MODULE 1

INTRODUCTION TO CURRICULUM DEVELOPMENT

Curriculum is a Latin word that literally translates to “the race, the path, the lap or
course or runway” when applied to a course of study. The curriculum is the way if the
instructor is the guide.
Curriculum development is like crafting a roadmap for learning, guiding both teachers
and students on their educational journey. It involves the deliberate and systematic
process of creating a plan for what students will learn, how they will learn it, and how
their learning will be assessed.
At its core, curriculum development is about designing meaningful and effective
learning experiences that meet the needs of diverse learners and prepare them for
success in the world. It's not just about covering content; it's about fostering deep
understanding, critical thinking, and lifelong learning skills.

Lesson 2: Elements Of Curriculum

Introduction
The elements of curriculum would guarantee the success of a curriculum. The elements
of curriculum are: objectives, content or subject matter, methods or learning
experiences and evaluation.
The curriculum serves as the backbone of education, providing a structured framework
that guides teaching and learning processes. Comprising various interconnected
elements, it reflects the educational goals, values, and priorities of a particular
institution or educational system. Understanding these elements is crucial for educators,
administrators, and policymakers alike as they strive to design, implement, and evaluate
effective educational programs.
A curriculum's success would be ensured by its components. The objectives, material
(or subject matter), techniques (or learning experiences), and evaluation are the
components of the curriculum.
According to Tyler, it is essential as a part of comprehensive theory of organization to
show what elements of curriculum will serve satisfactorily as organizing elements. The
appropriate coordination of elements of curriculum would guarantee the success of a
curriculum. There is no consensus among the experts on elements of curriculum, but
the most four common points of view concerning this issue are: objectives, content or
subject matter, methods or learning experiences and evaluation.

Interrelationship of Components of Curriculum

THE FOUR ELEMENTS OF CURRICULUM

I. Objectives
Introduction
Curriculum objectives serve as the guiding force behind educational programs, outlining
the specific knowledge, skills, and competencies that students are expected to acquire
within a given timeframe. Embedded within the broader curriculum framework,
objectives provide clarity and direction for educators, shaping instructional decisions
and assessment practices.
At the heart of curriculum development lies the formulation of clear and achievable
objectives. These objectives articulate the intended learning outcomes and serve as a
roadmap for designing instructional activities, selecting appropriate resources, and
evaluating student progress.
By delineating what students should know and be able to do, curriculum objectives play
a pivotal role in ensuring coherence, relevance, and effectiveness in teaching and
learning. Frequently, objectives are divided down into more precise goals based on state
standards, which are themselves broken down into somewhat basic goals.
To create learning structures and conditions, these objectives are behaviorally focused
and particular. Sometimes the objectives are sorted as cognitive, affective, and
psychomotor.

The Creation of Curriculum Objectives Is Influenced by Four Key Elements;

which are:

1. The Society

Curriculum objectives should also reflect the broader societal needs, values, and
expectations. Society has a significant influence on the creation of curriculum
objectives, as education is deeply intertwined with societal values, needs, and
aspirations. Several factors illustrate this influence:

a. Cultural Values and Norms: Curriculum objectives often reflect the cultural
values and norms of a society. For example, in cultures that prioritize collectivism,
curriculum objectives may emphasize teamwork and collaboration, while in cultures
that emphasize individualism, objectives may focus more on self-reliance and
independence.

b. Economic Demands: Society's economic needs play a crucial role in shaping

curriculum objectives. Curriculum may be designed to prepare students for the
workforce by providing them with the knowledge and skills needed for specific
industries or sectors. This could include STEM (science, technology, engineering, and
mathematics) education to meet demands in fields such as engineering or
information technology.

c. Social Justice and Equity: Societal concerns about social justice and equity
often influence curriculum objectives. Educators may incorporate objectives aimed at
promoting diversity, inclusion, and multicultural understanding. Curriculum objectives
may also address issues such as poverty, inequality, and environmental
sustainability, reflecting societal priorities for a more just and equitable world.

d. Technological Advancements: Rapid technological advancements in society

necessitate curriculum objectives that prepare students for the digital age. This
could involve objectives related to digital literacy, critical thinking, problem-solving,
and adaptability in response to technological change.
E. Globalization and Internationalization: In an increasingly interconnected
world, curriculum objectives may reflect the need for global competence and cultural
awareness. Educators may design objectives that foster students' understanding of
global issues, intercultural communication skills, and appreciation for diverse
perspectives.

f. Demographic Changes: Changes in demographic trends, such as population

growth, migration, and urbanization, can influence curriculum objectives. Educators
may need to address the needs of diverse student populations, including English
language learners, students with disabilities, and students from various socio-
economic backgrounds.

