2022

AUTUMN
ASSIGNMENTOF:
Curriculum Development

SUBMITTED BY: SANA HAIDER

LEVEL: B,ED 2.5 YEARS
STUDENT ID: 0000250509
SEMESTER: AUTUMN2022
ASSIGNMENTCODE: 8603

ASSIGNMENT NO: 1

ALLAMA IQBAL OPEN UNIVERSITY

Question:1 Define various concepts of curriculum. Write a
comprehensive note on scope and need of curriculum.
Answer:

Curriculum Definition

As part of an overarching strategy to align the work across Rhode Island,

RIDE facilitated the development of a statewide definition of curriculum
as a foundation for understanding and more equitable implementation.
.

Curriculum
Curriculum is a standards-based sequence of planned experiences where students
practice and achieve proficiency in content and applied learning skills. Curriculum
is the central guide for all educators as to what is essential for teaching and
learning, so that every student has access to rigorous academic experiences. The
structure, organization, and considerations in a curriculum are created in order to
enhance student learning and facilitate instruction. Curriculum must include the
necessary goals, methods, materials and assessments to effectively support
instruction and learning.
Goals
Goals within a curriculum are the standards-based benchmarks or expectations for
teaching and learning. Most often, goals are made explicit in the form of a scope
and sequence of skills to be addressed. Goals must include the breadth and depth to
which a student is expected to learn.
Methods
Methods are the instructional decisions, approaches, procedures, and routines that
teachers use to engage all students in meaningful learning. These choices support
the facilitation of learning experiences in order to promote a student’s ability to
understand and apply content and skills. Methods are differentiated to meet student
needs and interests, task demands, and learning environment. Methods are adjusted
based on ongoing review of student progress towards meeting the goals.
Materials
Materials are the tools selected to implement methods and achieve the goals of the
curriculum. Materials are intentionally chosen to support a student's learning.
Material choices reflect student interest, cultural diversity, world perspectives, and
address all types of diverse learners.
Assessment
Assessment in a curriculum is the ongoing process of gathering information about
a student’s learning. This includes a variety of ways to document what the student
knows, understands, and can do with their knowledge and skills. Information from
assessment is used to make decisions about instructional approaches, teaching
materials, and academic supports needed to enhance opportunities for the student
and to guide future instruction.

Scope and needs of curriculum :

The term ‘curriculum’ has been derived from a Latin word ‘currere’ which means
a ‘race course’ or a runway on which one runs to reach a goal. Accordingly, a
curriculum is the instructional and the educative programme by following which
the pupils achieved their goals, ideals and aspirations of life.

It is curriculum through which the general aims of a school education receive

concrete expression.

Scope of Curriculum
Curriculum is very comprehensive in its scope. It touches all aspects of the life of
the pupils- the need and interest of the pupils, environment which should be
educationally congenial to them, ways and manners in which their interests can be
handled and warmed-up, the procedures and approaches which cause effective
learning among them, the social efficiency of the individuals and how they fit in
with the community around. It is intimately related with the individual as a
member of the society. It embodies the educational philosophy, the values which it
aims to achieve, the purposed it wants philosophy, the values it aims to achieve
purposes it wants to realise and the specific goals that it wants to achieve. The
emphasis is on the child. In the total education of the child, all the subjects like
history, geography, science and language are but tools. These are the means and
therefore the children must not be made to fit in such study.
Need and Importance of Curriculum
The need of education determines the importance of curriculum. Thus the need of
curriculum is evolved the concept of ‘curriculum development’. These needs of the
curriculum have been merited as below:-

a. The human can acquire knowledge while other specis cannot acquire knowledge.
It is an important aspect of human beings.

b. The mental aspects are trained and developed, thus mental facilities are trained
by teaching various school subjects.

c. The vocational and technical educations prepare the students for different jobs.
During British period, clerks were prepared through educational curriculum.

d. The interests and attitudes are developed according to the students’ potentialities.
Curriculum is designed as child centred approach.

e. The good citizen are prepared by the developing democratic way of life. It also
develops the abilities and capacities of the teachers.

f. The ability of the self-realisation is also developed by education and to make

good man.

g. It also develops the feeling of appreciation and sound judgement.

h. Education is given always for future life so that he can earn his living.

i. It also prepare for scientific invention and technical development.

j. It brings performance in child. It helps in all-round development.

