Elements/components of

ThE Curriculum

Submitted by:
 Precious anne p. marasigan, rn

Elements/Components of the Curriculum

▫ Objectives
▫ Content
▫ Curriculum experiences
▫ Evaluation approaches

Component I
Aims, goals and objectives

• Vision
▫ A clear concept of what the institution would like to become in the future.
▫ The unifying element

• Mission
▫ Spells out how it intends to carry out its Vision
▫ Targets to produce the kind of persons the students will become after having
been educated over a certain period of time

• Goals
▫ Are broad statements or intents to be accomplished
▫ May include learners, society and fund of knowledge

• Educational Objectives
▫ Goals that are made simple and specific
▫ Explicit formulation of the ways in which students are expected to be changed by
the educative process
▫ Intent communicated by statement describing a proposed change in learners

Domains of Objectives
• By Benjamin Bloom and his associates
• Each composed of specific skills, attitudes and values
• In hierarchy or levels
Cognitive Domain
▫ Domain of thought process
▫ involves knowledge and the development of intellectual skills
▫ Six Categories:
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

Affective Domain
• Domain of valuing, attitude and appreciation
▫ Receiving
▫ Responding
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▫ Valuing
▫ Organization
▫ Characterization by a value

Psychomotor Domain
• Domain of the use of psychomotor attributes
• includes physical movement, coordination and use of motor skills
▫ Perception
▫ Set
▫ Guided response
▫ Mechanism
▫ Complex overt response
▫ Adaptation
 ▫ Origination

Curriculum Aims, Goals and Objectives

• The Philippine educational system is divided in three educational levels and shall aim to:
▫ Inculcate patriotism and nationalism
▫ Foster love of humanity
▫ Promote respect for human rights
▫ Appreciate the role of national heroes in the historical development of the country
▫ Teach the rights and duties of citizenship
▫ Strengthen ethical and spiritual values
▫ Develop moral character and personal discipline
▫ Encourage critical and creative thinking
▫ Broaden scientific and technological knowledge and promote vocational
efficiency

Aims of Elementary Education

• Provide knowledge and develop skills, attitudes, values essential to personal
development and necessary for living in and contributing to a developing and changing
society
• Provide learning experiences which increases the child’s awareness of and
responsiveness to the changes in the society
• Promote and intensify knowledge, identification with and love for the nation and the
people to which he belongs, and
• 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

• Continue to promote the objectives of elementary education; and
• 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

• Provide general education programs which will promote national identity, cultural
consciousness, moral integrity and spiritual vigor
• Train the nation’s manpower in the skills required for national development
• Develop the professions that will provide leadership for the nation; and
• Advance knowledge through research and apply new knowledge for improving the
quality of human life and respond effectively to changing society

Component II
Curriculum content or Subject matter

The Content or Subject Matter

• Another term for knowledge
• A compendium of facts, concepts, generalization, principles and theories
• Content selection is a very crucial stage in curriculum development

Criteria in selecting the content

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• Self-efficiency – less learner’s effort but more results and effective learning outcomes
• Significance – if it will develop the domains of learning
• Validity – authenticity
• Interest – learner will value content if it is meaningful to him or her.
• Utility - use of the content to the learner in present or future
• Learnability – within the range of experiences of the learners
• Feasibility – time, resources expertise of instructor, nature of the learner

Other considerations
• Frequently and commonly used
• Suited to maturity levels and abilities of learners
• Valuable in meeting the needs and competencies of a future career
• Related with other subject area
• Important in the transfer of learning
 Principles in organizing contents
• Balance - level of area not overcrowded or less crowded
• Articulation – smooth connections of each level of subject matter
• Sequence – logical arrangement
• Integration – interrelationship of subject areas
• Continuity - constant repetition, review, and reinforcement of learning

Component III
Curriculum Experiences

Instructional strategies and methods

• Core of the curriculum
• Put into action the goals and use the contents in order to produce an outcome

Guides for selection and use of teaching methods

▫ Teaching methods are means to achieve the end
▫ There is no single best teaching method
▫ Teaching methods should stimulate learners desire to develop domains of
learning
▫ Learning styles should be considered
▫ Should lead to development of learning outcomes
▫ Flexibility should be considered

Structuring clinical learning experience

Three models
• Block system
▫ Programme time is divided into ‘blocks’ which are dedicated to either classroom
teaching or clinical placement
• Integrated system
▫ Exposed to both classroom teaching and clinical learning every week
• Internship system
▫ Consist of a service-learning period following the formal ‘academic’ programme

Theory-practice links
• Closeness in time
• The same teacher
• Advanced directives
• Using clinical material in the classroom

Component IV
Curriculum Evaluation

Curriculum Evaluation
• Formal determinant of the quality, effectiveness or value of the program, product and
process of the curriculum
• Stufflebeam’s CIPP Model
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▫ Context - environment
▫ Input – ingredients
▫ Process –means; operation
▫ Product – if goals are accomplished

Process of Curriculum Evaluation

• Focus
• Collect
• Organize
• Analyze
• Report
• Recycle