Republic of the Philippines

Mindanao State University

College of education
Marawi City

SECTION 2 Chapter 3:
Principles of Curriculum Components of Curriculum Design

Prepared by: Yahya G. Domaub

Learning Outcomes
At the end of this chapter, students are expected to:

 Identify what influences people's perception on education's purposes.

 Explain the significance of considering aims, goals, and objectives to the processes of
curriculum design and organization.
 Enumerate the major sources of educational aims.
Engage:
Race to the Pile

Mechanics:
The class must be divided into four:
The students must get the word mentioned in the pile.
The player must paste it on the front.
The 1 paste of word is corresponding to 1 point.
The winner will have a price.
Procedures:
1st The group must be fall in line.
2nd The first person in line is the first player.
3rd The moderator will mention a word and the player will run to the pile.
4th The player who got the word must paste it on the front.
5th The play will followed by next in line which is the 2nd player, and the first player must go to
the last line, if in case of shortage of player.

Introduction

In designing curriculum, we must reflect

how its parts are related with one another. We
also need to consider a curriculum plan to shape
the organization of its parts, and these parts of
the curriculum should support the whole.
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

In curriculum design, we should think of the philosophical and learning theories to

determine if our design decisions are in agreement with our basic beliefs regarding people, what
and how they should learn, and how they should use their gained knowledge.

Explore:
Your name, Your Answer.

In this part the group from the activity must be in the same group and they must form a
circle in order for them to brainstorm in question to be given throughout the discussion. It has a
points who is willing to participate, If the name called is in the group one, he or she must answer
the question or explain the statement, the other group will have a chance to contradict the answer
or explanation, if the called group cannot defend their statement other group will have their
points

Explain:

MAJOR COMPONENTS OF CURRICULUM DESIGN

Regardless of definition or approach in curriculum, curriculum design can be organized into

four major components:

1) Aims, goals and objectives 3) Learning experience and

2) Content or subject matter, 4) Evaluation.

Common question in designing curriculum

1) What will be your first concern or question to start

its development?
2) What is to be done?
3) What subject matter is to be included?
4) What instructional strategies, resources and
activities will be employed?
5) What methods and instruments will be used to
assess the results of the curriculum?
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

Ornstein and Hunkins further stated that curriculum design also includes philosophical
and theoretical, as well as practical, issues. One's philosophy influences understanding and
choice of objectives, choice and organization of content, decisions about how to teach or deliver
the curriculum content, and judgments about how to evaluate the success of the developed
curriculum.

According to Ronald Doll's viewpoint, curriculum design is the parent of instructional

design. Curriculum arrangement always comes in this order: objectives, content, instruction, and
evaluation. In contrast, instructional design "diagrams" out pedagogically and technologically
strong teaching methods, teaching materials, and educational activities that draw students in
learning the curriculum's content.

What resources will be applicable for a particular lesson specified in the curriculum plan?
Which students should participate in particular activities?

Curriculum design represents the knowledge theory, social theory, political theory, and
learning theory. In effect, a curriculum outcome arises from the blend of curriculum and
instructional designs.

Identification of Educational Philosophy

The initial task of curriculum designers is

identification of an educational vision or philosophy
which will form the basis of planning. It mirrors the
desires of the nation and the major theme paving the
way for the future. The vision statement or
philosophy provides guidelines for curriculum
developers in organizing and incorporating programs and activities into the curriculum. Then it is
reformulated in the light of realities to enable the vision to be achieved through a process of
learning in schools rather remaining an ideal that is unachievable.

The educational philosophy of an educational system is the mirror of national policies.

The educational philosophy will also mirror national priorities such as the development aspects
of the nation, socio-cultural needs of the people and levels of achievement of the children at
different cycles. Development needs have to be identified in relation to the priorities.

 Socio-cultural needs, the culture of peace, conflict resolutions etc.

 The needs of disabled persons and adults who have lost opportunities for learning have to be
incorporated too.
 Opportunities for vocational and career education have to be provided in the curriculum.
Therefore, vocational interests of students have to be assessed.
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

 curriculum designers should not only study current best practices, customs, and beliefs about
education in the local schools but should compare these to the educational research literature
on best practices in teaching, learning, and curriculum design.
 Levels of achievements relate to understanding of concepts at different grades by children to
enable them to complete the skills needed to move on to higher grades.

I. GENERATING AIMS, GOALS, AND OBJECTIVES

Curriculum designer starts with an understanding of

the major challenges involved. People agree that school
curricula should allow students to attain knowledge, skills,
and attitudes. Yet many people also want curricula to
reproduce the culture within which the school exists and
further that society's economic, political, social, and cultural
interests.

