NATURE, CONCEPTS and

PURPOSES of CURRICULUM
Reporters:
Perico, Sheila Rose C.
Pevidal, Ressa R.
 Elements/Components of the Curriculum

For most curricula, the major

components or elements are:

 Aims, goals and objectives

 Subject matter/content
 Learning experiences
 Evaluation process
 1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and
activities will be employed?
4. What methods and instruments will be used to
assess the result of the curriculum?
 Component 1- CURRICULUM AIMS,GOALS
AND OBJECTIVES
• A formal curriculum embedded in a formal institution called
schools. The Philippine educational system is divided in three
educational levels: PRIMARY, SECONDARY and TERTIARY
levels. Based on the Philippine constitution of 1987, all school
shall aim to:
1. Inculcate patriotism and nationalism
2. Foster love and humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical
development of the country
5. Teach the right and duties of citizenship
 6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline
8. Encourage critical and creative thinking
9. Broaden scientific and technological knowledge and promote
vocational efficiency.
Aims of Elementary Education (Education Act
of 1982)
In elementary level, schools through their curricula should aim
to:
 Provide knowledge and develop skills, attitude, values
essential to personal development and necessary for living in
and contributing to a developing and changing society
 Provide learning experiences which increase the child’s
awareness of and responsiveness to the changes in the
society.
 Promote and intensify knowledge, identification with and
love for the nation and the people to which he belongs;
 Promotes work experiences which develop orientation to
the world of work and prepare the learner to engage in
hones and gainful work.
Aims of Secondary Education (Education Act
of 1982)
In high school or second level, educational curricula
aim to:
 Continue to promote the objectives of
elementary education
 Discover and enhance the different attitudes and
interests of students in order to equip them with
skills for productive endeavor and or to prepare
them for tertiary schooling.
 Aims of Tertiary Education (Education Act of
1982)
Tertiary education refers to college and university formal education
based on the curricula of the different courses. The different
courses should aim to;
 Provide general education programs which will promote national
identity, cultural consciousness, moral integrity and spiritual vigor;
 Train the nation’s manpower in the skills required for national
development
 Develop the professions that will provide leadership for the nation
 Advance knowledge through research, and apply new knowledge
for improving the quality of human life and respond effectively to
changing society.
 Vision and Mission
Based on the mandate of the constitution, each schools
therefore should be guided by its vision, mission and goals
and its curricula should also revolve around these
 The school vision is a clear concept of what the institution
would like to become in the future.
Example :
1. A model performing high school where students are equipped
with knowledge, skills and strength of character to realize
their potential to the fullest.
The school mission statement, spells out how it intends to carry
out its vision.
Example
1. To produce globally competitive lifelong learners.

The school’s vision and mission are further translated into goals
which are broad statements or intents to be accomplished.
Example
2. To build a strong foundation of skills and concept.
3. Efficient and effective administration responsive of the
needs of the university and community.
 Vision and Mission
Based on the mandate of the constitution, each schools
therefore should be guided by its vision, mission and goals
and its curricula should also revolve around these
 The school vision is a clear concept of what the institution
would like to become in the future.
Example :
1. A model performing high school where students are equipped
with knowledge, skills and strength of character to realize
their potential to the fullest.
In a curriculum these goals are made simple and
specific for the attainment of each learner.
1. Explicit formulation of the ways in which
students are expected to be change by the
educative process
2. Intent communicated by statement describing
a proposed change in the learners.
Benjamin Bloom and his associates classified three big domains of
objectives. These are cognitive, affective and psychomotor.

COGNITIVE DOMAIN ( Bloom et al 1956)

