Curriculum Content

Definition Of Curriculum
All
the learning which is
planned and guided by the
school, whether it is carried on
in groups or individually, inside
or outside the school.

Elements of Curriculum
Aims and objectives
Content
Evaluation
Teaching Strategies

Definition of Content
Content is defined as
Information to be learned
in school, another term for
knowledge (a collection of
facts, concepts,
generalization, principles,
theories)

Definition of Content
Content comes in any form
(audio,

text

and

video)

and it informs, entertains,

enlightens

or

teaches

people who consume it.

Subject-centered view of
curriculum

The
fund
of
human
knowledge represents the
repository of accumulated
discoveries and inventions
of
man
down
the
centuries, due to mans
exploration of the world.

Learner-centered view
of curriculum
Relates knowledge to the
individuals personal and social world
and how he or she defines reality.
Jerome Bruner: Knowledge is a
model we construct to give meaning
and structure to

Jerome Bruner

Purposes of
Content

Purposes of Content
To help organize materials
To help a sequential relationship of
material
To present material basic to a
general understanding of a course.

Purposes of Content
To furnish a source of valuable
information.
To present application

The content is:

United

with

the

goals

and

objectives of the basic education

curriculum.
Responds

to

the

needs

of

the

learner.
Includes cognitive skill and affective
elements.

The content is:

Fully

and

deeply

covers

the

essential to avoid the mile-wideand-inch-deep impression.

That is of use to the learners.
That is practical and achievable.

The content is:

Facts are basic in the structure of

cognitive subject matter. But content
must go beyond facts.
Working out a process of conceptual
understanding means teaching and
learning beyond facts. This can be
done by the use of the thematic or
the integrated approach.

The content is:

Subject matter content integrates the

cognitive,
skill,
and
affective
components.
The cognitive content includes facts,
concept,
principles,
hypothesis,
theories and laws.
The skill component dwells on thinking
skill and manipulative skills.

Criteria for Content

Selection

Criteria for content selection

Self-sufficiency According to
Scheffler (1970) the prime guiding
principle for the content selection is
helping the learners to attain
maximum self sufficiency in learning
but in the most economical manner.

Criteria for content

selection
Economy means less teaching
effort and educational resources,
less learners effort but more
results and effective learning
outcomes.

Criteria for content selection

Significance

It is significant if

When content or subject matter will

contribute to basic ideas, concepts,
principles, and geberalization to
achieve the over all aim of the
curriculum.
It will develop learning abilities, skills,
processes and attitude

Criteria for content selection

Significance
It is significant if
It will develop the cognitive,
effective and psychomotor skills of
the learners
The cultural aspects will be
considered

Criteria for content selection

Relevance to life: learning experience
must be related to the learners real
life situations in and out of school;
Variety: learning experiences must
cater to the needs of different types
of learners by providing different types
of experiences;

Criteria for content selection

Suitability: learning experiences must
be suitable to the learners present
state of learning and characteristics:

Criteria for content selection

Validity it relates to the
authenticity of the content selected.
this refers to the relevance of the
stated learning experience to the
stated goals of the curriculum;
Means two things, is the content
related to the objectives, and is the
content true or authentic;

Criteria for content selection

Interest- the content should suit
the personality and intellectual
capabilities of the students.
Is the content interesting to
the learner? Or can the content
be made interesting to learners?

Criteria for content selection

Utility it is concerned with the
usefulness of the content.

Here the question is whether the

content selected is useful i.e. will
lead to the acquisition of skills and
knowledge that are considered
useful by society?

Criteria for content selection

Utility
is the content selected such that
learners can learn and understand given
their present level.

Learnability- this criteria emphasizes

on the optimal placement and
appropriate organization and
sequencing of the content

Criteria for content

selection
Feasibility it compels the planners to
analyze and examine the content in the
light of the time and resources available
to the students, costs involved, sociopolitical climate etc.

Other considerations that

may be used in the selection of
the learning content
As a guide, subject matter or content
can be selected for use if these are:
a. Frequently and commonly used in daily
life.
b. suited to the maturity levels and
abilities of students.

As a guide, subject matter or content

can be selected for use if these are:
c. Valuable in meeting the needs and the
competencies of a future career;
d. related with other subject areas; and
e. important in the transfer of learning

Organization of the content

It demands a through understanding of
the teaching leaning process.
Important aspects for this:a) sequencing
b) continuity
c) integration

Organization of the content

a) Sequencing- it means putting the
content and materials into some sort of
order of succession.
b) Continuity- content should provide
continuity n learning and prevent loss
through forgetting. The students should
be provided with experiences step by step.
.

Organization of the content

c) Integration- learning is more

effective when facts and principles

from one field can be related to
another, especially when applying
knowledge.

Selecting and Organizing

Content

Planning curriculum similar to

guided tour
Various options of how to reach
destination (broad program goals)
Planning itinerary in advance aids in
avoidance of confusionsaves time

Selecting and Organizing

Content
Broadest level involves selecting,
structuring subject matter to be taught to
reach broad program goals
Learning becomes development of a series
of connections among concepts that hold
real meaning and relevance for learner

Reported By:

Carmel Anne E. Uy