Most people favor curricula that promote a global perspective,

others think that local concerns should be prioritized. One's
emphasis influences one's response to questions such as:

What does it require to know at a particular level? Whose knowledge is of significance? Whose
history? Whose works?

According to Orr it was observed that the globalization of knowledge is resulting in a

neglect of local knowledge.

 A school's curricular aims and goals come from local citizens, national groups, and even the
local government.
 Schools have much greater input with regard to objectives.
 Educators' first step in curriculum development should be analysis of needs and tasks. They
must determine what students need to learn for success in school, on the job, and in life.
 Curriculum developers gather data that will inform their decisions regarding what content is
necessary, appropriate sequencing of the content, appropriate instructional strategies, and
how the various curricular components should be designed for students.
 Analysis of needs and tasks often includes school and classroom observations. Focus groups
may also define the rationales for such observations. Those charged with these initial
analyses may also talk to principals, teachers, and students.
 By analyzing needs and tasks, educators decide what the curriculum should include. Data
analysis can show gaps in students learning, thus indicating needed objectives and content.
Educators begin to sense what content, student activities, means of implementation, and
means of evaluation the curriculum should consist.
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

Generating Aims
 Educational aims are lifetime aspirations.
 They are purposely stated generally because they are
developed for a general level of education and by the
society.
 They provide long-term directions for students,
 Mostly, aims are considered to be developed at a system
level such as an education department or in government
documents.

For example in our country, it is imbedded in the 1987 Philippine Constitution, which
states that all schools shall aim to:

1. Inculcate patriotism and nationalism

2. Foster love of humanity
3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development of the country
5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline
8. Encourage critical and creative thinking
9. Broaden scientific and technological knowledge and promote vocational efficiency
 Like a road map, aims help us guide our lives in general and point us to positive directions.
But, they can never be fully attained.

For Ronald Doll, educational aims should address the intellectual (or cognitive), the socio-
personal (or affective), and the productive.

1. Intellectual aims focus on the acquisition and comprehension of

knowledge, problem- solving skills, and methods of thinking.

2. Social personal aims are concerned with the ways

in which people relate to other individuals and society
and how individuals view themselves. These aims
address individual psychology, and how people fit into their families and
communities.

3. Productive aims center on educating students to function within the home,

on the job, and as a citizen.

Ornstein and Hunkins on the other hand, add four other types of aims:

1) Physical, dealing with the development and maintenance of strong, healthy bodies;
2) Aesthetic, dealing with values and appreciation of the arts;
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

3) Moral, dealing with values and appropriate conduct; and

4) Spiritual, dealing with transcendence of self.

Generating Goals

The next step in curriculum design is creating goals.

Like aims, educational goals are group expectations, and they
make take weeks, months, or even years to attain. Goals differ
from aims that they are attainable, yet many remain
unattained. Goals are group-oriented, and the successful attainment of goals does not require
each and every student to succeed.

The relationships between aims, goals, and objectives can be seen on Figure 3.1.

Formative Summative
Aims Goals Objectives
Evaluation Evaluation

According to Evelyn Sowell, goals answer the question "What destination do you have in
mind for learners as far as a particular curriculum or subject is concerned? Goals might include
the following: students think critically, students are diverse people, and students assume
responsibility for their own learning.

Levels of Goals

Goals can be written at several levels of generalization involving many curriculum

developers such as principal, teachers, subject specialists, teacher trainers, administrators and
others who may be involved in curriculum efforts on several levels at the same time. The
different models run from a broad and wide educational philosophy to the more specific
instructional objectives executed at the classroom level.

Generating Objectives
 Aims and goals are long- term, objectives are
short-term.
 Objectives refer to what is expected of students
in daily activities.
 Objectives is a series of goal
 Goal may then be approached though a series
of objectives.
 Objectives should be clearly specified to
understand and agree on.
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

 Objectives may refer to general subjects or grade level, units, or lesson plans.
 Objectives must also be appropriate.
 Certain objectives might be inappropriate because they stress behavior of which students are
not capable or because they do not reflect students interests,
 Certain objectives might be better suited to students in particular subjects than to students
interested in a general program.
 Objectives should be arranged logically so as to make sense when units of instruction and
evaluation are being determined.
 Objectives lack consistency. An example, what objectives at different levels of classification
are grouped together, as when understanding how to process information is grouped with
knowing how to follow a scientific process of experimentation.
 Objectives should be grouped by some common thread or idea.
 Objectives require regular revision.

Types of Objectives

Educational objectives. Stretch from objectives for specific curriculum areas (often subjects of
programs) at certain grade levels to specific outcomes of classroom instruction. Abbie Brown
and Timothy Green note that an instructional objective should clearly indicate some observable
or quantifiable student behavior.

