DEVELOPING

TRAINING A course leading to TM2

CURRICULUM
OBJECTIVES
Describe each element of curriculum
Explain the importance of each component
Using sample curriculum to identify each
element and component and be able to trace
back its philosophical orientation.

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COMPONENTS OF A
CURRICULUM
Get a copy of a course guide or a syllabus of any
subject
Identify its important parts, why do you think they
are important?
As a teacher how will you use this important parts
of a syllabus?

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ELEMENTS OF CURRICULUM

AIMS

CONTEN
EXPERIEN
T CE

EVALUATIO
N

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 • The curriculum aims, goals
and objectives spell out what
AIMS is to be done.
• It tries to capture what goals
are to be achieved, the vision,
the philosophy, the mission
CONTENT EXPERIE
statement and objectives.
NCE
• Further, it clearly defines the
purpose and what the
EVALUATI
curriculum is to be acted upon
ON and try what to drive at.

ELEMENTS OF CURRICULUM
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 • The aims of a curriculum are
supposed to indicate the general
AIMS direction of a course or training
programme
• objectives define the changes in
behaviour of a student or what a
student should be able to do, at end
CONTENT EXPERIE of a training programme.
NCE
• The determination of the aims and
objectives of a curriculum· is
EVALUATI usually influenced by the teacher's
ON
skills, the student's need, the
labour market and the facilities and
time available for the course.

ELEMENTS OF CURRICULUM
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 • By content we mean the
subject matter, the
AIMS professional skills,
knowledge, laws and ideas
to be learned during a
Program or course.
CONTENT EXPERIE
• Information to be learned in
NCE school, another term for
knowledge ( a compendium of
facts, concepts, generalization,
EVALUATI
principles, theories.
ON

ELEMENTS OF CURRICULUM
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 According to Ayeni (1989) and
AIMS Ghosh (1984), "Depth" assures
that the curriculum content
produces competence in one
discipline or speciality, while
CONTENT EXPERIE
the "Breadth" guarantees that
NCE the content allows acquisition
of knowledge in other cognate
disciplines.
EVALUATI
ON

ELEMENTS OF CURRICULUM
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 Criteria used in selection of subject
matter
1. self-sufficiency – “less teaching effort
AIMS and educational resources, less learner’s
effort but more results and effective
learning outcomes – most economical
manner (Scheffler, 1970)
CONTENT EXPERI 2. significance – contribute to basic
ENCE
ideas to achieve overall aim of
curriculum, develop learning skills

EVALUA 3. validity – meaningful to the learner

TION
based on maturity, prior experience,
educational and social value

ELEMENTS OF CURRICULUM
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 Criteria used in selection of subject
matter
AIMS
4. utility – usefulness of the content
either for the present or the future
5. learnability – within the range of
the experience of the learners
CONTENT EXPERI
ENCE
6. feasibility – can be learned within
the tile allowed, resources available,
expertise of the teacher, nature of
EVALUA learner
TION

ELEMENTS OF CURRICULUM
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 Principles to follow in organizing the
learning contents (Palma, 1992)

AIMS 1. BALANCE . Content curriculum

should be fairly distributed in depth
and breath of the particular learning are
or discipline. This will ensure that the
level or area will not be overcrowded
CONTENT EXPERI
or less crowded.
ENCE

2. ARTICULATION. Each level of

subject matter should be smoothly
EVALUA
TION
connected to the next, glaring gaps or
wasteful overlaps in the subject matter
will be avoided.

ELEMENTS OF CURRICULUM
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 Principles to follow in organizing the learning
contents (Palma, 1992)
AIMS 3. SEQUENCE. This is the logical arrangement
of the subject matter. It refers to the deepening
and broadening of content as it is taken up in the
higher levels.

4. The horizontal connections are needed in

CONTENT EXPERI
ENCE subject areas that are similar so that learning will
be elated to one another. This is INTEGRATION.

5. Learning requires a continuing application of

the new knowledge, skills, attitudes or values so
EVALUA
TION that these will be used in daily living. The
constant repetition, review and reinforcement of
learning is what is referred to as CONTINUITY.

ELEMENTS OF CURRICULUM
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 AIMS
Instructional strategies
and methods are the core
of the curriculum. These
CONTENT EXPERIENCE
instructional strategies
and methods will put into
action the goals and use
of the content in order to
EVALUATIO produce an outcome.
N

ELEMENTS OF CURRICULUM
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 Guide for the selection and use
AIMS

1. teaching methods are means to

achieve the end
2. there is no single best teaching
CONTENT
EXPERIENCE method
3. teaching methods should
stimulate the learner’s desire to
develop the cognitive, affective,
EVALUATI
ON psychomotor, social and spiritual
domain of the individual

ELEMENTS OF CURRICULUM
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 Guide for the selection and use
AIMS
4. in the choice of teaching
methods, learning styles of the
students should be considered
5. every method should lead to
CONTENT
EXPERIENCE the development of the learning
outcome in three domains
6. flexibility should be a
consideration in the use of
EVALUATI
ON teaching methods.

