Elements/Components of

Curriculum
Curricular Approaches
 “This is a quote, words
full of wisdom that
someone important said
and can make the reader
get inspired.”
—SOMEONE FAMOUS
 01 MAJOR COMPONENTS
OF CURRICULUM
Component 1: Curriculum

TABLE OF
Aims, Goals and Objectives
Component 2: Curriculum
Content or Subject Matter
Component 3 : Curriculum

CONTENTS
Experience
Component 4 – Curriculum
Evaluation

02 CURRICULAR APPROACHES
• Behavioral approach
• Managerial approach
• System approach
• Humanistic approach
Elements/Components
of Curriculum
 ABOUT
--There are four main components
in the basic curriculum, which
allows it to be cohesive and
integral.
--They shape the design of the
curriculum defining what should
be done, how, with what
emphasis, what resources should
be used, and how the results
should be evaluated.
 Four Major Components of Curriculum

Curriculum Experience

04
Curriculum Aims, 03 Curriculum Evaluation
02
Goals and Objectives

01
Curriculum Content or
Subject Matter
 Educational Levels in
Philippine Educational System

#1
Curriculum
Aims, Goals and
Objectives

What is to be
done?
Based on the Philippine Constitution of 1987
All Schools shall aim to :
• Inculcate Patriotism and
Nationalism
• Foster Love of Humanity
• Promote respect for Human
rights
• Appreciate the role of National
Heroes in 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
proficiency
LEVEL: PRIMARY

2010 - 2020 2010 - 2020

Venus has a Despite being red, Mercury is the
beautiful name, but Mars is actually a closest planet to the
it’s terribly hot cold place Sun

2010 - 2020 2010 - 2020 2010 - 2020

Aims of Primary Education (Education Act of 1982)
Secondary
Level
AIMS OF SECONDARY EDUCATION

Continue to promote the objectives of primary education

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.
TERIARY LEVELS
AIMS OF TERTIARY EDUCATION

Tertiary education refers to specialized

education in a specific field, taken on after
finishing high school. Tertiary education is
non-compulsory and provided in a specialist
institution, usually a college, polytechnic or
university. This form of education may be
delivered virtually or at a distance.
AIMS OF TERTIARY EDUCATION
MGV
MISSION GOALS VISION
is a public
an idea of the Clear concept of
declaration that
future or desired what the
schools or other
result that a institution would
educational
person or a group like to become in
organizations use
of people the future
to describe their
envision, plan and
founding purpose
commit to
and major
achieve.
organizational
commitments
MISSION,GOALS,VISION
DHVSU VISION and MISSION

● VISION
A lead university in producing quality
individuals with competent capacities
to generate knowledge and
technology and enhance professional
practices for sustainable national and
global competitiveness through
continuous innovation.
● MISSION
DHVSU commits itself to provide an
environment conducive to continuous
creation of knowledge and
technology towards the
transformation of students into
globally competitive professionals
through the synergy of appropriate
teaching, research, service and
productivity functions.
THE DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
THE DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment
for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
GOALS(EDUCATIONAL OBJECTIVES)

To grow children into productive citizens

that use theirknowledge, talents, and
learned skills to sustain themselves and
help others while pushing the human race
forward in areas of equality, equity, and
harmony.
EDUCATIONAL OBJECTIVES

PSYCHOMOTOR
COGNITIVE AFFECTIVE
This domain
This domain
includes
It deals with the focuses on
JUPITER
objectives
intellectual side motor skills and
relating to
of learning. actions that
interest, attitude, It’s the biggest
require physical
and values planet in the
coordination
relating to Solar System
learning the
information.
A PICTURE
IS WORTH A
THOUSAND
WORDS
AFFECTIVE
PSYCHOMOTOR

MERCURY VENUS
Mercury is the closest Venus is the second planet
planet to the Sun and the from the Sun. It’s terribly
smallest one in the Solar hot—even hotter than
System—it’s only a bit Mercury—and its
larger than the Moon atmosphere is poisonous
 CONTENT

#2
--also known as
Curriculum “knowledge”
Content or --the totality of what is to be
taught in a school system.
Subject Matter --compendium of fact,
What subject matter concepts, generalization,
principles and theories.
is to be included?
Subjects area and its Learning Content
Mathematics Numeric and Computational Skills, Geometry ,Measurement ,Logic and
Reasoning

Science All branches of natural sciences, exploration and discovery dealing with natural
phenomena and scientific investigation

Social Studies Basic elements of Geography,History,Sociology,Economics,Civics,Political

Scienceand etc

Communication Arts Listening,speaking,reading, writing and effective use of language

Music Basic Music Theory,practice in listening ,singing,playing musical Instruments

and music preparation

Physical education Health and Physical Fitness,individual team sports,spectatorship and wise
use of leisure

Vocational Education Psychomotor and manipulative skills in basic crafts and trades, design,work
ethic and appreciation of manual productive work
CRITERIA IN SELECTION OF SUBJECT MATTER
CRITERIA
● Self sufficiency

● Significance

● Validity

● Interest

● Utility

● Learnability

● Feasibility
Self Sufficiency
● learners attain maximum self-sufficiency most economically by the
central guiding principle of subject matter or content selection
(Scheffler, 1970) as cited by Bilbao et al. (2008).

