BUILDING BLOCKS OF CURRICULUM
Curriculum plays an important role in educational system. It is like blueprint which leads the
teacher and the students to reach the desired aim and goal. Williams (2019) said: “Curriculum
serves as a reference to ensure that teachers are on right track.” This essay will basically analyze
the building blocks of curriculum which will look at objective, content selection, method and
evaluation.
Opening with objective as one of the building block of curriculum, objective tries to capture aim
and goals to be achieved (Van Blerkorn, 2013), on Collage study skills. Van says that when
curriculum is being designed especially on objective part there are some things to consider like
society, knowledge, learner and learning process so that its aim and goal can easily achieved. For
example, society has got its own expectations about the aims and objectives that should be
considered when designing the curriculum. It has also perception what the product of the school
system should look like (Praveen, 2016), on sociological aspects of curriculum development.
Therefore it is necessary to take account these societal consideration when looking at objective
part. Curriculum objectives are so specific and designed in such a way that it develops learning
structures and condition. For example, it provides guidance, vision, mission and goal which
direct them what to do or how to accomplish their purpose, in such doing it lead in great result to
teachers and learners. According to Peacock (2001), on Language learning strategies and English
for Education Purposes (EAP) proficiency he said: “It saves a lot of teachers’ time and energy
but also determine the necessary course materials,” this is the case because it provides
hierarchical system for all grade levels and objectives for individual lessons.
Content selection is another building block, which is subject centered view of curriculum. Like
objectives, content also have number of thing to consider like availability of resources, demand
of society, level and age of learners as well as method of content organizations so that it will
intimately related to outcomes, curriculum and instruction. When content is being designed, it
have purpose: firstly, “it helps frame the education reform debate by publicly identifying what is
important for schools to teach and for students to be able to demonstrate” (McLaughlin and
Shepard, 1995). McLaughlin et al also found that content standard should provide map of where
the curriculum should go and enabling schools and teachers follow their instruction in order to fit
the needs of students. It has also to provide coherent structure to curriculum structure and
instruction. Content is not only covers subject matter to be covered but also what mental powers
and capabilities for example, thinking, skills and value to emerge from learning activities.
The other point is method which puts into action the goals and use of the content in order to
produce an outcome. It includes teacher-made materials, textbooks, national and state standards.
It determines how the objectives of the study program and its modules or subjects will be
formulated and also constitutes a practical guide to action in the classrooms. Adam (2014) found
that methodology is an element of quality assurance model that deals with different aspects like:
what are the assumptions to ground planning, implementation, evaluation and review of the
curriculum; what stakeholders expect and how they are involved into quality process; how
internal and external quality assurance procedures are correlated. This means that the methods
depend on the objectives and the content to be achieved and delivered respectively. For example,
when teaching on the factors and how they affect electrical resistance, there is more need to
teach using experimental method unlike lecture method since students need to appreciate and do
hands on to gain skills and understanding of the content.
The last element is evaluation which basically focuses on making judgment on the quality of
curriculum. Its aim is to examine the impact of implemented curriculum on leaning achievement
so that official curriculum can be revised if necessary and also to review teaching and learning
process. It identify and describe the curriculum and its objectives and also checks contents for its
accuracy, comprehensiveness, timelines, depth and quality (Savickiene I., 2008). For example, it
includes assessment that finalizes the strength and weakness of the curriculum. In setting the
project
parameters,
district
administrators
in
consultation
with
the
school
board should determine both the purpose and the limits of the project. They should, first
of all, be clear about the central purpose of the review, because purpose will affect both
issues to be examined and methods to be used (Baron & Boschee, 1995).
In conclusion, the essay was analysing four building blocks of curriculum, and it was based on;
objectives, content, methods and evaluation, how they are designed as well as their purpose so
that can achieve educational of the society.
Baron, M. A., & Boschee, F. (1995). Authentic assessment: The key to unlocking student success.
Lanham, MD: Rowman & Littlefield.