Approaches to the School Curriculum

Content should be fairly distributed in depth and breadth.

• Articulation

• Balance

• Integration

• Continuity

Curriculum should continuously flow as it was before, to where it is now, and where it will be in the future,

• Continuity

• Balance

• Integration

• Articulation

Content in the curriculum does not stand alone or in isolation. It has relatedness to other contents

• Continuity

• Sequencing

• Balance

• Integration

Focus will be the body of knowledge to be transmitted to students using appropriate teaching method.

• Curriculum as a content

• Curriculum as a process

• Curriculum as a product

Central to the approach is the formulation of behavioral objectives stated as intended learning outcomes.

• Curriculum as a product

• Curriculum as a content

• Curriculum as a process

BASIC principles of Curriculum Content

• BALANCE

• INNOVATION

• CONTINUITY

• INTEGRATION

• ARTICULATION

Guide in the Selection of the Content in the Curriculum

• Not commonly used in the daily life

• Related to other subject fields or discipline for complementation and integration

• Valuable in meeting the needs and competencies of the future career

• Important in the transfer of learning to other disciplines

• Appropriate to the maturity levels and abilities of the learners

Criteria in Selection of Content (Scheffer, 1970 in Bilbao, et al 2009)

• Significance

• Validity

• Fesibility

• Continuity

• Utility

What are the three ways in approaching curriculum

• Curriculum as a product

• Curriculum as a content

• Curriculum as a learning outcomes

• Curriculum as a process

Four Ways of presenting the content in the curriculum

• Topical Approach

• Curriculum Approach

• Topical Approach

• Thematic Approach

• Concept Approach