Elements of Curriculum
Definition
▪ According to Print (1993), all the planned learning
opportunities offered to learners by educational institution
and the experiences learners encounter.
▪ According to Cunninghum, curriculum is tool in the hands
of the artist (teacher) to mold his material (students)
according to the ideals (aim and objectives) in the studio
(school).
Four Elements of Curriculum
1. Curriculum Intent (Print, 1993)
• Aims
• Goals
• Objectives
2. Content
3. Learning Experiences
4. Evaluation
Curriculum Intent
Aims
- broad statements of social or education expectations. Aims
include what is hope to be achieved by the entire curriculum.
Goals
- general statement of what concepts, skills, and values should be
learned in the curriculum.
Objectives
- specific learning outcomes. Objectives include what specific
concepts, skills and values should be learned by the students.
Domains
- Bloom's Taxonomy (Bloom, 1956) comprises three learning domains: the
cognitive, affective, and psychomotor, and assigns to each of these domains a
hierarchy that corresponds to different levels of learning.
Cognitive(Knowledge-based) - the understanding of information and
how that develops through application on a scale that increases from
basic recall to complex evaluation and creation.
Affective(Emotion-based) - involves our emotions toward learning and
how that develops as we progress from a low order process, such as
listening, to a higher order process, like resolving an issue.
Psychomotor(Action-based) - involves our physicality and how that
develops from basic motor skills to intricate performance.
Content
It contains information to be learned at school. It is an element or a
medium through which the objectives are accomplished.
Subject-centered view of curriculum:
- revolves around a particular subject matter or discipline. For example,
a subject-centered curriculum may focus on math or biology.
Learner-centered view of curriculum:
- takes each individual's needs, interests, and goals into consideration.
In other words, it acknowledges that students are not uniform and adjust to
those student needs.
Learning Experience
The learning experience refers to how the child responds to, engages
with, or learns from the events, people, materials, and social or
emotional environment of the classroom.
It also includes all instruction strategies that are useful for the
implementation of the curriculum. These may appear in the form of
activities, strategies, methods, or approaches that are useful in
implanting the curriculum or in teaching content.
Curriculum Evaluation
Evaluation essentially is the provision of information for the sake of
facilitating decision making at various stages of curriculum
development.
Evaluation also implies the selection of criteria, collection and analysis
of data. It includes obtaining information for use in judging the worth
of a program and procedure.
Evaluation tools are used to evaluate the performance of the learners
after they have undergone the curriculum.
Curriculum Evaluation
The CIPP model was created in the 1960s by Daniel Stufflebeam and is considered a
decision-oriented model that systematically collects information about a program to
identify strengths and limitations in content or delivery, to improve program
effectiveness or plan for the future of a program.
References
▪ Print, M. (1993). Curriculum development and design. Allen & Unwin.
▪ Bloom, Engelhart, Furst, & Krathwohl, 1956, Taxonomy of
Educational Objectives: The Classification of Educational Goals
▪ https://www.cdc.gov/healthyschools/professional_development/vid
eos/pd201/04-domains_of_learning.pdf
▪ https://www.thoughtco.com/curriculum-design-definition-4154176
#:~:text=Subject%2Dcentered%20curriculum%20design%20revolv
es,subject%20rather%20than%20the%20individual
.
▪ Kridel, C. (2010). Experienced curriculum. In Encyclopedia of
curriculum studies (Vol. 1, pp. 362-362). SAGE Publications, Inc.,
https://dx.doi.org/10.4135/9781412958806.n199
References
http://studylecturenotes.com/curriculum-evaluation-meaning-impor
tance-objective/
Stufflebeam, D. (2003). The CIPP model of evaluation. In T. Kellaghan, D.
Stufflebeam & L. Wingate (Eds.), Springer international handbooks of education:
International handbook of educational evaluation.