Behavioral Objectives. Generally educators (and the general public) think that educational
objectives should be understood in terms of observable or measurable accomplishment. That is,
the objective is behavioral. Students can show that they have acquired particular skills or
knowledge.

Mager asserts that an educational objective must describe 1) the behavior that will indicate a
learner has achieved the objective, 2) the condition or situation imposed on the learner when he
or she demonstrates achievement, and 3) the minimum proficiency level that will be acceptable.
A behavioral objective in science that satisfies Mager's criteria might read as follows:

After studying the unit on energy, the student must complete a 100-question, one hour
multiple-choice test on the subject. The student must answer 75 questions correctly.

A behavioral objective for mathematics might read:

Given a multiplication worksheet, the pupil will be able to multiply ten sets of three place
numbers at the rate of one problem per minute with 80 percent accuracy.

Nonbehavioral General Objectives. Supporters of nonbehavioral objectives use words such as

appreciate, know, and understand. They consider stating objectives too specifically confines
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

learning to measurable achievements. Objectives that focus higher-order learning (e.g., analytical
thinking and appreciation of literature) are likely to be ignored.

Elaborate
Open Discussion

In this activity, the same group will be given a certain question and they will be analyze, explain,
emphasis and provide an example in a certain task.

"Discuss how societal needs and educational philosophies influence the development of aims in a
curriculum."

"Explain how you would you construct your objectives in a new curriculum based on cultural
relevance."

"Describe goals that could be employed to enhance learning in a curriculum."

"Identify effectiveness of objectives in terms of methods to assess the success of a curriculum.

Evaluate
Curriculum Design Essentials

Answer the following questions based on your understanding of curriculum design

components. Provide clear and concise responses where applicable. Use examples and
explanations to support your responses where possible. Each question will be scored out of 10
points based on the clarity, depth, and relevance of the response and the maximum total score is
20 points.

1. Define the difference between aims, goals, and objectives in curriculum design. Provide an
example for each.

2. Imagine you are tasked with designing a curriculum for a new high school course in
environmental science. Outline the aims, goals, and objectives for this curriculum. Describe the
content areas you would include and justify your choices. Propose at least two learning
experiences and explain how they align with the objectives. Finally, suggest an evaluation
strategy to measure student learning outcomes.

Grading Criteria
Rating Criteria
9-10 points: Comprehensive and insightful response demonstrating deep understanding.
7-8 points: Clear and accurate response with examples
5-6 points: Clear and accurate response with minor gaps or lack of detail.
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

3-4 points: Partially correct response with significant gaps or misunderstanding.

1-2 points: Incorrect or incomplete response.

Wrap Up

In our exploration of curriculum design, we've delved into the essential components that
shape educational experiences: aims, goals, and objectives. These components serve as the
foundation upon which a curriculum plan is built, ensuring coherence and effectiveness in
educating students. Let's recap the key insights and considerations from our discussions:

The Relationship among parts of the curriculum, we emphasized the interconnectedness

of aims, goals, objectives, content, learning experiences, and evaluation. Each part contributes to
the overall coherence and effectiveness of the curriculum, ensuring that they support the holistic
development of students.

Philosophical and learning theories, we discussed the importance of aligning curriculum

design decisions with philosophical and learning theories. These theories guide us in
understanding how individuals learn, what they should learn, and how knowledge should be
utilized, ensuring that our curriculum design reflects our fundamental beliefs about education.

Generating aims are overarching aspirations that provide long-term direction for
educational systems. They reflect societal values and expectations, guiding students towards
becoming informed and responsible citizens equipped with essential knowledge, skills, and
attitudes.

Developing goals are specific and achievable targets that operationalize aims into
manageable outcomes. They are formulated at various levels and serve as milestones in the
curriculum design process, guiding educators in their instructional planning.

Crafting objectives are concrete, measurable statements that define what students are
expected to accomplish in daily activities or over specific periods. They bridge the gap between
goals and instructional strategies, ensuring clarity and alignment in educational outcomes.

Types of objectives we explored different types of objectives, including behavioral and

non-behavioral, each serving distinct purposes in curriculum design. Behavioral objectives
specify observable behaviors, facilitating assessment and accountability, while non-behavioral
objectives emphasize higher-order thinking and understanding.

Throughout our discussions, we acknowledged the dynamic nature of curriculum design,

requiring continuous reflection, adaptation, and improvement based on educational research,
 Republic of the Philippines
Mindanao State University
College of education
Marawi City

local contexts, and societal needs. By integrating aims, goals, and objectives thoughtfully and
aligning them with philosophical underpinnings and learning theories, curriculum designers can
create meaningful educational experiences that empower students and contribute positively to
society.

Reference

Reyes, E., Dizon, E., and Villena, D. (2015) Curriculum Development, Adriana Printing
Corporation Inc. 978-971-9656-16-6

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