Components of Curriculum

12/3/22, 9:37 PM Components of Curriculum
Components of Curriculum
Site: Laikipia University Virtual Campus Printed by: Margaret Gatundu

Course: Principles and Theories of Curriculum Development Date: Saturday, 3 December 2022, 9:37 PM
Book: Components of Curriculum
https://elearning.laikipia.ac.ke/mod/book/tool/print/index.php?id=1420 1/14
Description
Table of contents
1. Introduction
2. Aims Goals and Objectives.

2.1. Sources of Educational Objectives
2.2. Society as source of objectives
3. Subject Specialists/Subject Matter as Source of Objective

3.1. Content/ Subject Matter
3.2. Principle to be followed in organizing content
4. Learning Experiences
4.1. General Principles in Selecting Learning Experiences
4.2. Evaluation
4.3. Summary
1. Introduction
By the end of the lesson, you should be able to discuss the four main components of curriculum. These are
1. Aims, goals and Objectives
2. Content or subject matter.
3. Learning experiences.
4. Evaluation
2. Aims Goals and Objectives.
What are the aims, goals, and objectives of curriculum? Doesn't aims, goals, and objectives mean the same thing?
Let us begin the lesson by watching this five minutes video that explains what aims, goals and objectives are
Aims, Goals and Objectives in Curriculum Development (Su…

(Su…
The inclusion of the word “DESIRED” in the definition of education implies the existence of something (objectives) at which learners are to aim.
Objectives are therefore the first component of curriculum. It is however important to distinguish between aims, goals and objectives
Aims
These are broad and general statements that provide direction or intent to education action. They are usually stated in amorphous terms using
words like learn, know, understand, and appreciate which are not measurable.
They are broadly stated outcome which are acceptable to virtually
everyone who is interested in the education program under consideration.
E.g. All students should become scientifically literate
Aims are important in communication with which many individuals may agree. However, aims alone cannot be used to guide instructional
decisions because they are too broad and general. Aims provide direction but not a destination that a curriculum should plan to achieve.
Goals
Are statements of education intention which are more specific than aims. Goals relate a general aim to some specific aspect of the curriculum.
Like aims, goals are general and long term as opposed to short-term. They however provide a destination. An example of a goal is
Education should promote a positive attitude toward good health and environmental protection.
Goals connect aims to tangible aspects of the curriculum. They contribute to the realization of aims.
Objectives
Objectives are usually specific statements of education intention which outline either general or specific outcomes that are to be achieved in the
short term. They describes the specific behaviors the learners are to attain, the condition under which the behavior must be demonstrated, and
the proficiency level at which the behavior is to be performed. Objectives are therefore measurable. Objectives are important in that they
1. guide decisions about the selection of content and learning experiences
2. clarify what skills and abilities are to be developed at what levels
3. enable teachers to communicate with students about what they need to achieve.
Further reading.
AGOA Aims Goals and Objective. http://thesecondprinciple.com/wp-content/uploads/2014/02/AGO2.pdf
2.1. Sources of Educational Objectives
Generally, there are three main sources of objectives: the learners, society, and subject matter.
Let’s examine each in turn.
1. Learners as Sources of Objectives
In formulating goals and objectives, curriculum planners are concerned principally with the needs of learners as members of society. Also
important are their interests, and aspirations as well as their potential.
Learner's needs can be categorized into the following:
-
a) Physical Needs
b) Social Needs

-
c) Psychological Needs
a) Physical Needs
The basic physical needs that should be provided to learners include food, clothing, shelter good health among others. To meet these students’
physical needs educational objectives should be formulated specifically to cater to areas of knowledge, skills, and attitudes that will help meet
those needs.
b) Sociological Needs These include affection from home, school, and peers; acceptance, belonging, success, security, status, and
respect.
c) Psychological needs
The psychological aspects of the learners eg emotional needs should be taken into account when formulating education objectives. Learners
under special circumstances such as those with various forms of disabilities and also the specially gifted should especially be considered.
How to Identify Needs

Information about the needs of learners can be obtained by using the following methods among others.

1.
Social
investigation approach can be obtained by the students’ observations done by
the investigator.
2. Students
interviews can be very helpful in providing the required data on students' needs
and interests, and their expectations of what to
expect from school;
3. Parents'
interviews can also be used to provide further information about their children
4. Questionnaires could be used to provide useful

information on some aspects which interviews could not provide.
5.
Tests and school
records will throw light on the skills and knowledge of various students in school.
2.2. Society as source of objectives
First the school is supposed to

prepare the youth for the life in society. Hence the school curriculum should
reflect what goes on in society. E.g.
cultural aspects of society should be
incorporated.
Secondly, society provides support for

education e.g. in funding resources etc, and should therefore be consulted in
curriculum planning.
Thirdly, education should address the

myriad of problems and cultural issues in society such as unemployment, health
issues such as HIV/Aids,
and other vices such as corruption. All these need to
be part of a school curriculum.
3. Subject Specialists/Subject Matter as Source of Objective
These are experienced teachers and

educators with adequate experience to be involved with adequate experience to
be involved with curriculum
making. Subject specialists are crucial in the
process of objectives setting. This is because they are the “custodians” of
knowledge. Text books
are written by subject specialists among other reasons.
Their contribution is therefore vital for curriculum objectives. They determine
which
objectives, content, and pedagogical practices that would be suitable for
learners at different stages of development.
3.1. Content/ Subject Matter
This refers to the professional