- Domain of thought process
1. Knowledge- recall, remembering of prior knowledge of facts
concepts, theories and principles.
2. Comprehension- ability to grasp the meaning of material.
3. Application – the ability to use learned materials in new and
concrete situation.
4. Analysis- ability to breakdown materials into component parts.
5. Synthesis – ability to put parts together to form a new whole.
6. Evaluation- ability to pass judgment or something based on the
criteria.
AFFECTIVE DOMAIN ( Krathwohl, 1964)
- Domain of valuing, attitude and appreciation
1. Receiving- students willingness to pay attention to
particular event, stimuli or classroom activities.
2. Responding- active participation on the part of the
students.
3. Valuing- concerned with the worth or value a student
attaches to a particular phenomena, object or behavior.
4. Organization – concerned with bringing together.
5. Characterization- developing a lifestyle from a value
system.
PSYCHOMOTOR DOMAIN- (Simpson, 1972)
- Domain of use of psychomotor attributes.
1. Perception – use of sense organs to guide motor
activities
2. Set- refers to the readiness to take a particular
type of action
3. Guided response- concern with the early stages
in learning complex skills, imitation and trial
error are some of the ways of doing
4. Mechanism- responses have become habitual.
Performance skills are with ease and confidence.
5. Complex overt responses- skill full
performance and with complex movement
patterns.
6. Adaptation- skills well developed that the
ability to modify is very easy.
7. Origination- refers to creating new
movements patterns to fit the situation.
Creativity is evident.
 Component 2- CURRICULUM CONTENT or
SUBJECT MATTER
 All curricula have content, regardless of their design or models.
Content is more than simply information to be learned in school.
 Subject areas
Communication Arts
Mathematics
Science
Social studies
Music
Physical Education
Vocational education
 Here are some criteria which can be utilized in the
selection of subject matter content or knowledge for the
curriculum.
1. Self-sufficiency- according to Scheffler (1970) the prime
guiding principle for content selection is helping the
learners to attain maximum self- sufficiency in learning
but in the most economical manner.
2. Significance- when content or subject matter will
contribute to basic ideas, concepts, principle, and
generalization to achieve the overall aim of the
curriculum, then it significant
3. Validity- the authenticity of the subject matter selected
is validity.
4. Interest- for a learner- centered curriculum, this is
the key of criterion
5. Utility – usefulness of the content or subject
matter may relative to the learner who is going to
use it.
6. Learnability- subject matter in the curriculum
should be within the range of the experiences of
the learners.
7. Feasability – can the subject matter or content be
learned within the time allowed, resources
available, expertise of the teacher and the nature
of the learners.
 There are other consideration that may be
used in the selection of the learning content.
a. frequently and commonly used in daily life
b. Suited to the maturity levels and abilities of
students
c. Valuable in meeting the needs and the
competencies of a future career
d. Related with other subject areas
e. Important in the transfer of learning.
Palma (1992) following principles: BALANCE,
ARTICULATION, SEQUENCE, INTEGRATION and
CONTINUITY.
BALANCE- curriculum content should be fairly
distributed in depth and breadth of a
particular learning area or discipline.
ARTICULATION-
SEQUENCE- is the logical arrangement of the
subject matter.
INTEGRATION-
CONTINUITY
Component 3
• Instructional strategies and methods will
link to curriculum experiences, the core
and heart of the curriculum. The
instructional strategies and methods will
put into action the goals and use of the
content in order to produce an outcome
• Teaching strategies convert the written curriculum
to instruction. Among these are time tested methods,
inquiry approaches, constructivist and other
emerging strategies that complement new theories
in teaching and learning. Educational activities like
fieldtrips, conducting experiments, interacting with
computer programs and other experiential learning
will also form par of the repertoire of teaching.
Whenever methods the teacher utilizes to implement the
curriculum, there will be some guide for the selection and use. Here
are some of them:

1.Teaching methods are means to achieve the end.

2.There is no single best teaching method
3.Teaching methods should stimulate the learners
desire to develop the cognitive, affective,
psychomotor, social and spiritual domain of the
individual
4. In the choice of the teaching methods,
learning styles of the student should be
considered
5. Every method should lead to the development
of the learning outcomes in the 3 domains
6. Flexibility should be a consideration in the
use of the teaching method
Component 4
• To be effective, all curricula must have an element
of evaluation. Curriculum evaluation refer to the
formal determination of the quality, effectiveness or
value of the program, process and product of the
curriculum. Several methods of evaluation came
up. The most widely used is Stufflebeam’s CIPP
Model. The process in CIPP model is continuous
and very important to curriculum managers
CIPP MODEL

• Environment of curriculum
Context

• Ingredients of curriculum
Input

• Ways and means of implementing

Process

Product
• Accomplishment of goals
• Regardless of the methods and materials evaluation
will utilize, a suggested plan of action for the
process of curriculum evaluation is introduced.
These are the steps:

 Focus on one particular component of the

curriculum. Will it be the subject area, the
grade level, the course, or the degree program?
Specify the objectives of evaluation.
 Collect or gather the information. Information is made up of
data needed regarding the object of evaluation
 Organize the information. This step will require coding,
organizing, storing and retrieving data for interpretation.
 Analyze information. An appropriate way of analyzing will be
utilized.
 Report information. The result of evaluation should be
reported to specific audiences.
 Recycle the information for continuous feedback,
modification and adjustments to be made
 Aims
Objectives

Content/
Evaluation Subject
Matter

Methods/
Strategies

Interrelationship of the Components of Curriculum