ELEMENTS OF CURRICULUM
DEVELOPMENT
Reporter:
Loyalen B. Daquipil
Chris Jhon D. Iglesia
4 ELEMENTS
OF THE CURRICULUM
1. Aims, goals and objectives (What is to be done?)
2. Subject matter/content (What subject matter is to be included?)
3. Learning experiences (What instructional strategies, resources and activities
will be employed?)
4. Evaluation approaches (What methods and instruments will be used to assess
the results of the curriculum?)
Element 1
WHAT IS TO BE DONE?
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:
1. Primary
2. Secondary
3. 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 to human rights
4. Appreciate the role of national heroes in 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)
1. Provide knowledge and develop skills, attitudes, values essential to personal
development and necessary for living in contributing to a developing and changing
society;
2. Provide learning experiences which increase 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, and
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:
1. Continue to promote the objectives of elementary education, and
2. 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
1. Provide general education programs which will promote national
identity, cultural consciousness, moral integrity and spiritual vigor
2. Train the nation’s 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 quality of human life and respond effectively to
changing society.
It is a clear concept of what
the institution would like to
become in the future.
EXAMPLE OF A SCHOOL’S VISION:
A leading academic institution offering quality
affordable education producing graduates who will
become contributing and responsive members of the
global community.
(Agusan Colleges, Inc.)
It spells out how it
intends to carry out its
Vision. The mission
targets to produce the
kind of persons the
students will become
after having been
educated over a certain
period of time.
EXAMPLE OF SCHOOL’S
MISSION:
To provide a high quality, comprehensive, and
meaningful education for all students so that they
become productive citizens empowered with
knowledge and skills and untainted personal
attributes.
( Agusan Colleges, Inc.)
Broad statements or intents to be accomplished.
Data for the sources of schools goals may include the
learners, the society and the fund of knowledge.
EXAMPLES OF SCHOOL’S GOALS:
As envisioned by the Founders ACI's goals are based not only on a liberal learning
education which encourages the molding and growth of productive professionals but
also on the provision of opportunities:
1. To enable students to acquire a body of knowledge in a specific discipline.
2. To think critically
3.To enhance student abilities to make significant contributions to the communities
where they live.
4.To provide the pathway for students to continue the pursuit of life-long learning.
Benjamin Bloom and Robert Mager
defined educational objectives in two ways:
1. Explicit formations of the ways in
which students are expected to be
changed by the educative process.
2. Intent communicated by statement
In a curriculum, these goals are describing a proposed change in
made simple and specific for learners.
the attainment of each learner.
3 BIG DOMAINS OF OBJECTIVE
Cognitive
(domain of thought)
Affective
(domain of valuing,
attitude and appreciation)
Psychomotor
(domain of the use of
psychomotor attributes)
BLOOM’S TAXONOMY: COGNITIVE DOMAIN
Evaluation (ability to pass judgment on something based on given criteria.)
Synthesis (ability to put parts together to form a new whole.)
Analysis (ability to break down material into component parts so that its organizational
structure may be understood.)
Application (the ability to use learned material in new and concrete situation.)
Comprehension (ability to grasp the meaning of material.)
(remembering of prior learned materials in terms of facts,
Knowledge
concepts, theories and principles.)
KRATHWOHL’S TAXONOMY OF OBJECTIVES
IN THE AFFECTIVE DOMAIN
Developing a lifestyle from a value system.
Characterization
by Value Set
Concerned with bringing together different
values and building a value system. Organization
Concerned with the value a student
Valuing attaches to a particular phenomenon,
object or behavior.
Active participation on the part of
the students. Responding
Receiving Students’ willingness to pay attention to
particular event, stimuli or classroom activities.
SIMPSON’S TAXONOMY: PSYCHOMOTOR
DOMAIN
(creating new movements patterns to fit the situation. Creativity is
Origination
evident.)
Adaptation (skill well developed that the ability to modify is very easy.)
Complex Overt (skillful performance and with complex movement patterns.)
Responses
(responses have become habitual.)
Mechanism
(concerned with the early stages in learning complex skills.)
Guided Response
Set (the readiness to take a particular type of
action.)
