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CURRICULUM

THIS MAY CONTAIN A CURRICULUM APPROACHES

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gillegocr
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20 views17 pages

CURRICULUM

THIS MAY CONTAIN A CURRICULUM APPROACHES

Uploaded by

gillegocr
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Approaches about

School
Curriculum
A curriculum approach is a framework
or philosophy that guides the design
and implementation of a school's
educational program. It defines the
overall goals, content, teaching
methods, and assessment strategies
used in the learning process
Three Ways of Approaching
Curriculum
Curriculum can be approached or seen in three ways.
It can be defined As a content, a process or product,

Content – a body of knowledge to be transmitted


Product - the learning outcome of the learners
Process - is what actually happens when the curriculum is
practiced
Content or a body of
knowledge
• Traditionalists often view curriculum as a list
of topics (e.g., math: addition, subtraction;
science: biology, physics).
• All curricula have content regardless of their design
of model. The fund of knowledge is the repository of
accumulated discoveries and inventions of man
from the explorations of the earth and as product
research. In most educational setting, curriculum is
anchored on a body of knowledge or discipline.
There are four ways of presenting the content in the
curriculum
These are:

1. topical approach, where much contents is based on knowledge


and experiences are included;
2. concept approach with fewer topics in clusters around major and
sub concepts and their interaction, with relatedness emphasized
3. thematic approach as a combination of concepts that developed
conceptual structures and
4. modular approach that leads to complete units of instruction.
Criteria in the Selection of Content

1.Significance
2.Validity
3.Utility
4.Learnability
5.Feasibility
6.Interest
Significance - Content should contribute to ideas, concepts
principles and generalization that should attain the overall purpose of the
curriculum. It is significant if content becomes the means of developing
cognitive, affective or psychomotor skills of the learners.As education is a
way of preserving culture, content will be significant when this will address
the cultural context of the learners
Validity - The authenticity of the subject mater, forms its validity
knowledge becomes obsolete with the fast changing times. thus there is a
need for validity check and verification at a regular interval,because
content which maybe valid in its original form may not continue to be valid
in the current times.
Utility – Usefullness of the content in the curriculum is relative to the
learners who are going to use these. Utility can be relative to time.it may
have been useful in the past,but may not be useful now or in the future.
Learnablity - The complexity of the content should be within the range of
experiences of the learners. This is based on the psychological principles of
learning. Appropriate organization of content standards and sequencing of
contents are two basic principles that would influence learnability.
Feasibility - Can the subject content be learned within the time allowed,
resources available, expertise of the teachers and the nature of the learners?
Are there contents of learning which can be learned beyond the formal
teaching-learning engagement? Are there opportunities provided to learn
these?
Interest - Will the learners take interest in the content? Why? Are the
contents meaningful? What value will the contents have in the present and
future life of the learners? Interest is one of the driving force for students to
learn better.
Guide in the Selection of the Content in the Curriculum

1. Content is commonly used in the daily life.

2. Content is appropriate to the maturity levels and abilities of the learners.

3. Content is valuable in meeting the needs and competencies of the future career.

4. Content is related to other subject fields or discipline for complementation and


integration.

5. Content is important in the transfer of learning in other disciplines.


BASIC Principles of Curriculum
Content

In 1952, Palma proposed the principle of BASIC


as a guide in addressing CONTENT in the
curriculum. B.A.S.I.C refers to Balance,
Articulation, Sequence, Integration and
Continuity. In organizing content or putting
together subject matter, these principles are
useful as a guide.
Balance- Content should be fairly distributed in depth and breadth.
This will guarantee that significant contents should be covered to
avoid too much or too little of the contents needed with in the time
allocation.
Articulation - As the content complexity progresses with the
educational levels, vertically or horizontally across the same disipline
smooth connections or bridging should be provided. This will be
assure no gaps or overlaps in the content. Seamlessness in the
content is desired and can be assured if there is articulation in the
curriculum. Thus this is a need off team among writers and
implementers of curriculum
Sequence - The logical arrangement of the content, refers to
seguence or order. This can be done vertically for deepening the
content or horizontally for brodening the same content. In both
ways, the pattern usually is from easy to complex, what is known to
the unknown, is current to something in the future.
• Integration - Content in the curriculum does not stand alone or in
isolation. It has some ways of relatedness or connectedness to other
contents. Contents should be infused in other disciplines whenever
possible. This will provide a wholistic or unified view of curriculum
instead of segmentation. Contents which can be integrated to other
disciplines acquire a higher premium than when isolated.
• Continuity - Content when viewed as a curriculum should
continously flow as it was before, to where it is now and where
its will be in the future. It should be perennial. It endures time.
Content may not be in the same form and substance as seen in
the past since changes and developments in curriculum occur.
Constant repetition, reinforcement and enhancement of content
are all elements of continuity
Curriculum Approached as a Process

Curriculum approaches are systematic frameworks


guiding the design and delivery of educational
programs. They outline the goals, content, teaching
methods, and assessment strategies used to achieve
desired learning outcomes. These approaches consider
the specific needs of learners, the context of learning,
and the evolving nature of knowledge.
• When curriculum is approached as a PROCESS, guiding principles are
presented.
• 1. Curriculum process in the form of teaching methods or strategies are means to
achieve the end
• 2. There is no single best process or method. Its effectiveness will depend on the
desired leaming outcomes, the learners, support materials and the teacher.
• 3. Curriculum process should stimulate the learners' desire to develop the
cognitive, affective, psychomotor domains in each individual
• 4. In the choice of methods, leaming and teaching styles should be considered.
• S. Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor.
• 6. Flexibility in the use of the process or methods should be considered. An
effective process will always result to leaming outcomes.
• 7. Both teaching and learning are the two important processes in the
implementation of the curriculum.
• Curriculum as a Product
• Curriculum as a product refers to the tangible materials
and resources used to facilitate teaching and learning.
This includes textbooks, workbooks, lesson plans,
assessments, and other instructional materials. These
materials represent the specific content and skills to be
taught, providing a structured guide for both teachers and
students. Curriculum products are often developed and
evaluated to ensure their effectiveness and alignment with
educational goals.
THANK
YOU

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