● Economy of learning implies less teaching effort and less use of

educational resources, students gain more results. They can cope up
with the learning outcomes effectively.

● This criterion means that students should be given a chance to

experiment, observe, and do field study. This system allows them to
learn independently.
Significance

● The subject matter or content is significant if it is selected and

organized to develop learning activities, skills, processes, and
attitudes.

● It also develops the three domains of learning, namely the

cognitive, affective, and psychomotor skills, and considers the
learners’ cultural aspects.

● if your students come from different cultural backgrounds and

races, the subject matter must be culture-sensitive.
Validity

● Validity refers to the authenticity of the

subject matter or content you selected.

● Make sure that the topics are not

obsolete.
Interest
● This criterion is valid to the learner-centered curriculum.
Students learn best if the subject matter is interesting, thus
makes it meaningful to them.

● However, if the curriculum is subject-centered, teachers have

no choice but to finish the pacing schedule religiously and only
teach what is in the book. This approach explains why many
students fail in the subject.
Utility
● usefulness of the content or subject matter. Students think that a
subject matter or some subjects are not necessary to them. They
view it as useless. As a result, they do not study.

● Here are the questions that students often ask:

Will I need the subject in my job?
Will it give meaning to my life?
Will it develop my potentials?
Will it solve my problem?
Will it be part of the test?
Will I have a passing mark if I learn it?
Students only value the subject matter or content if it is useful to
them.
LEARNABILITY

● The subject matter or content must be within the

schema of the learners. It should be within their
experiences.

● Teachers should apply theories in the psychology of

learning to know how subjects are presented,
sequenced, and organized to maximize students’
learning capacity.
FEASIBILITY

● Feasibility means the full implementation of

the subject matter. It should consider the
school’s real situation, the government, and
society in general.
● Students must learn within the allowable
time and the use of resources available.
● Do not give them a topic that is impossible to
finish.
Principles in Organizing the Different Learning Contents(Palma 1992)
BALANCE
Curriculum should be fairly distributed in depth and breadth of particular
learning area

ARTICULATION
Levels of the subject matter should be smoothly connected to the next so
as to avoid glaring gaps and wasteful overlaps in the content
SEQUENCE
There should be logical arrangements of Subject matter

INTEGRATION

Help Learners get a holistic or unified view on reality and outlook in life as there will
be seen horizontal connections in subject areas that are similar so that learning will
be related to one another
CONTINUITY

● refers to the constant repetition, review and

reinforcement of learning. Meaning, a lesson should
not stop after an evaluation. It has to be repeated
through review and reinforcement.
#3
Curriculum
Experiences
-Teaching strategies and
methods
-Educational Activities
 GUIDE FOR SELECTION AND USE OF METHODS

● Teaching methods are means to achieved at the end

● There is no single best teaching method
● Teaching methods should stimulate the learners desire
● Learning styles of the students should be considered.
● Every method should lead to the development of learning
outcomes in three domains.
● Flexibility
#3
Curriculum
Evaluation
CURRICULAR
APPROACHES
What is an APPROACH?
● It is a way of dealing with
something , a way of doing or
thinking about something
What then is a APPROACH?

● It is a way of Dealing with a

curriculum .a way of doing
/creating /designing /thinking
about a curriculum.
 APPROACHES
There are four curriculum approaches :

BEHAVIORAL APPROACH
MANAGERIAL APPROACH
SYSTEMS APPROACH
HUMANISTIC APPROACH
BEHAVIORAL APPROACH
● Anchored on the Behaviorist Principle
● Based on the blueprint –goals and
objectives are specified ,contents and
activities are also arranged to match
with the learning objectives.
BEHAVIORAL APPROACH
● AIM- to achieve efficiency

● PROPONENT – Frederick Taylor

● In education, behavioral approach

begins with educational plans that

start with setting of goals and
objectives
MANAGERIAL APPROACH
● Became dominant in the 1950’s and
1960’s
● PRINCIPAL= CURRICULUM LEADER
= INSTRUCTIONAL LEADER
=GENERAL MANAGER
MANAGERIAL APPROACH
General Manager –Sets the policies and
priorities ,establishes the direction of
change and innovation ,and planning
and organizing curriculum and
instruction.
SYSTEM APPROACH
● Influenced by system theory.
● The parts of the total school
district or school are examined in
terms of how they relate to each
other.
SYSTEM APPROACH
● Organizational chart – represents
a system approach ; shows the
line –staff relationaships and
personnel and how decisions are
made.
HUMANISTIC APPROACH
● Rooted in the Progressive philosophy
and child –centered movement
● Consider the formal or planned
curriculum and the informal or hidden
curriculum.
HUMANISTIC APPROACH
● Considers the whole child and believe
that in curriculum the total
development of the individual is prime
consideration.