ELEMENTS OR

COMPONENTS OF
CURRICULUM DESIGN
DISCUSSANT: CLARISE M. CRUZ
Curriculum
- the sum of learning stated as educational ends,
educational activities, school subjects, and/or topics
decided upon and provided within the framework of
an educational institution or in a less formal setup
(Garcia, 2007).
Design
- something’s form or structure
- way something is done
Curriculum Design
- refers to the structure or arrangement of the
components or elements of a curriculum.
 COMPONENTS OF CURRICULUM
DESIGN
 Curriculum Aims, Goals and Objectives
 Curriculum Content or Subject Matter
 Curriculum Experience
 Curriculum Evaluation
 Component 1:
Curriculum Aims, Goals &
Objectives
All schools shall aim to:
◦ Develop moral character and personal discipline.
◦ Encourage creative and critical thinking.
◦ Broaden scientific and technological knowledge.
◦ Foster love of humanity.
◦ Teach the rights and duties of citizenship.
◦ Promote respect for human right.
◦ Strengthen ethical and spiritual values.
◦ Inculcate patriotism and nationalism.
◦ Appreciate the role of national heroes in the historical development of our country.
 Aims of Elementary Education
◦ Provide knowledge and develop skills, attitudes, values essential to
personal development and necessary for living in and contributing to a
developing and changing society.
◦ Provide learning experiences which increase the child’s awareness of and
responsiveness to the changes in the society.
◦ Promote and intensify knowledge, identification with and love for the
nation and the people to which he belongs.
◦ Promote work experiences which develop orientation to the world of work
and prepare the learners to honest and gainful work.
Aims of Secondary Education
◦ Continue to promote the objectives of Elementary
Education.
◦ Discover and enhance the different aptitudes and
interests of students in order to equip them with skills
for productive endeavour and or to prepare them for
tertiary schooling.
Aims of Tertiary Education
◦ Provide general education programs which promote national identity,
cultural consciousness, moral integrity and spiritual vigor;
◦ Train the nation’s manpower in the skills required for national
development;
◦ Develop the professions that will provide leadership for the nation;
and,
◦ Advance knowledge through research and apply new knowledge for
improving the quality of human life and respond effectively to changing
society.
 AIMS GOALS OBJECTIVES
• Intention or the • Statement of purpose • Specific result that
desired outcome with outcomes in helps to achieve a
mind goal

The learners transfer

The learners demonstrate learning by composing and Recognize pitch and stress
understanding of delivering a speech with Appreciate the use of
appropriate prosodic appropriate sounds of appropriate pitch and
features, stance and English. stress in speaking
behaviour. Use pitch and stress
appropriately in oral
communication
Domains of Objectives
1. Cognitive - thinking
2. Affective – emotions or feelings
3. Psychomotor - physical or kinesthetic
 Component 2:
Curriculum Content or Subject
Matter
Criteria used in Selection:
1. Self-Sufficiency
2. Significance
3. Validity
4. Utility
5. Learnability
6. Feasibility
Principles to follow in organizing the
Learning Content (Palma, 1992)
1. Balance
2. Articulation
3. Sequence
4. Integration
5. Continuity
 Component 3:
Curriculum Experience
◦ This can be achieved with the use of instructional or
teaching strategies. This as well includes educational
activities like conducting educational fieldtrips or
experiments.
Guide for the selection and use of
strategies:
◦ Teaching methods are mean to achieve the end.
◦ There is no single best method.
◦ Teaching methods should stimulate the learner’s
cognitive, affective, psychomotor, social, and
spiritual domain of an individual.
◦ Learning styles of the students must be considered.
◦ Flexibility should as well be a consideration in the
use of teaching methods.
 Component 4:
Curriculum Evaluation
 Stufflebeam’s CIPP Model
CONTEX- environment of curriculum.
T

INPUT
- ingredients of curriculum.

PROCESS
- ways and means of implementing.
PRODUC
T - accomplishment of goals.
 Steps in the process of Curriculum
Evaluation:
◦ Focus on one particular component of the curriculum.
◦ Collect or gather the needed information.
◦ Organize the information - coding, organizing, storing, and
retrieving data for interpretation.
◦ Analyze information.
◦ Report the information.
◦ Recycle the information.
TYPES OF EDUCATIONAL
OBJECTIVES
- General
- Specific
Domain Referenced Objectives
- Cognitive
- Affective
- Psychomotor
General Objectives
- a statement reflecting the purposes of a particular
unit or level of the school program, such as
elementary, middle level, or high school.

Example: Students will be mathematically literate.

Specific Objectives
- a statement that describes the behavior to be
attained in a particular unit, subject/course, or a
particular programmed.
- objectives observing Cognitive, Affective,
Psychomotor (Domain Referenced Objectives)
 Cognitive Objectives
- domain of thought process.
• Knowledge – recalling
• Comprehension – understanding and interpreting
• Application – applying procedures/rules
• Analysis – breaking a system down to its parts
• Synthesis – bringing elements together to form a new
• Evaluation – making judgements, critical decisions

Example: Identify the adjectives used in a sentence.

Affective Objectives
- domain of attitude, valuing, and appreciation
• Receiving – willingness to pay attention
• Responding – react voluntarily or complies
• Valuing – acceptance
• Organization – rearrangement of value system
• Characterization – incorporates value into life

Examples: Appreciate the importance of using adjectives in daily

communication and in literary pieces.
 Psychomotor Objectives
- domains of the use of psychomotor attributes.
• Perception – awareness of sensory stimulus
• Set – relates cues/knows
• Guided-Response – performs as demonstrated
• Mechanism – performs simple acts well
• Complex-Overt Response – skilful performance, complex
• Adaptation – modifies special problems
• Origination – shows creativity

Example: Perform a skit using adjectives in your dialogues.

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