Title: Components of Curriculum

Subtopic: School Purpose

A written report in EDUC 322 Curriculum Development and Evaluation with emphasis on
Trainer’s Methodology 2

Submitted by:
Group 5:
CENIZA, IAN KAIZER V.
BTVTEd 3-B3 Drafting

Submitted to:
BALDOMERO J. BICALDO JR.
Subject Professor
 I. Objectives:

At the end of the module, the students should be able to:

1. Define and determine the school purpose and goals of the curriculum.
2. Determine and classify the different philosophical perspectives and the level of the
school.
3. Appreciate and apply the significant values provided by the various definitions and
knowledge within the school purpose of the curriculum.

II.  Discussion:

What is school?
• It is the institution for educating children granted that children spend the greatest part of
their life.
• It is a place for learning, gathering information and skills that are essential to a child’s
integration to the adult world.
• Is to help students identify their interests and abilities
• Is to assess student’s skills and learning styles to facilitate learning and promote personal
excellence.
• Is to strengthen children for the future, to train them for good citizenship so that they be
useful to themselves and to their society.
• Is to support students in a process of self-discovery.

SCHOOL GOALS: SOURCES OF CURRICULUM

School goals are general statements that delineate the outcomes of schooling. The scope of
the educational program of a school can be summed up in the goal statements of the school.
Goals are the basic elements or building blocks of educational planning.
The Association for Supervision and Curriculum Development (ASCD) working group
in research and theory identified a ''cluster of goals'' the reflect the holistic nature of
individuals. These are the following:
• Self-concept and self esteem
• Understanding others
• Basic skills
• Interest in and capability for continuous learning
• Responsible membership in society
• Mental and physical health
• Creativity
• Informed participation in the economic world or production and consumption
• Use of accumulated knowledge to the understand the world
• Coping with change
 Tyler suggest three sources of data or inputs that have a major claim to
consideration as curriculum planners and developers make choices on what to include
among their goals namely:
• The Learner. The purposes, interests, developmental needs and characteristics of the
learner should guide our choice of appropriate goals.
• Society. The values and behaviors defined as desirable by a given society help shape the
goals of education in that society
• Fund of knowledge. Human Knowledge that has been accumulated and organized for
universal use and application now and in the future. this also include updated and newly
generated knowledge.
SCREENING OF SCHOOL GOALS
• Philosophical Screen – Philosophy tries to define the nature of the “good life” or the
“good society”
• Psychological screen – Assuming that a goal is acceptable, the question has to be
answered.
FORMULATING GOALS
 Step1: List all the possible goals you could have for your particular course, based on
your conceptualization of content, your beliefs, and
your assessment of students’ needs.
 Step 2: Look for redundancies/overlapping, and identify priorities based on your beliefs
and your context.
 Step 3: Organize your list of goals into a coherent plan using the following suggestions:
o Suggestion 1: Use the framework of KASA
o (Knowledge, Awareness, Skills, Attitude)
o Knowledge goals address what students will know and understand.
o Awareness goals address what students need to be aware of when learning a
language.
o Skills goals address what students can do with the language.
o Attitude goals are those that address the affective and value-based dimensions of
learning: students’ feeling towards themselves, towards others, the target
language and culture.
o Suggestion 2: use Stern’s framework (1992)
o (Cognitive goals, Proficiency goals, Affective goals, Transfer goals)
o Cognitive goals: include explicit knowledge, information and conceptual learning
about language (e.g., grammar and other system aspects of communication) and
about culture (e.g., rules of conduct, norms, values)
o Proficiency goals: include what students will be able to do with the language
(e.g., mastery of skills, ability to carry out functions)
o Affective goals: include achieving positive attitudes towards the target language
and culture as well as to one’s own learning of them.
o Transfer goals: include learning how to transfer what one learns/does in
classroom to situations outside classroom to continue learning.
DATA ON THE LEARNER
Key Definitions & Frameworks
 Data sources that are useful to consider in assessing student learning are:
1. Evidence of Learning outcomes
2. Background information about the students in the course or curriculum.
3. Documentation of the learning experience.
