ELEMENTS/

COMPONENTS OF
LANGUAGE
CURRICULUM
BY: FATIMA ALLA LUMONGSOD
Component 1- Curriculum Aims, Goals
and Objectives
 embedded in a formal institution called schools

 THREE EDUCATIONAL LEVELS:

 PRIMARY
 SECONDARY
 TERTIARY
Major components or elements for most
curricula:

 1. Aims, Goals and Objectives

 2. Subject matter/ content
 3. Learning experiences
 4. Evaluation Approaches
Based on the Philippine Constitution of 1987, 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
Aims of Elementary Education
(Education Act of 1982)
 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; and
 promote work experiences which develop orientation to the world of work
and prepare the learner to engage in honest and gainful work.
Aims of Secondary Education

 continue to promote the objectives of elementary education; and

 discover and enhance the different aptitudes and interests of
students in order to equip them with skills for productive endeavor
and or to prepare them for tertiary schooling.
Aims of Tertiary Education
 provide general education programs which will 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.
 School’s Vision

 clear concept of what the institution would like to become in the

future
 focal point or unifying element according to which the school staff,
faculty , students perform individually or collectively
 guiding post around which all educational efforts including curricula
should be directed
 can be very ambitious – a characteristic of a vision
 Example:
A model performing high school where students are equipped with
knowledge, skills and strength of character to realize their potential to the
fullest.
 School’s Mission

 spells out how it intends to carry out it’s vision

 targets to produce educated persons over a certain period of time
Example:
 To produce globally competitive life long learners.
 School Goals

 school’s vision and mission that are further translated

 broad statements or intends to be accomplished
 sources of school goals- learners, the society and the fund of knowledge

Example :
 Build a strong foundation of skills and concepts.
 Educational Objectives

 these are goals made simple and specific for the attainment of each learner
 Benjamin Bloom and Robert Mager
 1. explicit formulation of the ways in which students are expected to be changed
by the educative process, and
 2. intent communicated by statement describing a proposed change in learners
 direct the change in behavior which is the ultimate aim of learning
 3 Big Domains of Objectives

 1.COGNITIVE DOMAIN- domain of thought

process
 2. AFFECTIVE DOMAIN- domain of valuing,
attitude and appreciation
 3. PSYCHOMOTOR DOMAIN- domain of the use
of psychomotor attributes
 Cognitive Domain
(Blood et al 1956)
 1. Knowledge
 2. Comprehension
 3. Application
 4. Analysis
 5. Synthesis
 6. Evaluation
 Affective Domain
(Krathwohl, 1964)
 1. Receiving
 2. Responding
 3. Valuing
 4. Organization
 5. Characterization by a value or value complex
 Psychomotor Domain
(Simpson, 1972)
 1. Perception
 2. Set
 3. Guided Response- (imitation & trial and error)
 4. Mechanism
 5. Complex over responses
 6. Adaptation
 7. Origination- (creativity)
Component 2- Curriculum Content or
Subject Matter
 simply information to be learned in school
 is another term for knowledge
 Gerome Bruner- “knowledge is a model we construct to
give meaning and structure to regularities in experience”
 Subject Areas and Learning Content
 COMMUNICATION ARTS
 MATHEMATICS
 SCIENCE
 SOCIAL STUDIES
 MUSIC
 PHYSICAL EDUCATION
 VOCATIONAL EDUCATION
Criteria which can be utilized in the selection of
subject matter content:
 1. Self- sufficiency
 2. Significance
 3. Validity
 4. Interest
 5. Utility
 6. Learnability
 7. Feasibility
In organizing different learning contents Palma, 1992
suggested the following principles:
 Balance- ensure that the level or area will not be overcrowded
 Articulation- each level of subject matter is smoothly connected to
the next, glaring gasp and wasteful overlaps will be avoided
 Sequence- logical arrangement of the subject matter
 Integration- horizontal connections in subject areas that are similar
so that it will be related to one another
 Continuity- constant repetition, review and reinforcement of
learning
Component 3- Curriculum Experiences

 will link instructional strategies and methods to

curriculum experiences (the heart of the curriculum)
 Field viewing, conducting experiments, interacting with
computer programs , field trips
Component 4- Curriculum Evaluation

 formal determination of the quality, effectiveness or value

of the program, process, product of the curriculum
 Stufflebeam’s CIPP model- process is continuous, very
important to curriculum managers
 Stufflebeam’s CIPP
 CONTEXT - environment
 INPUT- ingredients
 PROCESS- ways and means
 PRODUCT- accomplishes
 Curriculum Approaches

Behavioral Approach
- (behaviorist principles) based on a blueprint
 Frederick Taylor- achieve efficiency
 example: the worker will be paid according to his output
produced with in a specific period of time
 Ineducation- educational plans (start of setting goals &
objectives)
 Managerial Approach

 General Manager- sets the policies and priorities

 Less concerned with subject matter

 Look at changes and innovations as they administer the resources

and restructure the schools
 Systems Approach
 Systems Theory
 parts of school- examined how they relate to each other
 Organizational Chart- represent
 George Beuchamp
 1. administration
 2. counseling
 3. curriculum
 4. instruction
 5. evaluation
 Humanistic Approach

 Progressive philosophy & child-centered movement

 1. formal or planned curriculum
 2. informal or hidden curriculum
 Total development- prime consideration
 Learner- center of curriculum
 ARIGATO
GUSAIMAS