chapter 3

• Three ways of approaching curriculum

  1. as a content
  2. as a process
  3. as a product
• Four ways of presenting the content in the curriculum

  1. Topical Approach
  2. Content Approach
  3. Thematic Approach
  4. Modular Approach
• 6 Criteria in selecting content

  1. Significance
  2. Validity
  3. Utility
  4. Learnability
  5. Feasibility
  6. Interest
• Fundamental principles for curriculum contents


  Balance

  Articulation

  Sequence

  Integration

  Continuity

  Scope
• Balance


  Content should be fairly distributed in depth and breadth.
• Articulation


  As the content complexity progresses with the educational levels, vertically or horizontally, across the same discipline smooth connections or bridging should be provided
• Sequence


  The logical arrangement of the content refers to sequence or order.
• Integration


  Content should be infused in other disciplines whenever possible.
• Continuity


  Content when viewed as a curriculum should continuously flow as it was before, to where it is now, and where it will be in the future.
• Scope


  consists of all the contents, topics, learning experiences comprising the curriculum.
• Curriculum as a process


  Curriculum takes active process with emphasis on the context in which the processes occur.
• Curriculum as a Product


  Product is what the students desire to achieve as learning outcomes.
• Curriculum as a content


  All curricula have content regardless of their design or models.