Lesson 4: Approaches about School

Curriculum
MILAGROS AUREA A. SABIDALAS, LPT, EdD
Desired Learning Outcomes
 
1. Describe the different approaches about
school curriculum.

2. Explain by examples how the

approaches clarify the definition of
curriculum.

3. Reflect on how the three approaches

interrelate with each other.
Approaches About School Curriculum
(https://www.slideshare.net/joselinesantos3/approaches-about-school-curriculum-55507030 )
 

There are three ways of approaching curriculum. These are: a)

curriculum as a content or body of knowledge, b) curriculum
approached as a process, and c) curriculum approached as a
product.
1. Curriculum approached as a
content or body of knowledge
Traditionalist equate curriculum with the following:

1.1) topical approach

1.2) concept approach
1.3) thematic approach
1.4) modular approach.
 1.1. Topical Approach. In
this approach, the curriculum
maker takes a particular topic as
a central theme at various
instructions and concept. A
specific topic is started in a
particular class and finished in
the same class. A topic is a
comprehensive collection of
materials of a specific topic of
the particular subject.
 1.2. Conceptual Approach. Conceptual approach. It is choosing and
defining content of a certain discipline to be taught through the use of big
and pervasive ideas. It is using the content as a means of leading the
students to discover the laws and principles or generalizations that
govern a particular subject or discipline
(https://www.slideshare.net/almareynaldo/conceptual-approach-
14281275).
1.3. Thematic Approach. Thematic approach
is the way of teaching and learning where
many areas of the curriculum are connected
together and integrated within a theme
thematic approach to instruction is a powerful
tool for integrating the curriculum and
eliminating isolated and reductionist nature of
teaching it allows learning to be more natural
than then fragmented nature of the school
activities. Here the students are actively
involved and they learn more skills through
thematic learning cognitive skills such as
reading, thinking, memorizing and writing are
put in the context of a real life situation under
the broad aim to allow for creative exploration
(Okoro, C.O. & Okoro, C.U., 2016).  
 1.4. Modular Approach. This
approach leads to complete
units of instruction (Bilbao, et
al. , 2014). A module is a unit of
work in a course of instruction
that is virtually self-contained
and a method of teaching that is
based on the building up skills
and knowledge in discrete units
(Sejpal, 2013).
Criteria in the Selection of the Content

a. Significance. It should contribute to ideas,

concepts, principles and generalization that should
attain the overall purpose of the curriculum. Content
becomes the means of developing cognitive, affective
or psychomotor skills.
 b. Validity. The
authenticity of the subject
matter forms its validity.
Hence, there is a need to
check and verify content at
regular interval because
content which may be valid
in its original form may not
continue to be valid in the
current times.
 c. Utility. Usefulness of the content can be relative
to time. This means that content may have been
useful in the past but may not be useful now or in the
future.
 d. Learnability. The complexity of the content
should be within the range of experiences of the
learners. This is based on the psychological
principles of learning. The appropriateness of
content organization and sequence would
influence learnability.
 e. Feasibility.
Can the subject
content be learned
within the time
allowed, resources
available, expertise
of the teachers and
the nature of the
learners?
 f. Interest. Will the learners
take interest in the content? -
Are the contents meaningful?
What value will the contents
have in the present and future
life of the learners? What can
you do to make the curriculum
interesting?
Guide in the selection of the Content in the Curriculum

1. Content is commonly used in the daily life.

2. Content is appropriate to the maturity levels and abilities of
the learners.
3. Content is valuable in meeting the needs and competencies
of the future career.
4. Content is related to other subject fields or discipline for
complementation and integration.
5. Content is important in the transfer of learning in other
disciplines.
Basic Principles of Curriculum Content
(http://olga-syscurriculum.blogspot.com/2011/05/basic-principles-in-organizing-learning.html)

In 1992, Palma proposed the principle of B.A.S.I.C. (Balance,

Articulation, Sequence, Integration, Continuity) as a guide in
addressing content in the curriculum.
 a. Balance. This means that the
curriculum is fairly distributed in deep and
breath of the particular learning area or
discipline. The elementary curriculum is
really fairly distributed. Though the number
of competencies is not equal in every
quarter but this doesn’t mean that they are
not fairly distributed because the
competencies are actually budgeted base
on the number of days of teaching per topic
which would fit in to the number of days per
grading period.
 b. Articulation. This means the
smooth connection of the subject
matters. The subject matters in the
elementary curriculum are really
connected. The former is connected
with the latter. That is why in the
learning process, review is
encouraged to really establish and
deepen the connection of the subject
matters to make it more meaningful
to the children.
 c. Sequence. This is the logical
arrangement of the subject matters.
Based on observation and
experience, the subject matters are
logically arranged from easy to
difficult, basic to complex. Topics in
other learning areas Science and
Math, are actually arranged from
where the students can find a closer
connection to their selves and
experience so that they can easily
relate to it.
 
 d. Integration. This is the
horizontal connections in subject
areas. Well, this is actually
encouraged. The fact is that
there are subject matters that
can be integrated in other
subject area. Like the integration
of values in all subject areas, the
integration of Science and Math
concepts in teaching English.
 e. Continuity. This refers to the
constant repetition, review and
reinforcement of learning. Meaning, a
lesson should not stop after an
evaluation. It has to be repeated
through review and reinforcement.
Thus, this is the principle in the
elementary curriculum. We even
targeted that the learning in school
should be applicable and applied to
the daily life.
2. Curriculum Approached as a Process.

Curriculum happens in the classroom Practice of teaching

Curriculum happens in the classroom• Concern of teachers
is to emphasize critical thinking, meaning-making, heads-
on, hands-on, and many others.

To teachers, the process is very critical. What curriculum

are you using? Is it problem-based, hands-on, minds-on,
cooperative learning, blended, on-line, case-based, etc?
When curriculum is approached as a process, guiding
principles are presented:

1. Curriculum process in the form of teaching methods and strategies are means
to achieved the end.
2. There is no single best process or method.
3. Stimulate learner’s desire to develop holistically
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes
6. Flexibility in the use of the process or methods should be considered
7. Both teaching and learning are the two important processes in the
implementation of the curriculum.
3. Curriculum Approached as a Product.

Products are what students desire to achieve as learning outcomes

(knowledge, skills, and values).
 
The real purpose of education is to bring about significant changes in
students’ pattern of behavior. Curriculum product is expressed in form of
outcomes which are referred to as the achieved learning outcomes.
There may be several desired learning outcomes, but if the process is
not successful, then no learning outcomes will be achieved. These
learned or achieved outcomes are demonstrated by the person who has
meaningful experiences in the curriculum. All of these are result of
planning, content and processes in the curriculum.
 
Group Activity: Inventory of the Curriculum Content, Process and
Product
 
1. Choose a book that is being used in the elementary (for BEED
groups) and high school (for BSED and BPED groups) and identify the
following: content, process, and product. Use the example and format.
 
 
 INVENTORY OF A CURRICULUM CONTENT, PROCESS AND PRODUCT
Title of the Book Assessment of Learning 1
Grade Level 3rd Year College Subject Area Used Assessment of Learning
       
No. Content Process Product
  A. Principles of High Quality A. Individual Research Example:
Assessment B. Interview A. List of desired learning
C. Observation outcomes classified
according to types of
learning targets.
B. Skill in interview and
observation.