4. Multiple Methods of Assessment
5. Direct Evidence of Learning
1. Evidence of Learning Outcomes
• Direct Measures of Learning
 These allow students to demonstrate their learning for faculty to assess how well
a program’s students are meeting the expected level of proficiency for skills or
knowledge.
 Indirect Measures of Learning
 These gather student’s perceptions of and satisfaction with their learning.
2. Background information about the students in the course or curriculum.
• Alumni and Exit Surveys
a. Assessing Service Learning
b. Common Natural Standardized Tests
 Focus Groups
 Focus groups involve a discussion of 8-10 students to reflect on the curriculum. Focus
groups can be useful for allowing students to collectively hear other student’s experiences
and reflect on achievement of key learning goals for a course, curriculum, or educational
innovation.
3. Documentation of the learning experience.
• The effectiveness of a curriculum/program as a whole or a particular sequence of
courses;
• The effectiveness of a unit’s training program for graduate student instructors; or
• A unit’s climate for teaching and learning.
4. Direct Evidence of Learning
• Rubrics
• Concept Inventories
 Concept inventories are reliable and valid tests that are designed to test student’s
knowledge of key concepts in a field. Often, they can be used to make
comparisons in student learning over time or between students at different
universities.
5. Multiple Methods of Assessment
 • Portfolio
 Portfolio can be used to directly assess students work, as well as to prompt
students for their reflection on their learning.
“It can be challenging to change the culture of a school or district from one that bases
decisions on the one-time-a-year outcome measure to one that makes decisions based on data
collected throughout the year. However, to substantially improve student’s outcomes, it is critical
that schools and districts develop a culture in which data are used at all levels to make decisions
related to policies, programs, placement, and practice.” (Geiger, 2012.)
DATA ON THE CONTEMPORARY SOCIETY
Philosophical Perspectives
 Before formalized research, state constitutions, or legislative requirements, philosophers
had already given a great deal of thought to the different purposes of education and
schooling.
 American educational philosophers such as John Dewey, George Counts, and Mortimer
Adler have each proposed systematic and detailed arguments regarding the purpose of
schooling in American society. In 1938, Dewey argued that the primary purpose of
education and schooling is not so much to prepare students to live a useful life, but to
teach them how to live pragmatically and immediately in their current environment.
 By contrast, Counts, a leading progressive educator in the 1930s, critiqued Dewey’s
philosophy stating, “The weakness of progressive education thus lies in the fact that it
has elaborated no theory of social welfare, unless it be that of anarchy or extreme
individualism”.
 In the 1980s, the noted educator and philosopher Mortimore Adler put forth the Paideia
Proposal which integrated the ideas of Dewey and Counts, as well as his own.
Specifically, Adler suggested that there are three objectives of children’s schooling:
 The development of citizenship,
 Personal growth or self-improvement; and
 Occupational preparation.
Historian of education David Tyack has argued that from an historical perspective, the
purpose of schooling has been tied to social and economic needs. More recently, some
sociologists have argued that schools exist primarily to serve a practical credentialing
function in society. Expanding on the pragmatic purpose of school, deMarrais and
LeCompte (1995) outlined four major purposes of schooling that include:
THE FUND KNOWLEDGE
Funds of knowledge is defined by researchers Luis Moll, Cathy Amanti, Deborah Neff, and
Norma Gonzalez (2001) “to refer to the historically accumulated and culturally developed
bodies of knowledge and skills essential for household or individual functioning and well-
being”.
Level of School

LEVEL DOCUMENT

INSTITUTIONAL VISION/MISSION

DEPARTMENTAL GOALS

INSTRUCTIONAL OBJECTIVES

Educational Objectives
• Objectives
 This is the moat specific of the terms denoting purpose. An objective is a specific
target or accomplishment that can be verified at a designated time and under
specifiable conditions which, if attained, advances the school toward the
achievement of a corresponding goal.
Three Domains of Objectives
• Cognitive Domain
 Domain of thought process.
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
• Affective Domain
 Domain of valuing, attitude, and appreciation.
1. Receiving
 2. Responding.
• Psychomotor Domain
 Domain of the use of psychomotor attributes.
1. Perception
2. Set
3. Guided Response
4. Mechanism
• Behavioural Domain
 sets of behaviors relevant to substantive concepts.
 Intelligence
 Extraversion
 Cognitive ability