G. Political and Legal Factors: Political ideologies, government policies, and legal
frameworks can also shape curriculum objectives. National education standards,
mandates, and regulations may influence the content, scope, and emphasis of
curriculum objectives in different subject areas.

Overall, society's values, priorities, challenges, and opportunities play a crucial role
in shaping the objectives of the curriculum. Curriculum developers must consider
these societal influences to ensure that educational goals align with the needs and
aspirations of individuals, communities, and the broader society.

2. The Knowledge

Serves as a cornerstone in the development of curriculum objectives, guiding the

selection, organization, and prioritization of content to facilitate meaningful learning
experiences for students. Knowledge significantly influences the creation of
curriculum objectives by providing a clear understanding of what students should
know and be able to do. Here's how knowledge impacts the process of developing
curriculum objectives:

a. Identification of Key Concepts and Skills: Knowledge helps educators

identify the essential concepts, facts, principles, and skills within a particular subject
area. These elements serve as the basis for defining curriculum objectives. For
example, in a science curriculum, knowledge of key scientific principles and methods
informs the development of objectives related to inquiry, experimentation, and
understanding natural phenomena.

b. Setting Clear Learning Outcomes: Knowledge guides the formulation of clear

and specific learning outcomes or objectives. Educators articulate what students
should achieve by the end of a lesson, unit, or course based on the knowledge
deemed important. Objectives are often framed using action verbs that describe
observable behaviors or skills, such as "analyze," "synthesize," or "apply," which
reflect the intended learning outcomes.

c. Alignment with Standards and Goals: Knowledge ensures alignment between

curriculum objectives and educational standards, goals, and priorities. Educators
draw upon their understanding of disciplinary content, educational research, and
best practices to ensure that objectives address relevant standards and support
broader educational goals, such as critical thinking, communication, and problem-
solving skills.

d. Progression and Sequencing: Knowledge informs the progression and

sequencing of curriculum objectives over time. Educators consider the
developmental level of students and scaffold learning experiences to build upon prior
knowledge and skills. Objectives are sequenced in a logical and progressive manner,
with each objective leading to the attainment of subsequent objectives.

e. Differentiation and Diverse Learners: Knowledge about students' diverse

learning needs, abilities, and backgrounds informs the differentiation of curriculum
objectives. Educators may adapt objectives to accommodate the varying needs of
students, providing additional support or challenge as necessary to ensure all
learners can successfully achieve the desired outcomes.

f. Assessment Design: Knowledge influences the design of assessments to

measure student attainment of curriculum objectives. Educators develop assessment
methods, tasks, and criteria aligned with the objectives to evaluate students'
understanding and mastery of the content and skills. Assessments provide evidence
of student learning and inform instructional decisions.

g. Reflection and Revision: Knowledge facilitates ongoing reflection and revision

of curriculum objectives based on feedback, assessment data, and changes in
educational contexts. Educators continuously evaluate the effectiveness of objectives
in promoting student learning and make adjustments as needed to improve
curriculum design and implementation.

