The process of curriculum
Presented by Genesis Oñate
Goals and Objectives
The purposes, goals and objectives of the curriculum explain what is to
be done. It attempts to capture what goals are to be achieved, the vision,
philosophy, mission statement and objectives. It also clearly defines the
purpose and curriculum to be acted upon and sought to be achieved.
Based on the National Education Philosophy, provide for holistic
development of the children; identify aspects of intellectual, emotional,
social, spiritual, and physical growth
There are four main factors that affect the formulation of curriculum
objectives. These are
1.
Society
2.
Knowledge
3.
The
learner
4.
The
learning process
All of these factors should be considered when selecting and formulating
curriculum objectives.
Content Selection
It is an element or a medium through which the objectives are
accomplished. Content or subject matter refers to the body of knowledge that
the student will take away when the course is done. It must assure that the
curriculum objectives are properly met.
·
Available
sources and resources
·
Societal
demand
·
International
needs
·
Level
and age of the trainee or student.
·
Type
of society and culture.
·
Study
of global trends
·
Benchmark
of compatible countries
·
Environmental
forces: geographical, social and cultural, political, economic, and educational
and technological
·
National
history and literature
Orientation and Method
The teaching and learning experiences both inside and outside the
institution, the learning environments, the teachers' material as well as the
students' material the teacher's problem is to select learning experiences that
encourage active participation in the learning process in order to achieve the
expected learning outcomes.
·
The learning experience must give students the
opportunity to practice the desired behavior.
·
The
learning experience must “fit” the students’ needs and abilities.
Refer to advocacy of educational philosophy and teaching and learning
principles and practices
Orientation
·
Whether
Perennialism, Essentialism or Progressivism, adherence may be predominantly one
or the other, while the other two may be adopted according to subjects taught,
for example, religion and moral studies Perennialism; history and social
sciences: Essentialism; and, sciences and mathematics: Progressivism
Method
• Creating learning experiences
•
Whether
teacher centered or student centered
•
Choice
of teaching strategies (traditional, non-traditional, settings, interactions
via technology
• Organizing learning activities and experiences
Evaluation
Curriculum evaluation refers to the process of placing value on a
curriculum. Evaluation may focus on a curriculum’s design, including content
and process; its implementation; or outcomes. It identifies the quality,
effectiveness of the program, process and product of the curriculum.
Evaluation of the curriculum is also important in the sense that one
could assess whether or not the objectives and goals have been met. It also
shows the effectiveness of the teaching strategy and other components. The
interpretation of the evaluation provides feedback to the curriculum and its
components. With the help of the evaluation phase, experts can modify the
curriculum bringing about desirable changes.
This is based on:
•
District
education officers’ audit results and feedback
• Public examination results analysis
• Schools’ and teachers’ feedback
• Managed by a centralized group or committee
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