III. SUMMARY/RECOMMENDATIONS:

School is an institution or organization designed to provide education and

facilitate learning. It is a place where students, typically children and young adults, attend
to acquire knowledge, skills, and values. Schools are structured environments where
teachers or educators deliver lessons and engage students in various activities to promote
intellectual, social, emotional, and physical development. School goals refer to the
objectives or desired outcomes that educational institutions aim to achieve. These goals
are often derived from various sources, including:
a. Educational authorities: Government bodies or education departments may set
broad goals for schools based on national or regional educational policies.
These goals may reflect the priorities and values of the society or country.
b. Curriculum frameworks: Schools often base their goals on established
curriculum frameworks or guidelines provided by educational authorities.
These frameworks outline the subjects, knowledge areas, and skills that
students should learn at each grade level.
c. Community input: Schools may gather input from parents, students, and local
community members to understand their expectations and needs. This input
can influence the school goals and curriculum to align with the community's
values and aspirations.
d. Educational research: Schools may incorporate insights from educational
research and pedagogical practices to shape their goals. Research findings can
inform decisions about effective teaching methods, student assessment, and
fostering desired outcomes.
Screening of school goals refers to the process of evaluating and prioritizing the
goals that a school sets. It involves assessing the relevance, feasibility, and alignment of
the goals with the school's mission, resources, and educational context. During the
screening process, educators and stakeholders analyze the goals to ensure they are
realistic, achievable, and contribute to the overall educational vision. This evaluation
helps in determining the most important goals and allocating appropriate resources and
strategies to achieve them effectively.
Data on the learner refers to information collected about individual students in a
school setting. This data can include various aspects such as academic performance,
attendance records, behavior, learning styles, interests, and background information.
Gathering data on the learner helps educators understand the strengths, weaknesses, and
specific needs of students, enabling them to tailor instruction and support accordingly. It
can also aid in tracking student progress, identifying areas for improvement, and making
informed decisions about educational interventions. Data on the contemporary society
refers to information about the social, cultural, economic, and technological aspects of
the world in which students live. This data helps educators contextualize their teaching
and make connections between classroom content and real-world issues. By
incorporating data on the contemporary society, schools can provide students with a
relevant and meaningful education that prepares them for active participation and
engagement in the broader society. Philosophical perspectives in education refer to the
various philosophical theories, beliefs, and principles that guide educational practices and
decision-making. These perspectives shape the goals, methods, and values upheld in
educational institutions. Some common philosophical perspectives include:
- Essentialism: This perspective emphasizes the importance of teaching essential
knowledge and skills that are universally important across time and cultures.

- Progressivism: Progressivist philosophy emphasizes active learning, problem-solving,

and the development of critical thinking and social skills.

- Constructivism: Constructivist philosophy focuses on learners actively constructing

their knowledge and understanding through hands-on experiences and social interactions.

- Perennialism: Perennialism emphasizes the enduring truths, classical literature, and

philosophical ideas that form the foundation of education.

- Existentialism: Existentialism emphasizes individual freedom, responsibility, and self-

directed learning, emphasizing personal meaning and purpose in education.