In other words, the following are the major areas of curriculum development-

i. Realisation of Educational Objectives:- An orgenisation of education is based

on the curriculum. The curriculum development is done in view to realize the
objectives of education. Thus the curriculum is the means for achieving the
educational objectives.

ii. Proper use of Time and Energy:- It provides the guidelines to the teachers as
well as to students, what a teacher has to learn.

iii. Acquisition of Knowledge:- The curriculum is the means for the acquiring
knowledge. Actually, human knowledge is one but is divided into subjects for the
convenience and organisation point of view. Thus, the curriculum is designed for
the different subjects.

iv. Determining Structure of Content:- Every subject’s content has its wide
structure which is to be taught lower level to the higher level. Thus the main task to
the higher level. Thus the main task of curriculum development is determining
structure of content for a particular stage teaching. Thus the curriculum of different
subjects is designed from primary level to university level.

v. Development of Personality:- The curriculum is also important and significant

from personality development of student. The curriculum is designed which helps
in development in good qualities in students. It helps in developing physical, social
and moral qualities of learners.
vi. Preparation of Textbook:- The curriculum provides the guideline and bases
for preparing textbook for the use of students and subject teacher. If the curriculum
is changed or modified, the textbooks are also changed. A good textbook has wide
coverage of curriculum content of subjects.

Vii. Conducting Examination:- Our education system is examination oriented.

The students have forced to obtain good marks in the examination. Thus
examination paper is prepared as per the curriculum of the subject and students
also prepare the content for the examination. Thus, curriculum is the basis of
teaching, learning and testing.
Viii. Organizing Teaching and Learning Situation:- The teaching and learning
situations are organized in view to the curriculum. Teaching work is also assigned
with the help of curriculum.

ix. Decision about Instructional Method:- The instructional method is selected

and used in view of the curriculum. The same content is taught from memory to
reflective level. It may be teacher centered or learner centered.

x. Development of Knowledge, Skill and Attitude:- The nature of curriculum

provides the basis for the developing knowledge, skills, attitude and creative ability.
It also helps in development leadership qualities.
Question.2Define curriculum foundation. What is the role of
economic foundation in curriculum development? Justify
your answer with specific arguments.
Answer:
The four major foundations of curriculum and their importance in education.
Examples are provided to stress the importance of curriculum in the academe.

THE INFLUENCE OF PHILOSOPHY TO CURRICULUM

Educators, curriculum makers, and teachers must have espoused a
philosophy or philosophies deemed necessary for planning, implementing,
and evaluating a school curriculum. The philosophy they have embraced will
help them achieve the following:
(a) define the school’s purpose,

(b) identify the essential subjects to be taught,

(c) design the learning students must have,

(d) develop approaches or methodologies on how students can gain the

knowledge, skills, and attitude,

(e) produce the instructional materials,

(f) identify the methods and strategies to be used, and

(g) determine how teachers will evaluate students.