In summary, knowledge serves as a foundational element in the creation of

curriculum objectives, guiding the identification of essential content and skills,
setting clear learning outcomes, ensuring alignment with standards and goals,
supporting progression and differentiation, informing assessment design, and
fostering continuous improvement.
3. The Learner

Understanding the characteristics, needs, and abilities of the learners is crucial in

designing curriculum objectives. The learner plays a crucial role in the creation of
curriculum objectives, as their needs, abilities, interests, and developmental stage
significantly influence what should be taught and how it should be taught. Here's
how learners influence the creation of curriculum objectives:

a. Needs Assessment: Curriculum objectives are often based on the needs of

learners. Educators conduct assessments to identify what students already know,
what they need to learn, and any gaps in their knowledge or skills. This information
helps in setting specific and relevant learning objectives that address the needs of
individual learners or groups of learners.

b. Learning Styles and Preferences: Learners have different learning styles and
preferences. Some may learn best through visual aids, while others may prefer
hands-on activities or group discussions. Curriculum objectives should take into
account these diverse learning styles and provide opportunities for students to
engage with the content in ways that suit their preferences.

c. Developmental Stage: Curriculum objectives are tailored to the developmental

stage of the learners. Objectives for young children, for example, may focus on
building foundational skills such as literacy and numeracy, while objectives for older
students may involve higher-order thinking skills and complex problem-solving
abilities.

d. Interests and Motivation: Learners' interests and motivation play a significant

role in shaping curriculum objectives. When students are interested in the subject
matter, they are more likely to be engaged and motivated to learn. Curriculum
objectives should be designed to capture students' interests and foster a sense of
curiosity and enthusiasm for learning.

e. Cultural and Socioeconomic Background: Learners come from diverse

cultural and socioeconomic backgrounds, which can influence their learning
experiences and needs. Curriculum objectives should be sensitive to cultural
differences and ensure that all students have access to meaningful learning
opportunities that reflect their backgrounds and experiences.

f. Feedback and Reflection: Learners provide valuable feedback that can inform
the refinement of curriculum objectives. Educators regularly assess student progress
and gather feedback on the effectiveness of the curriculum. This feedback allows for
ongoing reflection and adjustment of objectives to better meet the needs of the
learners.

In summary, the learner's needs, abilities, interests, and developmental stage are
central considerations in the creation of curriculum objectives. By taking into account
the diverse characteristics and experiences of learners, educators can design
objectives that are relevant, engaging, and effective in promoting meaningful
learning outcomes.

4. The Learning Process

Curriculum objectives should take into account various instructional strategies and
activities that cater to diverse learning styles, such as visual, auditory, kinesthetic, or
tactile learners. The learning process significantly influences the creation of
curriculum objectives. Here's how:

a. Understanding of Student Needs: The learning process involves

understanding how students learn best, their prior knowledge, interests, and
abilities. Curriculum objectives are crafted with these factors in mind to ensure they
are achievable and meaningful for students. For example, objectives may be tailored
to accommodate different learning styles or to address specific learning challenges
students may encounter.

b. Alignment with Learning Outcomes: Curriculum objectives are aligned with

desired learning outcomes, which are informed by the learning process. Educators
consider how students will engage with the content, the skills they will develop, and
the level of understanding they are expected to achieve. Objectives are designed to
guide students through the learning process effectively, leading them toward the
desired outcomes.

c. Progression of Learning: The learning process helps determine the progression

of learning within the curriculum. Curriculum objectives are structured in a logical
sequence that reflects how knowledge and skills build upon one another over time.
Objectives are scaffolded to support students as they move from simpler concepts to
more complex ones, ensuring a gradual and meaningful progression of learning.

d. Differentiation and Personalization: The learning process emphasizes the

importance of differentiation and personalization to meet the diverse needs of
students. Curriculum objectives may be differentiated to accommodate varying levels
of readiness, interests, and learning preferences. This ensures that all students have
 opportunities to engage with the content at their own pace and in ways that are
personally meaningful to them.

e. Assessment and Feedback: The learning process informs the design of

assessments and feedback mechanisms that are integrated into curriculum
objectives. Objectives are crafted in a way that allows educators to assess student
progress effectively and provide timely feedback for improvement. Assessment
criteria are aligned with curriculum objectives to ensure they accurately measure
student learning outcomes.

f. Reflection and Revision: The learning process involves ongoing reflection and
revision based on student feedback and performance. Curriculum objectives are
reviewed regularly to assess their effectiveness in guiding student learning.
Adjustments may be made to objectives based on observations of student progress,
changes in instructional practices, or emerging educational trends.

In essence, the learning process serves as a guiding framework for the creation of
curriculum objectives, ensuring that they are relevant, meaningful, and responsive
to the needs of students as they engage in the learning journey.

