CURRICULUM COMPONENTS

How each components relates to one another

provide the structure or the skeleton of the curriculum
A curriculum consists of four components
educational Purposes These includes aims, goals and objectives.
Aims
Vision

Mission

Goals
Educational Objectives

LearningExperiences EvaluationApproaches Curriculum Content

Curriculum content, means the knowledge,
understanding,
skills

and processes to which the student

is
exposed
accordance
with
the curriculum plan. CriteriaSelfsufficiency (but in economical manner)

in

Significance
Validity
Interest
Utility
Learnability
Feasibility
Curriculum content
needs to give more
emphasis on learning how to learn, and on attitudes and skills
relevant
to the
learner and to his community and improve his selfconcept and
sense of
personal integrity.
Principles : Curriculum Content
Balance
Articulation

Sequence
Integration
Continuity
LEARNING EXPERIENCES

Learning experiences refer to both overt

and
covert interactions of the learner with content as planned by the
teacher, the learner or both.

Core or the heart of the curriculum

Instructional strategies and methods will put into action the goals and use the
contents in order to Instructional Modes
Lecture

and

verbal presentations

Discussion questioning recitation modes

Drill or practice modes
Review

Learning teams, oral reports and projects

Problem solving, heuristic and discovery modes

Laboratory Laboratory and inquiry modes

Role

playing

and inquiry modes

Viewing and listening modes

Field trips
LEFT DOMINANT PEOPLE
Logical
Rational
Analytical
Serious
Competitive
Usually excel in mathematics, language and philosophy

Avoid risks

Highly structured
Not emotional
Good in remembering names of friends,
lyrics of songs

acquaintances

and

Remain conscious of time even if deeply absorbed in an activity

RIGHT DOMINANT PEOPLE
Intuitive
Creative
Global
Playful
Non competitive
Excel in the arts
Risk takers
Averse to structures
More romantic
Emotional
Good in remembering faces and tunes
Lose

track

of

time

when engrossed in an activity

. EVALUATION APPROACHES

Evaluation is a systematic process of determining

the extent to which educational objectives are achieved by the
learner.

It is an integral part of the instructional

the following phases:

process

as reflected

in

1) Identifying the objectives of the course and stating them in terms

of changes in student behavior.

2) 2) Planning

and

directing

3)

the learning experiences

4)

in

5)

stated objectives.

harmony

6) 3) Determining

with

student

the

progress toward

7) 4) Using the results of evaluation to improve

instruction.

the

stated objectives
learning

and

What is to be done?OBJECTIVES
What subject matter is to be included?
CURRICULUM CONTENT
What instructional strategies, resources, and activities will be
employed?EXPERIENCES
What methods and instruments will be used to assess the results of
the curriculum?
EVALUATION

produce an outcome
1st

Total recall
Components of a curriculum are distinct but are interrelated to each other
in a curricular design
Types of Curriculum Operating in Schools Allan glatthorn
Recommended curriculum

1.

Proposed by scholars and professional organizations

. Written curriculum

Appears in school, district, division or country documents

Pilot-tested or tried out in sample schools or population

Taught curriculum

What teachers implement or deliver in the classrooms and school

4. Support curriculum

Materials which should support or help in the implementation of a

written curriculum

5. Assessed curriculum
It is tested and evaluated
6. Learned curriculum

Refers to the learning outcomes achieved by the students

7. Hidden curriculum
Unintended curriculum, not deliberately planned but may modify
behavior or influence learnin
Major Foundations of Curriculumg outcomes

Can you still remember this?

Perrenialism- cultivate the intellect

Essentialism- educate a competent person

Progressivism- promote democratic and social living

Reconstructionism- education for change, reconstruct the society

1. Philosophical foundation

Provides educators, teachers, and curriculum makers with

framework for planning, implementing, and evaluating curriculum in
schools.

Provides the starting point

2. Historical foundation

Curriculum is not an old field.

Influence various foreign influences

Shows the different changes in the purposes, principles, and content

of the curriculum

3. Psychological foundation

Provides basis for teaching and learning

There are three: Behaviorist Psychology, Cognitive Psychology,

Humanistic Psychology
3.1. For the behaviorist

1. knowing how to
2. Knowing what
3. Cognitive strategies
4. Motor skills
5. Attitudes, feelings, and emotions

In sum, Mastering the subject matter

3.2. Cognitive psychology

How individuals process information and how they monitor and

manage thinking

Organizing and interpreting

Reflective thinking, creative thinking, intuitive thinking, discovery

learning and many others

3.3. Humanistic psychology

How learners develop their human potential

Focus on the process not the products, personal needs not the
subject matters

IMPACT

Learners are not machines and the mind is not a computer.

Humans are biological beings affected by their biology and their

cultures.

This will help curriculum makers in nurturing a more advanced, more

comprehensive and complete human learning

4. Social foundations

Relationship of curriculum and society is mutual and encompassing.

To be relevant, the curricula should reflect and preserve the culture

of society and its aspirations

NOTE

Schools are conservative institutions that lag behind when they are
supposed to be agents of change.

School curricula should address diversity, explosion of knowledge,

school reforms and education for all.