Likewise, philosophy offers solutions to problems by helping the

administrators, curriculum planners, and teachers make sound decisions. A
person’s philosophy reflects his/her life experiences, social and economic
background, shared beliefs, and education.
When John Dewey proposed that “education is a way of life,” his philosophy
is realized when put into practice. Now, particularly in the Philippines,
Dewey’s philosophy served as an anchor for the country’s educational
system.
HISTORY AND ITS INFLUENCE TO CURRICULUM
The history of one’s country can affect its educational system and the
curriculum. If we trace the curriculum’s formal beginning, we get back in
time to Franklin Bobbit’s book entitled “The Curriculum,” published in 1918.
From Bobbit’s time to Tyler, many developments in the purposes, principles,
and contents of the curriculum took place. Please read the Six Famous
Curriculum Theorists and their Contributions to Education for more
information.
THE INFLUENCE OF PSYCHOLOGY TO CURRICULUM: FOUR
MAJOR FOUNDATIONS
The curriculum is influenced by psychology. Psychology provides
information about the teaching and learning process. It also seeks answers
how a curriculum will be organized to achieve students’ learning at the
optimum level and what amount of information they can absorb in learning
the various contents of the curriculum.
The following are some psychological theories in learning that served as
major foundations of curriculum development:
1. BEHAVIORISM
Education in the 20th century was dominated by behaviorism. The mastery
of the subject is given more emphasis. So, learning is organized in a step-by-
step process. Using drills and repetition are common.
For this reason, many educational psychologists viewed it as mechanical and
routine. Though many are skeptical about this theory, we can’t deny the
influences it had on our educational system.
2. COGNITIVISM
Cognitive theorists focus on how individuals process information, monitor
and manage their thinking. The basic questions cognitive psychologists zero
in on are:

(a) How do learners process and store information?

(b) How do they retrieve data and generate conclusions?

(c) How much information can they absorb?

 With their beliefs, they promote the development of problem-solving and
thinking skills and popularize reflective thinking, creative thinking,
intuitive thinking, discovery learning, and others.
3. HUMANISM
Humanism is taken from Gestalt’s theory, Abraham Maslow’s theory, and
Carl Rogers’ theory. This group of psychologists is concerned with the
development of human potential.
In this theory, the curriculum is after the process, not the product; focuses on
personal needs, not on the subject; and clarifying psychological meanings
and environmental situations. In short, curriculum views founded on
humanism posit that learners are human beings who are affected by their
biology, culture, and environment. They are neither machines nor animals.
Along this line, curriculum developers must craft a more advanced, more
comprehensive curriculum that promotes human potential. Teachers educate
not only the minds, but the hearts as well.
Here is a three-minute video that explains further the humanist’s point of
view.

An explanation of humanism’s point of view.

4. SOCIOLOGY AND CURRICULUM

Among the major foundations of curriculum development, the sociological
theory emphasizes the influence of society on education. It is founded on the
belief that there is a mutual and encompassing relationship between society
and curriculum because it exists within the societal context. Though schools
are formal institutions that educate the people, other units of society educate
or influence the way people think, such as families and friends, and
communities.
Since society is dynamic, many developments are difficult to cope with and
adjust to. But the schools are made to address and understand the changes
not only in one’s country but in the world as well.
Therefore, schools must be relevant by making their curriculum more
innovative and interdisciplinary. A curriculum that can address global
learners’ diversities, the explosion of knowledge through the internet, and
 the educational reforms and policies recommended or mandated by the
United Nations.

However, it is also imperative that a country must have maintained a

curriculum that reflects and preserves its culture and aspirations for national
identity. No matter how far people go, it is the country’s responsibility to
ensure that the school serves its purpose of educating the citizenry.
Now, it is your time to reflect. Can you think of your experiences in which
the major foundation of the curriculum can explain it?
Try to ask yourself the following questions:
(b) Why should I take history, philosophy, psychology or even PE subjects
in college?

(c) Why is it that the Department of Education is implementing K to 12 and

the mother tongue-based curriculum?

(d) Why is there institutional amalgamation?

(e) Why is there “One UP” (One University of the Philippines) now in the
Philippines?

(f) Why is there a need for a globalized higher education?

These questions imply that change will take place soon. So, brace yourself
for the many changes that will take place in education!

Foundations of Curriculum
Economical Foundations of Curriculum

Foundations are the forces that influence the minds of curriculum developers.