When choosing and creating the curricular objectives, all of these variables must be
taken into account.

Formulation Of Curriculum Objectives in the Philippines

In the Philippines, curriculum objectives are formulated based on the country's

educational goals, national standards, and the needs of Filipino learners. The curriculum
objectives aim to provide a framework for educators to design meaningful learning
experiences that develop students' knowledge, skills, values, and competencies. Here's
an overview of curriculum objectives in the Philippines curriculum:

1. K to 12 Basic Education Curriculum: The K to 12 Basic Education Curriculum is

the current framework for primary and secondary education in the Philippines. It
consists of several key learning areas, including languages, mathematics, science, social
studies, and values education. The curriculum objectives for each learning area are
aligned with the desired learning competencies and standards set by the Department of
Education (DepEd).
2. Learning Competencies: Curriculum objectives in the Philippines curriculum are
often expressed as learning competencies, which specify the knowledge, skills, and
attitudes that students are expected to acquire. These competencies are articulated
across different grade levels and serve as benchmarks for student achievement.

3. Holistic Development: The curriculum objectives emphasize the holistic

development of learners, encompassing cognitive, affective, and psychomotor domains.
Beyond academic knowledge, the curriculum aims to develop students' critical thinking,
communication skills, creativity, social responsibility, and cultural awareness.

4. 21st Century Skills: Recognizing the demands of the 21st century, the curriculum
objectives incorporate the development of 21st-century skills such as critical thinking,
problem-solving, collaboration, communication, information literacy, and technological
proficiency. These skills are essential for students to succeed in an increasingly
globalized and digital society.

5. Values Education: Values education is an integral part of the curriculum objectives,

aiming to instill moral and ethical values, character formation, and citizenship education
among students. The curriculum emphasizes the importance of integrity, respect for
diversity, environmental stewardship, and social justice.

6. Lifelong Learning: The curriculum objectives promote lifelong learning and

continuous growth by fostering a love for learning, self-directed inquiry, and a growth
mindset. Students are encouraged to be curious, resilient, and adaptable learners who
can thrive in dynamic and uncertain environments.

7. Differentiated Instruction: The curriculum objectives recognize the diverse

learning needs and interests of Filipino learners and emphasize the importance of
differentiated instruction. Educators are encouraged to adapt teaching strategies,
materials, and assessments to accommodate the varying abilities, backgrounds, and
learning styles of students.

8. Alignment with National Goals: The curriculum objectives are aligned with the
broader national goals of promoting inclusive and quality education for all, addressing
educational equity and access issues, and preparing students for further education,
employment, and active citizenship.
Overall, curriculum objectives in the Philippines curriculum are designed to provide a
comprehensive and learner-centered approach to education that equips students with
the knowledge, skills, values, and competencies they need to succeed in the 21st
century and contribute positively to society.

II. Content/ Subject Matter

Introduction
The Curriculum’s Content is a second factor. It includes knowledge that students should
learn in school. It is a component or means by which the goals are achieved. The body
of knowledge that the student will have acquired by the end of the course is referred to
as content or subject matter. It must guarantee that the learning objects are correctly
achieved. The choice of content for a subject is one of the crucial factors.
Content comes in any form (Audio, text, and video) and it informs, entertains,
enlightens, or teaches people who consume it.

Views of the Curriculum

1. Subject - Centered View

The fund of human knowledge represents the repository of accumulated discoveries
and inventions of man down the centuries, due to man’s exploration of the world.
2. Learner - Centered View
Relates knowledge to the personal and social world and how he or she defines reality.
Gerome Bruner:
“ Knowledge is a model we construct to give meaning and structure to regularities in
Experience”.

Purposes of Content
1. To help organize materials
2. To help a sequential relationship of material
3. To present material basic to a general understanding of a course.
4. To furnish a source of valuable information
5. To present application

Criteria for Selecting Content or Subject Matter

1.Self- Sufficiency -attaining self-sufficiency in the most economical manner; less
teaching and learner effort but more results and effective learning outcomes.
2. Significance -content will contribute to basic ideas, concepts principles, and
generalizations to achieve the aim of the curriculum.
3. Validity - refers to the authenticity of the subject matter or content for the learners.
4. Interest - a key criterion in a learner-centered curriculum; content should be based
on the interest of the learner.
5. Utility - usefulness of the content either for the present or the future.
6. Learnability - content must be within the range of the experience of the learners.
7. Feasibility - can be learned within the time allowed, resources available, the expertise
of the teacher, nature of the learner.

