LEARNING CONTENT 3.

Validity = meaningful to the learner based on

maturity, prior experience, educational and social
SOURCES OF LEARNING CONTENT
value.
FROM SCIENCES TO SUBJECT AREAS: THE SCHOOL
CURRICULUM
4 COMPONENTSOF CURRICULUM
1. Learning Objective
2. Learning Content
3. Learning Experiences
4. Evaluation of Learning Outcomes
LEARNING CONTENT = is defines as “Information to be
learned
in school, another term for knowledge ( a
collection of facts, concepts, principles,
theories)’
=comes from any form (audio, text and video)
= it informs, entertains or teaches people who
consume it.
Criteria in Selecting Curriculum Content
1. Self-sufficiency = This criterion helps learners attain
maximum self-sufficiency at the most economical
manner or content selection. This is done when the
students or learners are given the chance to
experiment, observe and carryout field study.

2. Significance = contribute to the basic ideas to achieve

overall aim of curriculum, developing learning skills
 4. Utility = usefulness of the content either for the
present or the future

5. Learn Ability= within the range of the experience of

the learners.

6. Feasibility = can be learned within the time allotted,

resources available, expertise of the teacher, nature of
the learner.
SOURCES OF LEARNING CONTENT
WE CONSIDERED THE = "Fund of Human Knowledge "which
represents the repository of the accumulated discoveries
and inventions of man down the centuries.
= This fund, sometimes called the "Heritage of the Human
Race," is dynamic and undergoes a constant turnover and
updating of facts and information, ideas, generalizations and
concepts as well as the processes used in acquiring and
interpreting these acquisitions.

= This fund covers all the known areas of human learning

acquisitions and is generally subdivided into the humanities
and arts, on the one hand, anrl the sciences, on the other,
and the subdivisions of these two branches. 'this fund has
been accumulated over a long period of time owing to man's
unceasing exploration of the world, especially his four-way
relationship<;: vertically, With the Supreme Being above
him and with the physical world below; horizontally, with
other men, on the one hand, and with himself, on the other
 human learning developed over time starting first with
Mathematics, a man-made science, followed by the physical
non-life sciences (Physics and, Chemistry), then the life
sciences (Botany, Zoology an Physiology), then the Social
Sciences (Sociology and Anthropology), and finally,
Psychology. The Social Sciences and Psychology constitute
what is popularly known as the behavioral sciences.

= Chronologically speaking, the different organized

branches of From Sciences to Subject Areas: The School
Curriculum
= A major function of formal education or schooling on the
elementary and secondary levels is primarily to transmit
organized knowledge in dis6lled form to a new generation of
young learners.

= In fact, schooling can be considered as a "short ct.t. to life

experience."

= The traditional sources of what is taught and learned in

school is precisely the fund of human knowledge or the
heritage of learning of the human race. Therefore, the
sciences and humanities provide the basis for selecting the
content of school learning.

= When a branch of human learning is organized and scaled

down into a specific field of study it comes to be known as a
"discipline".

= From the different disciplines have evolved the different

areas in the present-day school curriculum. Each subject
area has its own body of subject matter or learning content
which students are expected to study and master.

= Traditionally, the following broad subject areas comprise

the
curriculum in basic or general education which encompasses
the elementary and secondary levels of schooling:

1. Communication Arts, which include the skills of

listening,
speaking, reading and writing as well as the effective
use of language in daily living
 phenomena, and the use of the scientific method of
investigation.

4. Social Studies, which include basic elements of

Geography, History, Sociology, Anthropology,
Economics, Civics, Political Science, and Psychology.

5. Music, which includes basic music theory, practice in

listening, singing, playing musical instruments, and
music appreciation
6. Art, which includes different media, forms, and
elements
of graphic expression of the human condition.

7. Physical Education, which includes health and physical

fitness, individual and team sports, spectatorship and
wise use of leisure time.

8. Vocational Education, which includes psychomotor and

manipulative skills in basic crafts and trades, design,
work
ethic and appreciation of manual productive work.

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2. Mathematics, which includes numeracy and
computational skills, geometry and measurement,
algebra and statistics, logic and reasoning

3. Science, which includes the major branches of the

natural science (Biology, Chemistry, Physics),
exploration and discovery dealing with natural