In this way they affect the content and structure of the curriculum. The five most
important foundations of the curriculum are;

1. Philosophical foundation of Curriculum

2. Psychological foundations of Curriculum

3. Socio Cultural Foundation of Curriculum

4. Historical Foundations of Curriculum

5. Economical Foundations of Curriculum

Economical Foundations

It focuses on:

• Job or market oriented curriculum

• Skill learning

The economical foundation of curriculum gives importance to the vocational

aspect of the curriculum. The economic condition of a nation or a society guide
the curriculum of the country, because the stakeholder of the education wants to
employ such a curriculum which help them to build their economy and the people
have better jobs when they finish their schooling. In this kind of situations the
curriculum become job or market oriented. In this curriculum the curriculum
developer gives importance to skills acquisition which is the demands of the time.
Undeveloped nations try to prepare skill work force and send it to other countries
for jobs

Here are some economical factor which influence the curriculum development
process

Economic Factors

(d) Allocation of funds

The financial condition of a country reflects its curriculum because without proper
funding one can’t achieve the outcome of a good curriculum. It is the financial
aspect of a country which guide them to adopt which type of curriculum, for
example activity base or learner center curriculum need more money in the process
of the implementation of the curriculum then subject matter curriculum

Because activity base and learner center curriculum need more space and money
then subject matter, for that reason in Pakistan we adopted subject base curriculum
because we have shortage of schools, classrooms in schools, trained teachers. In
economical sound countries they have implemented all kind of curriculums in their
schools according to the need of the school and that society. Without proper
funding once can’t implement a good curriculum in the country and achieve the
benefits of that curriculum.

Lack of resources due to finical constrains effect the developing and planning of
the curriculum. What type of a curriculum should have to support it through proper
funding? There are different factor in curriculum development, planning and
implementation process which need financial support e.g.

Schools lack physical facilities including buildings, classrooms, furniture, Hostel,

Play grounds, mats and even very basic necessities like blackboard, chalk, and
charts.

Lack of other resources water, Fan, Electricity

Lack of skilled manpower

The lack of skilled manpower due to financial restrains, without proper financial
support it is hard to train the people to support the teaching learning process. Only
through proper funding and the establishment of training institutions for teachers
and support staff. Teachers are the core of education system and without proper
training one can’t implement a curriculum and to support the curriculum one need
to train the entire teacher on that style of curriculum. So the skills of the teachers
also guide the direction of the curriculum, and to develop these skills in the
teachers need funds.

Lack of labs due to financial problems

The lack of labs and libraries also affect the curriculum development process
because without proper computer labs in cities and villages one can’t implement
computer education curriculum all over the country. In the same way without
proper libraries in all school one can’t implement a curriculum which needs
supporting or reference books.

Also without proper health care system in the schools lot of activities can’t part of
the curriculum due to the risk factor to the health of the students and teachers.

The overburden of the population is also one of the factors that affect the financial
support of the curriculum development, lack of facilities and implementation of the
curriculum in the country.

In short we can say that economic play a vital role in the curriculum development
and implementation process in the country and it is the foundation of the successful
curriculum, without a good economic background a country can’t afford a
curriculum which needs huge financial support.
Question.3 Evaluate the various factors which usually affect
the selection and organization of curricular contents.
Answer :

Seven Criteria for the Selection of Subject Matter or Content of the

Curriculum
The two viewpoints of the curriculum and discusses the seven criteria for the
selection of subject matter or content of the curriculum. Read on to determine why
the criteria for selecting the subject matter or content of the curriculum are
essential for curriculum design.
What does the micro and the macro curriculum contain? The following section
discusses the criteria for the selection of subject matter or content of these two
levels of the curriculum.

SEVEN CRITERIA FOR THE SELECTION OF SUBJECT MATTER OR

CONTENT OF THE CURRICULUM
1. SELF-SUFFICIENCY
To help learners attain maximum self-sufficiency most economically is the central
guiding principle of subject matter or content selection (Scheffler, 1970) as cited
by Bilbao et al. (2008). Although the 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 students should be given a chance to experiment, observe, and
do field study. This system allows them to learn independently.

2. 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. Particularly, if your students come
from different cultural backgrounds and races, the subject matter must be culture-
sensitive.
In short, select content or subject matter that can achieve the overall aim of the
curriculum.