Examples: Subject Matter and its Learning Content

Mathematics
• Numeric and Computation skills
• Geometry
• Measurement
• Algebra
• Logic and reasoning
Social Studies
• Basic elements of Geography
• History
• Sociology
• Economics
• Political Science
 • Psychology
Physical Education
• Health and physical Fitness
• Individual team sport
Science
• All branches of Natural Science
• Exploration and discovery dealing with natural phenomena and scientific
investigation

Principles in Organizing Different Learning Content

1. Balance- in organizing your content it should be fairly distributed in depth and
breadth of the particular learning or discipline.
2. Articulation- means that each level of subject matter should be smoothly
connected to the next, glaring gaps and wasteful overlaps in the subject
matter will be avoided.
3. Sequence- it is the logical arrangement of the subject matter. It refers to the
deepening and broadening of content as it is taken up in the higher level.
4. Continuity- Learning requires a continuing application of the new knowledge,
skills, attitudes or values so that it will be used in daily living. It is also a
constant review and reinforcement of learning.
Also, in organizing the contents of the curriculum, you should consider the following:
1. Learner
2. Teachers ( who will handle the subject on the learner as a prime mover)
3. Situation
You will have all that consideration when you do the needs analysis.. You will know then
what are the:
1. Needs
2. Lacks or the lacking elements
3. What the student/pupil/learner wants
4. Necessities or what are the necessary things or materials needed to be
included.
The following considerations should be made when selecting a subject:
• Available sources and resources
• Demand of the society
• level and age of the learner or student
• Quantity and qualification of teaching staff
• Scope of subject matter

III. Learning Experiences

Introduction
The third component is the teaching techniques and approaches, or the learning
experiences the instructor use. It deals with the methodologies of teaching and learning
experiences both inside and outside of the institutions, learning settings, and teachers
and students’ materials.
Instructional strategies and methods will link to curriculum experiences, the core and
heart on the curriculum. The instructional strategies and methods will put into action
and goals and use of the content in order to produce an outcome.
Learning Experiences
Whatever methods the teacher utilizes to implement the curriculum, there will some
guide for the selection and use. Here are some of them:
• Teaching methods are means to achieve in the end.
• There is no single best teaching method .
• Teaching methods should stimulate the learners’ desire to develop the
cognitive, affective, psychomotor, social and spiritual domain of the
individual.
• In the choice of teaching methods, learning styles of the learners should
be considered.
• Every method should lead to the development of the learning outcome.
• Flexibility should be a consideration in the use of teaching methods.

Things we need to consider and remember

• Understanding the Curriculum
• Identifying Learning Styles and needs
 • Select appropriate learning strategies
• Use active learning
• Assessment alignment
• Scaffolding
• Incorporate technology
• Differentiated Instruction
• Encourage critical thinking
• Provide clear learning objectives

Things we need to consider and remember

• Feedback and reflection

• Professional Development

• Collaborate with colleges

• Flexibility

IV. Curriculum Evaluation

Introduction

Evaluations are used to understand the efficacy of students’ learning processes and
strategies used by teachers to teach students. It is a great yardstick to analyze whether
students have achieved the learning objectives after the completion of a course or
topic. Teachers use different kinds of evaluation methodologies to understand where
students stand in terms of their performance in academics. It is considered an effective
method to ensure the progress of students.

What is Evaluation?

Ralph W. Tyler, an American educator has believed to coined the term evaluation in the
context of learning and teaching.

He has defined evaluation as follows, Evaluation is "a systematic process of determining

the extent to which educational objectives are achieved by pupils"

In education, Evaluation refers to the systematic assessment and analysis of

educational programs, processes, and outcomes to determine their effectiveness and
make informed decisions for improvement.
Choosing the correct option from a list of types of evaluation can be made easy by
breaking the process into several steps. They are discussed as follows:

1. Set a common objective or general milestone to be achieved by a student of a

specific grade/curriculum.