skills, knowledge laws and ideas to be learned during a programme or course.
Choice of subject matter is very
crucial in curriculum making mainly due to the
explosion of knowledge.
Criteria for the selection of content
i) Validity- The content and learning experience

should be correct, authentic, or true and accurate (Syomwene et al, 2017) Content
should be
meaningful to the learner based on the maturity, prior experience, and educational and social value. This implies there should be a connection
between
content and the goals which it is intended to serve. Content is therefore valid
if it promotes the outcomes that it is intended to promote.
ii) Significance- Content
should contribute to basic ideas meant to achieve the overall aim of the curriculum and
develop learning skills as set
by the national curriculum (Ornstein &
Hunkins, 1998). The material chosen should be
sustainable in meeting certain needs and ability levels of
the learners
iii) Needs and interests of the learners- Chosen

content should be relevant to the student’s world. It should also ensure
learners are continually
motivated
iv) Utility- Content
should be useful to the learner in
solving problems now and in the future and empower the learner to be a useful member of
society.
v) Learnability- Content
should be within the range of the experience of the learners. For effective
learning, the ability of the students must be
taken into account at every point
in the selection of content.
vi) Consistent with social realities( Relevant). To be a useful prescription for learning

content and outcome it pursues need to be in tune with
the social and cultural
realities of the time. Related to
learners' real-life experience situations in and out of school.
vii) Economy. Should not require very expensive learning resources.
viii) Feasibility- content
should be selected in consideration of time and resources available including
experienced teachers to handle the
curriculum (Syomwene et al, 2017).
3.2. Principle to be followed in organizing content
1. Balance –
Contest should be fairly distributed in depth and breadth of a particular
learning area of discipline.
2. Articulation – Each level of subject matter should be

smoothly connected to the next. Glaring gaps or wasteful overlaps in subject
matter are
removed. Each stage should build upon earlier knowledge and
achievements
3. Sequence
– The logical arrangement of subject matters. Refer to the deepening and
broadening of contents as it is taken up in the higher
levels. Subject matter
should be arranged logically in a hierarchical manner from easy to difficult, basic to complex and
concrete to abstract
4 Integration
– Horizontal connections in subject areas that are similar so that learning
will be related to one another. Arranged logically from
easy to difficult,
basic to complex, concrete to abstract.
5. Scope.
All the content topics learning experiences and organization threads comprising
the education plan
6.
Continuity-
Constant repetition, review, and reinforcement of learning. Spiral curriculum
according to a Gerome Brunner
Further reading
CONTENT.https://www.slideshare.net/julietacabiles/curriculum-contentcontentppt.
4. Learning Experiences
Learning
experiences refer to the interaction between the learners and the external
conditions in the environment/she encounters. Learning
takes place
through the active behavior participation of the students; it is what the
students are involved in that they learn and not what the
teacher does.
Learning
experiences chosen should be the ones likely to produce given educational
objectives and also set up opportunity situations that will
evoke or provide
within the student the kinds of learning experiences desired.
4.1. General Principles in Selecting Learning Experiences
1. Provide experiences that give students opportunities to practice the behavior and deal with the content implied.
2. Provide experiences that give satisfaction from carrying on the kind of behavior implied in the objectives. Students need satisfying
experiences to develop and maintain interest in learning.
3. Provide experiences that are appropriate to the student’s present attainments, and his/her predispositions. Learning experiences must fit the
student’s needs and abilities. Teachers must consider students’ prior experience.
4. There are many particular experiences that can be used to attain the same educational objectives. There are many ways of learning the same
thing. A wide range of experiences is more effective for learning than a limited range.
5. The same learning experience should accomplish several learning outcomes. While students are acquiring knowledge of one subject content
for the concept they should be able to integrate the knowledge into several related fields
4.2. Evaluation
Curriculum evaluation
refers to the formal determination of the quality, effectiveness or value of
the programme, process and product of the
curriculum.
4.3. Summary
Watch this 15 minutes video that summarises the elements of the curriculum and sources of curriculum objectives
Elements of Curriculum / Society as source of curriculum / …

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12/3/22, 9:37 PM Components of Curriculum

Site: Laikipia University Virtual Campus Printed by: Margaret Gatundu

2. Aims Goals and Objectives.

3. Subject Specialists/Subject Matter as Source of Objective

1. Aims, goals and Objectives

2. Content or subject matter.

3. Learning experiences.

2. Aims Goals and Objectives.

Aims, Goals and Objectives in Curriculum Development (Su…

E.g. All students should become scientifically literate

2. clarify what skills and abilities are to be developed at what levels

2.1. Sources of Educational Objectives

1. Learners as Sources of Objectives

b) Social Needs

c) Psychological needs

How to Identify Needs

4. Questionnaires could be used to provide useful

2.2. Society as source of objectives

First the school is supposed to

Secondly, society provides support for

Thirdly, education should address the

3. Subject Specialists/Subject Matter as Source of Objective

These are experienced teachers and

3.1. Content/ Subject Matter

This refers to the professional

Criteria for the selection of content

i) Validity- The content and learning experience

iii) Needs and interests of the learners- Chosen

vi) Consistent with social realities( Relevant). To be a useful prescription for learning

vii) Economy. Should not require very expensive learning resources.

3.2. Principle to be followed in organizing content

2. Articulation – Each level of subject matter should be

4.1. General Principles in Selecting Learning Experiences

Elements of Curriculum / Society as source of curriculum / …

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