Educ.

9-Teacher and the School Curriculum

PERFORMANCE TASK 1

Direction: Create your own diagram the illustrates the interrelationship of the components of a
curriculum and then write a short description below the diagram.

AIMS
Objectives

CONTENTS
EVALUATION
Subject
Assessments Matter

LEARNING
EXPERIENCES
T-L Strategies
text
There are 4 major components/elements of Curriculum, namely: 1)Aims; 2)Contents; 3)
Experiences, and 4)Evaluation. These 4 elements have strong connections; hence, they are
interrelated with each other because the basis of their development complements each other.
One element will not be complete if one is missing. Specifically, their relationships are discussed
below:
The first element is the CURRICULUM AIMS which relates to the school’s mission, vision,
goals and objectives. The Philippine Constitution of 1987 mandates the 3 levels of Philippine
education system (Primary, Secondary and Tertiary) to be guided with the 9 aims when
developing their mission, vision, goals and objectives of their curricula.
The school’s vision is a clear concept of what the institution would like to become in the
future while the school’s mission statement, spells out how it intends to carry out its vision. The
school’s vision, and mission are further translated into goals which are broad statements or
intents to be accomplished. In a curriculum, these goals are made simple and specific for the
attainment of each learner. These are called educational objectives which direct the change in
behavior which is the ultimate aim of learning. They provide the bases for the selection of
learning content and learning experiences. They also set the criteria against which learning
outcomes will be evaluated.
Benjamin Bloom and his associates classified three big domains of objectives. These are
cognitive, affective and psychomotor domains. Each domain is composed of specific skills,
attitudes and values which are presented in hierarchy or levels.
The second element is CURRICULUM CONTENT which relates to subject matter.
Content is more than simply information to be learned in school, another term for knowledge. It is
a compendium of facts, concepts generalization, principles and theories. The curriculum is viewed
differently based on the content such as subject-centered and learner-centered. Examples of
Subject-centered includes Mathematics, Science, Social Studies, PE, etc….
Content selection is a very crucial stage in curriculum development. There are some
criteria which can be utilized in the selection of subject matter content or knowledge for the
curriculum, namely: self-sufficiency, significance, validity, interest, utility, learnability, and
feasibility. There are other considerations that may be used in the selection of the learning
content. It would be of great help if curriculum makers can use them. While in organizing or putting
together the different learning contents Palma (1992) suggested the following principles: balance,
articulation, sequence, integration and continuity.
CURRICULUM EXPERIENCES is the third element which links with instructional
strategies and methods to curriculum experiences, being the core or the heart of the curriculum.
The instructional strategies and methods will put into action the goal and use the contents in order
to produce an outcome. Teaching Strategies convert the written curriculum to instruction. Both
the teacher and the learner take actions to facilitate learning. The actions are based on planned
objectives, the subject matters to be taken and the support materials to be used. There will include
a multitude of teaching methods and educational activities which will enhance learning. Whatever
methods the teacher utilizes to implement the curriculum, there will be some guide for the
selection and use. Basically, the general guide is to go back to objectives because that will be the
guide in selecting the T-L strategies thus, creating curriculum experiences.
Lastly, CURRICULUM EVALUATION is the fourth element, an important element inorder
for the curricula to be effective. Curriculum evaluation here refer to the formal determination of
the quality, effectiveness or value of the program, process, product of the curriculum. While
Tuckman (1985) defines evaluation as meeting the goals and matching them with the intended
outcomes, activities are needed to determine the effectiveness of the curriculum. Evaluation
process includes assessment and measurement of learning outcomes, the ultimate product of a
curriculum. Different methods can be utilized like diagnostic, placement, formative or summative
evaluation or the norm-referenced or criterion-referenced measurement. Regardless of the
methods and materials evaluation will utilize, there are steps suggested plan of action for the
process of curriculum evaluation.