2. Set a specific change that is required to be monitored in the character/skillset of the

student.

3. Check if the current learning material is sufficient to complete those objectives in a

given period. If not, plan learning activities to implement the necessary changes.

4. Choose from a list of types of evaluation such as monitoring classroom behavior,

quizzes, assessments, oral tests, etc.

5. Use the results as feedback to plan and implement the next steps of action.

Objectives of Curriculum Evaluation:

• To determine the outcomes of programme

• to help in deciding whether to accept or reject the programmed,
• To ascertain the need for revision of the course content
• To improve methods of teaching and instructional techniques.
• To help in future development of the curriculum material for continuous
improvement.

Levels of Evaluation

1. Self-referenced - how the student is progressing with reference to

himself/herself.

2. Criterion-referenced -how the student is progressing with reference to the criteria

set by the teacher.

3. Norm-referenced -how the student is progressing with reference to his/ her peer
group.

Types of Evaluation: According to Scriven

1. Formative Evaluation is a type of evaluation used in the early stages of the

development of a program or initiative.

Ex: write summaries, taking short quizzes for immediate feedback

2. Summative Evaluation is the commonly known type of evaluation. It comes at

the end of the term, course, or programme of teaching.
 Cr

3. Diagnostic Evaluation it is usually occurs at the beginning of the school year or

before a new unit. It also identifies student interests.

Ex: Pre-assessment, concept mapping, and K-W-L (Know, Want to know, Learned)
charts.

Conclusion: Evaluation is an integral part of learning and teaching. It is what makes the
learning process more efficient and effective for the students. Moreover, it improves the
quality of education for the students. In this way, they will be able to achieve greater
things in life with the help of this continuous process.

SUMMARY

The elements of a curriculum encompass a comprehensive framework that guides the

design, development, implementation, and evaluation of educational programs. At its
core, a curriculum is defined by its goals and objectives, which articulate the
overarching aims of learning and the specific outcomes students are expected to
achieve. Central to the curriculum are the content and instructional strategies, which
outline the subject matter to be taught and the methods used to deliver it. Assessment
and evaluation mechanisms provide measures to gauge student progress and the
effectiveness of the curriculum, ensuring alignment with standards and learning
objectives. Supporting these elements are resources and materials that facilitate
teaching and learning, while the learning environment shapes the context in which
education occurs. Stakeholder involvement ensures that the curriculum reflects the
needs, interests, and perspectives of those it serves. Flexibility and adaptability allow
for responsiveness to diverse learners and evolving educational contexts, while a
commitment to continuous improvement drives ongoing reflection, evaluation, and
revision. Together, these elements form a dynamic and cohesive framework that
promotes student learning, fosters critical thinking, and prepares individuals for success
in an ever-changing world.

Prepared by:
Reporters:

Jonelyn F. Morales
Alayza Mae B. Pagdato

Kyla Joy D. Pamplona

Ed 220- Curriculum Development

Individual Activity Sheet

Name: _________________________________________ Score: ________

Date: ________________

For 20 points, Enumerate the four elements of the curriculum and provide a brief
explanation for each element. Use the rubric below as your guidelines.

The Four Elements of the Curriculum:

1.

2.

3.
4.

Rubric
Criteria Excellent Acceptable Poor
7-9 points
10 points 4-6 points
Ideas are relevant
Content Provides relevant Ideas are irrelevant
to the posted
ideas to the posted to the posted
question.
question question
Content is
Content is engaging Content is vague is
appropriate and
and original unoriginal
original
7 points 3-4 points
5-6 points
Paragraphs are Weak organization,
Organization of Parents are
impressively sentences are
Thoughts coherent and
coherent and rambling and ideas
cohesive.
cohesive. are repeated.
3 points 2 points 1 point
Grammar, No error in Few grammatical Numerous
punctuation, and grammar, errors and few grammatical,
spelling punctuation and spelling and punctuation and
spelling. punctuation errors. spelling errors.
Total Score: 20 points

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