The fund of knowledge refers to the collective knowledge, skills, experiences, and
cultural background that students bring with them to the classroom. It recognizes that
every student possesses a unique set of knowledge and experiences that can be leveraged
to enhance their learning. Acknowledging and valuing the fund of knowledge allows
educators to build upon students' prior knowledge, make connections to their lives, and
create a more inclusive and culturally responsive learning environment.
The level of school refers to the educational stage or grade level at which students
are enrolled. It can vary from preschool or kindergarten for young children to primary
school, secondary school, and higher education institutions such as colleges and
universities. Each level of school corresponds to a specific age group and typically has its
own curriculum, learning objectives, and educational requirements tailored to the
developmental needs and academic progression of students at that stage. Educational
objectives are specific statements that describe what students are expected to learn or
achieve within a given period. These objectives outline the intended outcomes of
instruction and provide a clear focus for teachers in designing lessons and assessments.
Educational objectives can be broad, such as developing critical thinking skills, or
specific, such as mastering multiplication tables. They help guide the instructional
process and serve as a basis for evaluating student progress and overall educational
effectiveness.
 The cognitive domain refers to one of the three learning domains in Bloom's
taxonomy, a hierarchical framework that classifies educational objectives. The cognitive
domain focuses on intellectual or mental processes involved in learning and includes
various levels of cognitive complexity, such as knowledge, comprehension, application,
analysis, synthesis, and evaluation. Objectives in the cognitive domain aim to develop
students' thinking skills, problem-solving abilities, and understanding of concepts and
principles. The affective domain is another learning domain in Bloom's taxonomy, which
deals with the emotional and attitudinal aspects of learning. It encompasses objectives
related to students' values, beliefs, attitudes, and emotional development. Objectives in
the affective domain aim to shape students' behavior, motivation, and interpersonal skills,
fostering qualities such as empathy, respect, self-awareness, and ethical responsibility.
The psychomotor domain, as part of Bloom's taxonomy, focuses on the
development of physical skills and coordination. It includes objectives related to motor
skills, physical dexterity, and manipulation of tools or objects. Objectives in the
psychomotor domain involve activities that require physical movement, such as sports,
playing a musical instrument, or performing scientific experiments that involve hands-on
manipulation.
The behavioral domain refers to the observable actions, behaviors, and
performance outcomes of students. Objectives in the behavioral domain describe specific
behaviors or actions that students should be able to demonstrate as evidence of learning.
These objectives focus on the acquisition of specific skills, knowledge, or behaviors that
can be observed, measured, and assessed. Objectives in the behavioral domain often
involve the use of action verbs to define clear, measurable, and observable outcomes.

IV. ASSESSMENT:

Multiple choice choose the letter of the correct answer.

1. What is School?

A. Refers to the observable actions, behaviors, and performance outcomes of

students.
B. It is the institution for educating children granted that children spend the greatest
part of their life.
C. Focuses on the development of physical skills and coordination.
D. Answer C

2. General statements that delineate the outcomes of schooling.

A. School Goals
B. School Purpose
C. School Objectives
D. All of the above

3. The purposes, interests, developmental needs and characteristics of the learner

should guide our choice of appropriate goals.

A. The Teacher
B. The Student
C. The Learner
D. None of the above

4. Define the nature of the “good life” or the “good society”

A. Physical Screen
B. Psychological Screen
C. Philosophical Screen
D. None of the above

5. Assuming that a goal is acceptable, the question has to be answered.

A. Psychological Screen
B. Physical Screen
C. Philosophical Screen
D. None of the above

6. These allow students to demonstrate their learning for faculty to assess how well a
program’s students are meeting the expected level of proficiency for skills or
knowledge.

A. Direct Measuring of Learning

B. Indirect Measures of Learning
C. Direct Measures of Learning
D. Answer B and C

7. It can be used to directly assess students work, as well as to prompt students for
their reflection on their learning.

A. Portfolio
B. Test Paper
C. Report Card
D. Answer A and C

8. It is defined by researchers Luis Moll, Cathy Amanti, Deborah Neff, and Norma
Gonzalez (2001) “to refer to the historically accumulated and culturally developed
bodies of knowledge and skills essential for household or individual functioning and
well-being”.

A. Fund Knowledge
B. Cognitive Knowledge.
C. Mental Knowledge
D. All of the above

9. This is the moat specific of the terms denoting purpose

A. Mission
B. Objectives
C. Goals
D. Vision
 10. The following are learning domain examples, except:
A. Mentally
B. Cognitive
C Psychomotor
D. Behavioural

Answer key
1. B
2. A
3. C
4. C
5. A
6. C
7. A
8. A
9. B
10. A

V. REFERENCES:

https://pt.slideshare.net/joeyrm68/aims-and-purposes-in-education
https://www.slideshare.net/PrachiChaudhary13/curriculum-development-74729026