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The Teacher
The Learners
The Knowledge, Skills and Values
Strategies and Methods
Performance
Community Partners
MAJOR COMPONENTS OF CURRICULUM
I. AIMS, GOALS AND OBJECTIVES
II.SUBJECT MATTER/ CONTENT
III.LEARNING EXPERIENCES
IV.EVALUATION APPROACHES
TRANSLATED INTO QUESTION
1. What is it to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and activities will be
employed?
4. What methods and instruments will be used to assess the results of
the curriculum?
COMPONENT I:
AIMS, GOALS AND
OBJECTIVES
Philippine Educational System
•Three Levels:
1. Primary
2.Secondary
3.Tertiary
Philippine Constitution of 1987
•AIMS
Inculcate patriotism and nationalism
Foster love of humanity
Promote respect for human rights
Appreciate the role of National heroes in the historical development of
the country
Teach the rights and duties of citizenship
Philippine Constitution of 1987
•AIMS
Strengthen ethical and spiritual values
Develop moral character and personal discipline
Encourage critical and creative thinking
Broaden scientific and technological knowledge and vocational
efficiency
VISION, MISSION, AND GOALS
•VISION
-Clear concept of what the institution would like to become in the future
-Provides focal point or unifying element according to which the school staff, faculty
perform individually or collectively.
- Guiding post which educational efforts and curricula should be directed.
VISION, MISSION, AND GOALS
•MISSION
- Spell’s out how it intends to carry out its vision
TARGET: to produce the kind of persons the students will become after having been
educated over a certain period of time.
VISION, MISSION, AND GOALS
•GOALS
- Educational Objectives
- Sources: Learners, society and fund of knowledge
Examples:
Build a strong foundation of skills and concepts
Educational Objectives
1. Teaching methods are means to achieved the end. They are used to translate the
2. There is no single best teaching method. Its effectiveness will depend on the
3. Teaching methods should stimulate the learners desire to develop the cognitive,
considered.
5. Every method should lead the development of the learning outcomes in the three
CURRICULUM
EVALUATION
CURRICULUM EVALUATION
According to Worthen and Sanders, (1987) all curricula to be
effective must have the element of evaluation.
This may refer to the formal determination of the quality,
effectiveness, or value of the program, process, product of the
curriculum.
Tuckman (1985) defines evaluation as meeting the goals and
matching them with the intended outcomes.
Stufflebeam’s CIPP ( content, input, product, process) model
process is continuous
very important to curriculum managers like
principals, supervisors, department head, deans
and even teachers.
CONTEXT