3. VALIDITY
Validity refers to the authenticity of the subject matter or content you selected.
Make sure that the topics are not obsolete.

For example, do not include typewriting as a skill to be learned by college

students. It should be about the computer or Information Technology (IT).

Modern curriculum experts are after current trends, relevance, and authenticity of
the curriculum; otherwise, the school or the country become obsolete.

4. 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.

5. UTILITY
Another criterion is the 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.

6. 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.
7. FEASIBILITY
Feasibility means the full implementation of the subject matter. It should consider
the school’s real situation, the government, and society. Students must learn within
the allowable time and the use of resources available. Do not give them a topic that
is impossible to finish.

Do not offer a computer subject if there is no electricity in the area, or there are no
computers.

Further, feasibility means that there should be teachers who are experts in that area.
For example, do not offer English for Business Communication if there is no
teacher to handle it.

So, it would be better if students in a subject-centered curriculum (with a pacing

schedule that must be religiously implemented every week) shall be grouped
homogeneously; otherwise, many will flunk on that subject.

CONCLUSION
In conclusion, teachers in elementary and high school are not directly involved in
selecting subject matter because there are already lesson plans made by the
Department of Education. All they have to do is to follow it. However, they can
also customize the lessons if their department heads or principals allow them.

As regards macro curriculum, the Commission on Higher Education sets guidelines

and policies on what subjects to offer as minimum requirements for the course.
Then, the Curriculum Development Committee will take charge of selecting,
organizing, and implementing the curriculum with the Academic Council’s
approval.

But this is not the end of the process yet! The selection of the subject matter or
content of the micro and macro curriculum is only one of the considerations in
designing the curriculum.

Factors effect curriculum :

Curriculum development is influenced by a multitude of factors. Factors affecting

curriculum development include philosophical, psychological, societal or social,
political, economical, educational, technological and gender factors etc. A brief
description of these factors is as under;

Philosophical Factors
Based upon fundamental beliefs that arise from one’s philosophy of Education,
curricular decisions involve consideration of several topics and issues. Precisely
for this reason, we consider philosophy one of the major foundation areas in
curriculum.
Studying philosophy helps us deal with our own personal systems of beliefs and
values the way we perceive the world around us and how we define what is
important to us. Hence, a study of the philosophy of education in terms of
curriculum development is essential. In essence, educational
philosophies influence, and to a large extent determine, our educational decisions
and alternatives. Those who are responsible for curricular decisions, therefore,
should be clear about what they believe. If we are unclear or confused about our
own beliefs, then our curricular plans are bound to be unclear and confusing.

Psychological Factors
The purpose of psychology is to study human behavior. Psychology contributes to
curriculum planning by providing teachers with information concerning the nature
of students, the nature of the process involved in learning, the motivation,
personality and individual differences of students, the value of teaching methods
and teaching effectiveness.

Social or Societal Factors

The purpose of sociology is the analysis of organized human relationship. Its major
contribution to curriculum has been the making of decisions about the content of
the curriculum and its main focus has been the understanding of the direction of
social change and the socialization of the individual. Its method of working
involves providing extensive information about the social background of students,
promoting a realistic evaluation of the role of the teacher and school in social
change. It increases teacher’s flexibility, tolerance and awareness of methods of
inquiry. It keeps in mind that primary school curriculum differs from secondary
school curriculum. The needs of society play an important role in development of
the curriculum, e.g. it should be emphasis on a technical based curriculum for the
development of an industrialized society.
Political Factors
Politics has a certain impact on all spheres of life, and instability of politics leads
to instability in everyday life. It usually defines goals and content; political
considerations need to be admitted while curriculum development; and political
decisions may change the requirements for curriculum development.

Governments need to promote nationalism, patriotism and ideologies. Therefore

have polices according to which they send out directives. The directives state the
medium of instruction, the nature of the syllabus and the kind of textbook, etc.

