Joshua Jade G.

Gallardo BSE-ValEd EDUC 107/2:15 PM MWF

Worksheet No. 4
September 02, 2020 10:00 AM

1. Discuss the components of curriculum design and give example/s for each
component.

Curriculum Aims, Goals and Objectives

 Aims of Elementary Education
o Provide knowledge and develop skills, attitudes, values essential to
personal development and necessary for living in and contributing
to a developing and changing society.
o Provide learning experiences which increase the child’s awareness
of and responsiveness to the changes in the society;
o Promote and intensify knowledge, identification with and love for
the nation and the people to which he belongs; and
o Promote work experiences which develop orientation to the world
of work and prepare the learner to honest and gainful work.
 Aims of Secondary Education
o Continue to promote the objectives of elementary education and
o 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.
 Aims of Tertiary Education
o Provide general education programs which will promote national
identity, cultural consciousness, moral integrity and spiritual
vigor;
o Train the nation’s manpower in the skills required for national
development;
o Develop the professions that will provide leadership for the nation;
and
o Advance knowledge through research and apply new knowledge for
improving the quality of human life and respond effectively to
changing society.

Example:

Mission and Vision of Notre Dame of Dadiangas University:

Vision:

Notre Dame of Dadiangas University is a Catholic, Filipino Institution of

Academic Excellence established by the Marist Brothers of the Schools (F.M.S.
– Fratres Maristae a Scholis) characterized by the St. Marcellin Champagnat’s
ideals of simplicity, humility and quite zeal for God’s work as inspired by the
Blessed Virgin Mary. The school is dedicated to the formation of persons in all
levels of learning, who, as Christian Leaders, Competent Professionals,
Community-Oriented Citizens and Culture-Sensitive Individuals will actively
participate in building a peaceful and progressive nation.

Mission:

As a Catholic Educational Institution, NDDU shares in the Church’s mission of

evangelization by integrating life and faith;

As a Filipino Institution, NDDU seeks to preserve Filipino Culture and

propagate love of country and its people;

As an Institution of Quality Education, NDDU aims leadership in Curricular

Programs, Multi-Disciplinary Programs, Research, and Community Service;

As a Marist Institution, NDDU promotes the core values of Family Spirit,

Marian Spirit, Simplicity, Presence, Preference for the Least Favored, Love of
Work, and Integrity of Creation; and

As a Community-Oriented Institution, NDDU aims to respond to the challenges

of the locality it is serving: South Cotabato, Sultan Kudarat, Sarangani
Province, and General Santos City.

Curriculum Content or Subject Matter

 Subject-centered view of curriculum
o 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.
 Learner-centered view of curriculum
o Relates knowledge to the individual’s personal and social world
and how he or she defines reality.
o Gerome Bruner: “Knowledge is a model we construct to give
meaning and structure to regularities in experience.”
Example:

 Mathematics
o Numeric and computational skills, geometry and measurement,
algebra, logic and reasoning.
 Science
o All branches of natural sciences, exploration and discovery dealing
with natural phenomena and scientific investigation.
 Communication Arts
o Listening, speaking, reading, writing and effective use of language.
 Physical Education
o Health and physical fitness, individual team sports, spectatorship
and wise use of leisure.
 Social Studies
o Basic elements of Geography, History, Sociology, Anthropology,
Economics, Civics, Political Science, and Psychology.
 Music
o Basic music theory, practice in listening, singing, playing musical
instrument, and music preparation.
 Vocational Education
o Psychomotor and manipulative skills in basic crafts and trades,
design, work ethic and appreciation of manual productive work.

Curriculum Experience
 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 field trips, conducting experiments,
interacting with computer programs and other experiential learning will
also form part of the repertoire of teaching.

Example:

 Teaching methods are means to achieve the end.

 There is no single best teaching method.
  Teaching methods should stimulate the learner’s desire to develop the
cognitive, affective, psychomotor, social and spiritual domain of the
individual.
 In the choice of teaching methods, learning styles of the students should
be considered.
 Every method should lead to the development of the learning outcome in
three domains.
 Flexibility should be a consideration in the use of teaching methods.

Curriculum Evaluation
 To be effective, all curricula must have an element of evaluation.
Curriculum evaluation refers 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

Example:

 PAPER-AND-PENCIL STRATEGY
o THE ESSAY
 Is a writing sample used to assess student understanding
and/ or how well students can analyze and synthesize
information.

accomplishment of
 goals

 A student constructs a response to a question, topic or a

brief statement.
 Provides the student with the opportunity to communicate
his/her reasoning in a written response.
o THE SELECT RESPONSE
 An assessment in which the student is used to identify the
correct one answer;
 Is a commonly used procedure for gathering formal evidence
about student learning, specifically in memory, recall and
comprehension.

2. How are these components of curriculum interrelated? Give example of

question for each component.

 The components of a curriculum are distinct but interrelated to each

other. These four components should be always present in a curriculum.
I could say that these are essential ingredients to have an effective
curriculum. For example, in a curriculum, evaluation is also important
so one could assess whether the objectives and aims have been meet or if
not, he could employ another strategy which will really work out.
Curriculum experience could not be effective if the content is not clearly
defined. The aims, goals and directions serve as the anchor of the
learning journey, the content or subject matter serve as the meat of the
educational journey, curriculum experience serves as the hands –on
exposure to the real spectrum of learning and finally the curriculum
evaluation serves as the barometer as to how far had the learners
understood on the educational journey.
 Why curriculum aims, goals and objectives are important? Can
curriculum exist without aims, goals and objectives? Yes or No? Why?
 What are the basic subject matters that need to be prioritizing for the
21st century learners?
 How curriculum experience makes students to become productive?
 Why curriculum evaluation needs to be taken among the students?

SOURCE:

https://www.slideshare.net/simplytrue005/elementscomponents-of-
curriculum

https://www.slideshare.net/vbdeocampo/curriculum-content-or-subject-
matter

https://www.slideshare.net/bibashenry/curriculum-evaluation-57058694