(use of sense organs to guide motor activities.)
Perception
Element 2
WHAT SUBJECT MATTER/CONTENT TO
BE INCLUDED?
CURRICULUM CONTENT OR SUBJECT
MATTER
It is a compendium of facts, concepts
generalization, principles and theories.
EXAMPLES:
1. Communication Arts – include skills in listening, speaking, reading and writing as well as the effective use of
language in daily living.
2. Mathematics – includes numeric and computational skills, geometry and measurement, algebra, logic and reasoning.
3. Science – includes all branches of the natural sciences, exploration and discovery dealing with natural phenomena
and the use of scientific method of investigation.
4. Social studies – includes basic elements of Geography, History, Sociology, Anthropology, Economics, Civics,
Political Science and Psychology.
5. Music – includes basic music theory, practice in listening, singing, playing musical instruments and music
preparation
6. Physical Education – includes health and physical fitness, individual and team sports, spectatorship and wise use of
leisure.
7. Vocational Education – includes psychomotor and manipulative skills in basic crafts and trades, design, work ethic
and appreciation of manual productive work.
•
CRITERIA IN THE SELECTION OF SUBJECT MATTER:
Self-
sufficiency Feasibility
Significance
Learnability
Validity Utility
Interest
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 future career
4. Related with other subject areas
5. Important in the transfer of learning
PRINCIPLES IN ORGANIZING THE DIFFERENT
LEARNING CONTENTS
BALANCE CONTINUITY
LEARNING
INTEGRATION
ARTICULATION
SEQUENCE
Element 3
CURRICULUM
EXPERIENCES
WHAT INSTRUCTIONAL
STRATEGIES, RESOURCES AND
ACTIVITIES WILL BE EMPLOYED?
GUIDE FOR THE SELECTION AND USE OF METHODS TO
BE USED BY TEACHER TO IMPLEMENT THE
CURRICULUM:
1. Teaching methods are means to achieve the end. They are used to
translate the objectives into action.
OBJECTIVES
GUIDE FOR THE SELECTION AND USE OF METHODS TO
BE USED BY TEACHER TO IMPLEMENT THE
CURRICULUM:
2. Its effectiveness will depend on the:
Skill of the teacher
The learners
GUIDE FOR THE SELECTION AND USE OF METHODS TO
BE USED BY TEACHER TO IMPLEMENT THE
CURRICULUM:
3. Stimulate the learner’s desire to develop the:
4. Should lead to the development of the learning outcomes in the:
Social Spiritual
GUIDE FOR THE SELECTION AND USE OF METHODS TO
BE USED BY TEACHER TO IMPLEMENT THE
CURRICULUM:
5. Learning styles of the students should be considered.
GUIDE FOR THE SELECTION AND USE OF METHODS TO
BE USED BY TEACHER TO IMPLEMENT THE
CURRICULUM:
6. Flexibility should be a consideration in the use of the teaching methods.
Element 4
WHAT METHODS AND INSTRUMENTS
WILL BE USED TO ASSESS THE
RESULTS OF THE CURRICULUM?
CURRICULUM EVALUATION
It is the formal determination of the quality, effectiveness or
value of the program, process, product of the curriculum.
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.
STUFFLEBEAM’S CIPP MODEL.
• Goals: • Plans:
• Beneficiaries • Stakeholders
• Needs • Strategies
• Resources • Budget
• Problems • Coverage
• Background •
•
Context Input Research
Environment
Evaluation Evaluation
Core
Values
• Outcomes: Product Process • Actions:
• Impact Evaluation Evaluation • Develop
• Effectiveness • Implement
• Transportability • Monitor
• Sustainability • Feedback
• Adjustment
STEPS IN CURRICULUM
EVALUATION:
• Focus on one particular component of the curriculum.
1
• Collect or gather the information.
2
• Organize the information.
3
• Analyze information.
4
• Report the information.
5
• Recycle the information for continuous feedback,
6 modification and adjustments to be made.
SUMMARY:
AIMS/
OBJECTIVES
CONTENTS/
EVALUATION SUBJECT
MATTER
METHODS/
STRATEGIE
S