Economical Factors
As compared to the elite schools where this is hardly a problem, schools belonging
to the lower social strata cannot entertain the possibility of using modern
equipment, e.g. the computer, due to financial constraints. This also leads to losing
good teachers and other personnel to places offering better remuneration.

Educational Factors
In order to bring about effective learning modern and efficient methods of
education should be used and for this we need trained and skilled teachers. We also
need to keep co-curricular activities like sports, drama, debates, excursions, etc. as
an integral part of the curriculum.

Technological Factors
The influence of technological progress is observed in each sphere of life, and
when the time for curriculum development comes, the technological point plays an
important role.
Curriculum developers cannot ignore this technological progress and the influence
it presents. Technological innovations may be applied to curriculum development
in several ways “as a plan for the systematic use of various devices and media” and
as the issue that “is found in models and procedures for the construction or
development and evaluation of curriculum materials and instructional systems”
(Print, 1993, p.55).

Gender Factors
The needs of each gender are also kept in mind for the development of curriculum.
Although this is the age where women have gone into professions which were
previously considered the domain of male gender and women are asking for equal
rights, yet option should be left open, e.g. home economics for girls and technical
education for boys, though these should not be strictly the domains of females or
males respectively. In advanced countries where women enjoy a greater degree of
freedom, a variety of educational institutions exist that separately cater the male
and female curriculum needs.

Question.4 Explain the main approaches and various format

in writing behavioral objectives. Also develop five statements
of behavioral objectives.
Answer :
A behavioral objective is a learning outcome stated in measurable terms, which
gives direction to the learner’s experience and becomes the basis for student
evaluation.

Objectives may vary in several respects. They may be general or specific, concrete
or abstract, cognitive, affective, or psychomotor. Cognitive objectives emphasize
intellectual outcomes, such as knowledge, understanding, and thinking skills.
Affective objectives emphasize feeling and emotion, such as interests, values,
attitudes, appreciation, and methods of adjustment. Psychomotor objectives
emphasize motor skills, such as physical assessment skills and administration of
chemotherapy.

Points in writing behavioral objectives:

(e) Begin each behavioral objective with a verb. The critical aspect of any
behavioral objective is the verb selected to indicate expected behavior from
learning activities.
(f) State each objective in terms of learner performance. A behavioral objective
is one that is considered to be observable and measurable. Behavior is
generally construed to be an action of an individual that can be seen, felt, or
heard by another person.
(g) State each objective so that it includes only one general learning outcome.
Examples of objectives
At the graduate level of nursing education, it is expected that learning objectives
will be general, abstract, and cognitive or affective. Examples of appropriate
objectives for graduate students are as follows:

(h) Cognitive: Create an assessment tool based on a nursing theory for patients
experiencing pain.
(i) Cognitive: Evaluate the usefulness of nursing research in clinical practice.
(j) Affective: Accept professional responsibility for change in problem clinical
situations.
Illustrative verbs for stating specific learning objectives:

Design Compare Decide

Generalize Predict Defend

Criticize Simplify Evaluate

Modify Synthesize Explain

Analyze Systematize Revise

Appraise Conclude Formulate

Combine Contrast Plan

Behavioral Approaches
Although behavioral personality theory involves the study of personality through
behaviorism (which emphasizes overt, objective behavior), theorists in this area
also consider cognitive processes and study particular ways of learning, such as by
observing others in a social context. Traditional learning procedures—classical
conditioning, operant conditioning (instrumental learning), and observational
learning—are used to demonstrate how people learn many emotional responses.

(a) John Dollard and Neal Miller suggested, based on basic principles
of learning theory, that habits that are reinforced tend to be
 repeated and eventually become part of a stable array of habits that
form personality.

