• Learning requires a continuing application of • accomplishment of goals
the new knowledge, skills, attitudes or values so • Regardless of the methods and materials
that theses will be used in daily living. The evaluation will utilize, a suggested plan of action
constant repetition, review and reinforcement of for the process of curriculum evaluation is
learning is what is referred to as CONTINUITY. introduced. These are the steps:
Focus on one particular component of the
Component 3 curriculum. Will it be subject are, the grade level,
•Curriculum Experience the course, or the degree program? Specify
• Instructional strategies and methods will link to objectives of evaluation.
curriculum experiences, the core and heart of Collect or gather the information. Information is
the curriculum. The instructional strategies and made up of data needed regarding the object of
methods will put into action the goals and use of evaluation.
the content in order to produce an outcome. Organize the information. This step will require
coding, organizing, storing and retrieving data
• Teaching strategies convert the written for interpretation.
curriculum to instruction. Among these are time Analyze information. An appropriate way of
tested methods, inquiry approaches, analyzing will be utilized.
constructivist and other emerging strategies that Report the information. The report of
complement new theories in teaching and evaluation should be reported to specific
learning. Educational activities like field trips, audiences. It can be done formally in
conducting experiments, interacting with conferences with stakeholders, or informally
computer programs and other experiential through round table discussion and
learning will also form part of the repertoire of conversations.
teaching. Recycle the information for continuous
feedback, modifications and adjustments
• Whatever methods the teacher utilizes to to be made.
implement the curriculum, there will be some
guide for the selection and use. Here are some Matter
of them: Methods/Strategies
Teaching methods are means to achieve the
end
There is no single best teaching Method
Teaching methods should stimulate the
learner’s desire to develop the cognitive,
affective, psychomotor, social and spiritual
domain of the individual.
In the choice of teaching methods, learning
styles of the students should be considered.
Every method should lead to the development
of the learning outcome in three domains
Flexibility should be a consideration in the use
of teaching methods

Component 4
•Curriculum Evaluation
• To be effective, all curricula must have
an element of evaluation. Curriculum
evaluation refer to the formal
determination of the quality,
effectiveness or value of the program,
process and product of the curriculum.