UNIT I:

NATURE OF THE
CURRICULUM
Presenters:
Abogado, Cabarle, Del Castillo
 OBJECTIVES
At the end of the lesson the students should be able to:

• Identify the types of curriculum

• Demonstrate the components of the major
cenception of curriculum
• Discuss the purpose of curriculum
 MAJOR
CONCEPTION
(Types, Components, Purpose)
I. TYPES OF CURRICULUM
Allan Grathon (2000), as cited by Bilbao et al. (2008), cited the 7 types of
the curriculum. These are the following:

RECOMMENDED
proposed by scholars and professional organizations
CURRICULUM

WRITTEN
appears in school, district, division or country documents
CURRICULUM

TAUGHT
what teachers implement or deliver in the classrooms and schools
CURRICULUM
I. TYPES OF CURRICULUM
SUPPORTED resources, textbook, computers, audio, visual materials which support and help
CURRICULUM in the implementation of the curriculum

ASSESSED that is tested and evaluated

CURRICULUM

LEARNED
what the students actually learn and what is measured
CURRICULUM

HIDDEN
the unintended curriculum
CURRICULUM
 II. COMPONENTS OF THE
CURRICULUM

1 2 3 4
AIMS, GOALS SUBJECT LEARNING EVALUATION
AND OBJECTIVES MATTER/CONTENT EXPERIENCES APPROACHES
 II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives
All school shall aim to:

• inculcate patriotism and nationalism

• foster love of humanity
• promote respect for human rights
• appreciate the role of national heroes in the 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
• broden scientific and technological knowledge and promote vocational efficiency
 II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives

The School's Vision

• is a clear concept of what the institution would like to

become in the future
• is the guiding post around which all educational efforts
including curricula should be directed
 II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives

The School's Mission Statement

• spells out how it intends to carry out its vision

• the mission targets to produce the kind of person the
students will become after having been educated over a
certain period of time
II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives

In a curriculum, these goals are made simple and

specific for the attainment of each learner. These
are called
educational objectives.
 II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives

BENJAMIN BLOOM and ROBERT MAGER define educational objectives

in two ways:

1) explicit formulation of the ways in which student are expected to be

changed by the educative process

2) intent communicate by statement describing a proposed change in

learners
 II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives

Bloom and his associates classified three big domains of objectives, these
are:

• COGNITIVE
• AFFECTIVE
• PSYCHOMOTOR
 II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives

COGNITIVE DOMAIN – domain of thought process (Bloom et al.

1956)
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
 II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives

AFFECTIVE DOMAIN – domain of valuing, attitude and appreciation

(Karthwohl 1964)

• Receiving
• Responding
• Valuing
• Organization
• Characterization by value or value complex
 II. COMPONENTS OF THE
CURRICULUM
Component 1 – Curriculum Aims, Goals and Objectives

PSYCHOMOTOR DOMAIN – domain of the case of psychomotor attributes

(Simpson, 1972)
• Perception
• Set
• Guided Response
• Mechanism
• Complex Overt Response
• Adaption
• Origination
 II. COMPONENTS OF THE
CURRICULUM
Component 2 – Curriculum Content or Subject Matter

Some criteria which can be used in the selection of subject matter content or
knowledge for the curriculum.

• SELF-SUFFICIENCY
• SIGNIFICANCE
• VALIDITY
• INTEREST
• UTILITY
• LEARNABILITY
• FEASIBILITY
II. COMPONENTS OF THE
CURRICULUM
Component 3 – Curriculum Experiences

• Different instructional strategies provide the experiences.

The instructional strategies and methods will put into
action the goals and the use of contents in order in order to
produce an outcome.
• Teaching strategies convert the written curriculum into
action. Both the teacher and the learner take actions to
facilitate learning
II. COMPONENTS OF THE
CURRICULUM
Component 4 – Curriculum Evaluation

• This refer to the formal determination of the quality,

effectiveness or value of the program, process, product of
the curriculum.
• There are different evaluation methods that can be utilized
like diagnostic, placement, formative or summative
evaluation or the norm or criterion-referenced evaluation.
II. COMPONENTS OF THE
CURRICULUM
Component 4 – Curriculum Evaluation

Ragardless of the methods and materials evaluation

will utilize a suggested plan of actions for the process
of curriculum evaluation is introduces with this steps:
 II. COMPONENTS OF THE
CURRICULUM
Component 4 – Curriculum Evaluation

1. Focus on one particular component of the curriculum

2. Collect or gather the information
3. Organize the information
4. Analyze information
5. Report the information
6. Recycle the information for continuous feedback, modifications and
adjustments to be made
 aims
objectives

content /
evaluation subject matter

methods/
strategies
III. PURPOSE

At a national level, the purpose of a curriculum is

to set out an entitlement for all pupils to the
knowledge and learning that our society
determines is the most powerful and important
for a well-rounded education.
III. PURPOSE

The purpose of the curriculum is encapsulated in the

four capacities - to enable each child or young person
to be a successful learner, a confident individual, a
responsible citizen and an effective contributor.
 III. PURPOSE
The attributes and capabilities of the four capacities
Succesful Confident Responsible Effective
Learners Individuals Citizen Contributers
ATTRIBUTES ATTRIBUTES
ATTRIBUTES ATTRIBUTES
• enthusiasm and motivation motivation for • self-respect
learning • a sense of physical, mental and emotional • respect for others • an enterprising attitude
• determination to reach high standard of well-being • commitment to participate responsibly in • resilience
achievement • secure values and beliefs political, economic, social and cultural life • self-reliance
• openness to new thinking and ideas • ambition

CAPABILITIES
CAPABILITIES
• relate to other and manage themselves
• use literacy communication and numeracy
• pursue a healthy and active lifestyle
skills
• be self-aware
• use technology for learning
• develop and communicate their own beliefs
• think creatively and independently
and view of the world
• learn independently and as part of a group
• live as independently as they can assess risk
• make reasoned evaluations
and make informed decisions
• link and apply different kinds of learning in
• achieve success in different areas of
your situations
activities
CAPABILITIES
CAPABILITIES
• develop knowledge and understanding of
• communicate in different ways and in
the word
different settings
• understand different beliefs and cultures
• works in partnership and in teams
• make informed choices and decisions
• take the initiative and lead
• evaluate environmental, scientific and
• apply critical thinking in new context
technological issues
• create and develop
• develop informed, ethical views of complex
• solve problems
issues
III. PURPOSE
Developing the four capacities

The experiences and outcomes are a set of statements

which describe the expectations for learning and
progression for each of the eight curriculum areas.

The title 'experiences and outcomes' recognises the importance of

the quality and nature of the learning experience in developing
attributes and capabilities and in achieving active engagement,
motivation and depth of learning. An outcome represents what is to
be achieved.
THAT'S ALL
THANK YOU!!
Presenters:
Abogado, Cabarle, Del Castillo