ELEMENTS OF CURRICULUM
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 Curriculum evaluation
AIMS
refer to the formal
determination of the
CONTENT EXPERIE
NCE
quality, effectiveness or
value of the program,
process, and product of
the curriculum. .
EVALUATION

ELEMENTS OF CURRICULUM
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 There are 3 parts to an evaluation plan:
AIMS

1. Evaluation of learner performance

- did each individual achieve what
CONTENT EXPERIE you intended them to?
NCE
2. Evaluation of educational methods
- were the faculty and the methods
used effective and well accepted?
3. Evaluation of program overall - did
EVALUATION the program succeed in achieving
its desired outcomes on a larger
group scale?

ELEMENTS OF CURRICULUM
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 UNPACKING THE Developing Training
Curriculum leading to
STANDARD TM2

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WHAT IS A CURRICULUM?

CURRICULUM refers to the specifications for a course or subject

(module) which describe the relevant learning experiences a
trainee or student undergoes, generally including objectives,
content, intended learning outcomes, training methodology,
recommended assessment tasks, etc.

SOURCE: TESDA-TR TM Level II

WHAT IS A CURRICULUM?

CURRICULUM: Contract between society, politics and

schools/teachers about the way of organising and providing sequences
of learning experiences aimed at producing desired learning outcomes.
The curriculum reflects the kind of society to which we aspire.

SOURCE: Training Tools for Curriculum Development. A Resource Pack

WHAT IS CURRICULUM?
Needs - WHY you teach

Content - WHAT you teach

Organization - HOW you teach

Evaluation - HOW you test

Source: Redmond, Darlene. 5 Step Competency Based Curriculum Development

THE COMPETENCY
BASED CURRICULUM

COMPETENCY-BASED CURRICULUM is A

curriculum whereby the achievement
expectations of students are defined in terms of a
set of competencies. 

SOURCE: Training Tools for Curriculum Development. A Resource Pack

PRINCIPLES OF CURRICULUM
DEVELOPMENT
Curriculum principles are a set of beliefs or guiding statements
about the character of a curriculum and how it should work to
facilitate learners' achievement of school aims.
Curriculum principles are either independently set by
autonomous educational institutions or dictated by a
government education body.
As such, curriculum principles may be framed in consideration
of several factors e.g. a philosophy, a particular understanding
of learners, or a comprehension of socio-political realities that
need to be recognized.
Curriculum principles could also consider the contextual
learning demanded of a particular profession or industry
(Oliver, R. etal., 2008)
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BASIC PRINCIPLES
Broad - it introduces children to a wide range of knowledge,
understanding and skills.
Balanced - each part is allocated sufficient time relevant to the
children’s age and experience.
Relevant - subjects are taught in a way that relates to
children’s lives and experience now and in the future.
Memorable – the curriculum provides memorable experiences
and rich opportunities for high quality learning and wider
personal development and well– being.
Differentiated - subjects are taught in such a way that matches
children’s individual needs and aptitudes.

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STEPS IN
DEVELOPING CBC
COMPETENCY BASED
CURRICULUM
A competency-based curriculum is a framework or
guide for the subsequent detailed development of
competencies, associated methodologies, training and
assessment resources.
The CBC specifies the outcomes which are
consistent with the requirements of the workplace as
agreed through the industry or community
consultations.
CBC can be developed immediately when
competency standards exist.
Components of CBC
A Competency Based Curriculum has several major components
which consist of the following:

•Course/Curriculum Design specifies the Course Title, Nominal

Duration to be able to finish the course, the Course Description and
the Entry Requirement for those who wants to take the course.

•Course Structure shows in matrix form the Unit of Competency to

achieve, the Module Title and the Learning Outcomes expected at
the end of Nominal Duration specified.

•Module of Instructions shows in outline form the details of the

modules specified in the course structure.
GUIDELINES FOR
IDENTIFYING CONTENT
OF LO
• Specify content for each assessment criteria
• Contextualize repeated topics with the UC/
Remove repeated contents
• Merge related content
• Chunk complex content/topics
• Arrange contents in sequence
• Review for balance between theory and practice

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ADDIE

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