(b) Alfred Bandura believed that much of our learning, and

consequently many aspects of behavior and personality, takes place
through observing the behavior of others and using observational
behavior for modeling. According to Bandura, learning involves not
only connections between stimuli and responses but also cognitive
representation and rearrangement. A child, for example, who sees
that cheating leads to punishment and honesty to rewards (cognitive
representation) decides to model honest behavior (rearrangement).
He used the term self-efficacy to describe a person's belief in his or
her capability of successfully executing a specific b ehavior. A
strong sense of self efficacy allows a person to feel free to select,
try, and complete behaviors leading to desired outcomes. Self-
efficacy is based upon feelings of self-worth; people with high
levels of self-efficacy are more likely to attribute success to
themselves rather than to chance or to others and to continue to
select and control circumstances of their lives.

Question.5 Evaluate the principles and criteria for selecting

the curriculum contents for early childhood education.
Answer :
SEVEN CRITERIA FOR THE SELECTION OF SUBJECT MATTER OR
CONTENT OF THE CURRICULUM
1. SELF-SUFFICIENCY
To help learners attain maximum self-sufficiency most economically is the central
guiding principle of subject matter or content selection (Scheffler, 1970) as cited
by Bilbao et al. (2008). Although the 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 students should be given a chance to experiment, observe, and
do field study. This system allows them to learn independently.

2. 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. Particularly, if your students come
from different cultural backgrounds and races, the subject matter must be culture-
sensitive.

In short, select content or subject matter that can achieve the overall aim of the
curriculum.

3. VALIDITY
Validity refers to the authenticity of the subject matter or content you selected.
Make sure that the topics are not obsolete.

For example, do not include typewriting as a skill to be learned by college students.

It should be about the computer or Information Technology (IT).

Thus, there is a need to regularly check the curriculum’s subject matter or contents
and replace it if necessary. Do not wait for another five years to change it.
Modern curriculum experts are after current trends, relevance, and authenticity of
the curriculum; otherwise, the school or the country become obsolete.

4. INTEREST
Some teachers are bookish.

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.
5. UTILITY
Another criterion is the 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.

(h) Will I need the subject in my job?

(i) Will it give meaning to my life?

(j) Will it develop my potentials?

(k) Will it solve my problem?

(l) Will it be part of the test?

(m) Will I have a passing mark if I learn it?

Students only value the subject matter or content if it is useful to them.

6. 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.
7. FEASIBILITY
Feasibility means the full implementation of the subject matter. It should consider
the school’s real situation, the government, and society. Students must learn within
the allowable time and the use of resources available. Do not give them a topic that
is impossible to finish.

Do not offer a computer subject if there is no electricity in the area, or there are no
computers.

Further, feasibility means that there should be teachers who are experts in that area.
For example, do not offer English for Business Communication if there is no
teacher to handle it.
So, it would be better if students in a subject-centered curriculum (with a pacing
schedule that must be religiously implemented every week) shall be grouped
homogeneously; otherwise, many will flunk on that subject.

CONCLUSION
In conclusion, teachers in elementary and high school are not directly involved in
selecting subject matter because there are already lesson plans made by the
Department of Education. All they have to do is to follow it. However, they can
also customize the lessons if their department heads or principals allow them.

As regards macro curriculum, the Commission on Higher Education sets guidelines

and policies on what subjects to offer as minimum requirements for the course.
Then, the Curriculum Development Committee will take charge of selecting,
organizing, and implementing the curriculum with the Academic Council’s
approval.

But this is not the end of the process yet! The selection of the subject matter or
content of the micro and macro curriculum is only one of the considerations in
designing the curriculum.

Criteria for Selection of Curriculum Content

Validity: they (content or experiences) must be authentic or consistent

with development in the subject or knowledge area. All the materials
must be up to date, therefore teachers must be given constant in -service
courses and self education in order to keep a breast in their disciplines.

Learnability: The learning experiences must be adjusted to the abilities

of the learners. It must be appropriate to learners. The knowledge of the
students is important to ensure that their background, present attainment,
mental age and set up makes it possible for learners to behave as implied
in the objectives.

Significance: Learning experiences or learning activities must be

meaningful. They should be emphasized that any content, learning
activities of learning resources are meaningful only when they contribute
to the process or learning. Significance refers to the essentials of content
to be learned. It requires that the content to be learned subscribe to the
basic ideas, concepts, principles and generalizations.

