CURRICULUM CONTENT

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Curriculum content refers to organized
bodies of accumulated knowledge,
information and artistic heritage that
learners consume with the guidance of the
school

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 Philosophers ( Prof Hirst, Phoenix) recognize the
accumulated knowledge and agree that it
comprises the disciplines:
 Mathematics
 Physical sciences
 Human sciences including history
 Moral understanding
 Religious forms knowledge
 Philosophy
 Aesthetics

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Hirst also recognizes that the knowledge
ca be categorized into the practical and
theoretical fields

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Note:

Developed forms of knowledge have the

following characteristics:
- Peculiar method of enquiry
- A logical structure
- A history
- A unique subject matter
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In the kenyan context, areas of knowledge
are classified into six categories:
- Languages
- Mathematics
- Cultural studies
- Creative arts
- Skill development
- sciences
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Class exercise

Identify subjects taught in primary and

secondary schools in kenya

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In curriculum planning emphasis is placed
on adequate coverage of the disciplines
and achieving a balance between them so
as to produce graduates who have a basic
minimum understanding of the disciplines

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 Curriculum content Vs curriculum
experiences
Curriculum experiences are:

- The mental operations that learners employ in

learning the content ( the two are in constant
interaction, one can not deal with content without
a learning experience)
- The fruitful learning processes applied to content
- Activities that give learners an opportunity to
practice the desired behavior
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Criteria for selection of content and
learning experiences
1. Conformity with objectives
- content / experiences selected should
facilitate achievement of objectives
2. Validity
• should reflect the contemporary scientific
knowledge ( should not be obsolete)
• fundamental – basic ideas, concepts and
modes of thought which organize concrete
facts and events ( specific facts are least
fundamental)
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3. Significance
Should facilitate a genuine method of
enquiry and hence meaningful in terms
of utility ( consider the way we teach
science, is it different from history?)

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4. Balance of breadth and depth
Depth means understanding fully and clearly
certain basic principles, ideas or concepts
and their application. Breadth means
selecting a sufficient range of ideas that
have the greatest application and the
greatest power to transfer. Adequate time
should also be allocated for adequate
coverage

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5. Consistent with social realities
That which provides the knowledge,
skills and values to be functional in the
society as well contribute to society’s
positive change

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6 Provision for meeting a wide range of
objectives
The content and learning experiences
which will enhance development of
favorable values, functional skills and
mental capacities ( refer Bloom’s
taxonomy)

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7 Learnable and adaptable
should fit the learner’s social and
developmental level. The possibility of
transfer will be greatly enhanced if the
leaner is not faced with applying what
he / she knows to situations which are
totally unfamiliar or which have no
significance to him /her

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8 Fits the needs of the learners.The
attention of the learner can be secured
through the direct appeal to his/ her
interests – a careful consideration of the
needs is important given the fact that
those needs can be transient

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Organization of curriculum content
and experiences
Organization of content and experiences
determine:
1. how learning proceeds
2. how efficient and productive learning
will be
3. the extent of achievement of objectives

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Organization depends on:
1. the nature of knowledge
2. child growth and development
3. the learning process

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 Criteria for organization
1. Establishing sequence ( vertical
organization)
Putting the content into some order of
succession
- simple to complex
- Whole to part
- chronological
- Specifics to generalizations
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2.Integration ( horizontal organization)
Interrelating subjects within a grade level
e.g Biology and chemistry,

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3.Continuity
Providing for progressively demanding
performance along the grade levels within
a subject ( in terms of depth and breadth)

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Importance of content and learning
experiences
1. Give the learner an opportunity to
practice the behavior implied in the
objectives
2. Helps to sustain the learner’s interest
3. Helps the learner to participate in the
learning process
4. Forms a basis for evaluation of learning

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