It should contribute to ideas, concepts, principles and generalization that should attain the overall purpose of the curriculum.

• validity

• significance

• utility

• learnability

Usefulness of the content in the curriculum is relative to the learners who are going to use these. It can be relative to time. It may have been useful to the past, but may not be useful now or in the future.

• Significance

• Validity

• Utility

• Learnability

This is based on the psychological principle of learning. Appropriate organization of content standards and sequencing of contents of two basic principles that would influence learnability

• Significance

• Validity

• Utility

• Learnability

Can be the subject content be learned within the time allowed, resources available, expertise of the teachers and the nature of the learners.

• Learnability

• Significance

• Feasibility

• Utility

It is one of the driving forces for students to learn better.

• Learnability

• Feasibility

• Validity

• Interest

Content should be fairly distributed in depth and breadth. This will guarantee that significant contents should be covered to avoid too much or too little of the contents needed within the time allocation.

• Balance

• Articulation

• Sequence

• Integration

This will assure no gaps or overlaps in the content. Seamlessness in the content is desired and can be assured if there is articulation in the curriculum.

• Balance

• Integration

• Sequence

• Articulation

It is the logical arrangement of the content.

• Balance

• Articulation

• Sequence

• Integration

Contents should be infused in other discipline whenever possible. This will provide wholistic or unified view of curriculum instead of segmentation.

• Balance

• Articulation

• Sequence

• Integration

content is based on knowledge, and experiences are included

• Topical Approach

• Concept Approach

• Thematic Approach

• Modular Approach