(n) Significance is related to the issue of breath and depth (scope) of curriculum
content. Significance also pertains to how the content or experience
contributes to the development of particular learning abilities, skills and
attitudes formation.
(o) Taba (1962) argued that one should not just select content based on the
cognitive aspect of learners but also on the affective dimensions of the
learner.
(p) The importance of content also concerns the issue of durability. Significant
content will last over a period of time before becoming obsolete. Content
relevant to current times, but unlikely to be interest in five or 50 years is said
to be of limited durability, significance loses the meaning if there is too
much emphasis on courage of content because learners are likely to make
little sense out of the bulky contents and many learning activities.

Criteria for Organizing Content

i).Balance

A balanced curriculum implies structure, its scope and sequence leading

to the achievement of educational objectives (ends).The problem of
balance has two dimensions.

There is the balance sought in the curriculum provided by the school i.e.
the subjects to be taught or offered as required in the programs of study
to be recommended, time allotments for various subjects and activities,
the use of books and other educational materials, the respective amounts
of general and specialized education to be provided.
Dimension of balance is the part of the curriculum actually selected by
and/or experienced by each individual child. Ideally, balance is attain ed
in the individual’s own curriculum as he or she develops an optimal level
for competence in each of the areas where provision is made in the
curriculum.

ii). Integration

Bloom (1958) defines an integrative thread as “any idea, problem,

method or device by which two or more separate learning experiences are
related”. It is evident that the concept of integration is used by persons
engaged in designing curriculum according to broad field and correlated
designs. The concept is closely related to articulatio n, but frequency in
integrating content; the content areas lose their separate identities e.g.
teaching Geography, History and Civics in Kenya. Those confronted with
designing curricula hopefully realize that learning is more effective when
content from one field is related meaningfully to content in another
field. Integration, sometimes seen as emphasizing horizontal
relationships among various curricular areas, attempts to interrelate
content themes, ideas, and facts in order to ensure students perceiving a
unity of knowledge. Thus what is learned in language study may be
related to study with a social studies unit on communication in modern
times, what is learned in science be further interpreted within the realm
of Mathematics (Taba, 1962).

iii). Community

Community refers to the continuousness with which individuals will

experience content at various levels with an educational system. However,
community and sequence are considered in Tandern (one behind the other)

It can also be considered as a horizontal concept if one thinks of the

continuousness of particular topics or experiences at any particular time,
for instance during a certain day or days. Curricularists often extend
theme vertically throughout an entire curriculum. The spiral curriculum
organization exemplifies continuity in that the key concepts are
experienced successively by students throughout the curriculum, for
example, “persons’ basic needs” can be a theme that might extend
through 13 years of a school curriculum.

Continuity deals with the continued presence of curriculum elements

(content topics or concepts or issues) and relates very closely with the
concept of articulation.

iv). Sequence: (Content selected must be arranged in time)

Sequence addresses the problem of ordering the curricular offering so as

to optimize students’ learning’ and, questions posed by sequence.

(k) What content and experiences are to follow what content and experience?
(l) How can curricula be placed in time?

Piaget’s (1960) research has provided a framework for sequencing

content and activities and relating expectations to what we know and
about how individuals function at various cognitive levels.

Frequently, curricularists faced with sequencing content have drawn

some fairly well-accepted principles. Smith, Stanely and Shores (1957)
introduced four such principles

(a) Simple to complex (b) Prerequisite learnings (c) Whole to part (d)
Chronology

The first simple-to complex indicates that content is optimally organized

in a sequence going from simple subordinate components or elements to
complex components depicting interrelatedness of components. It draws
on the idea that optimal learning can proceed to the more difficult
material, often abstract.
v). Scope: This is common to selecting and organizing criteria. The
scope of curriculum content is regulated in part by goals and objectives
generated during the diagnosis stage in curriculum planning. It is the
breadth and depth of content.