NAME:

ORIGBO ROBERT JINGA

REG. NO:

NTI/PGDE/2015/283

COURSE:

PDE 107:

DESIGN AND

PRINCIPLES OF CURRICULUM
DEVELOPMENT

INSTITUTION:

NATIONAL TEACHERS INSTITUTE, KADUNA

CENTER:

TILLEY GYADO COLLEGE, MAKURDI

QUESTIONS:
1. What we consider to be the purposes of instructional
objective in curriculum?
2. Assess the domains of knowledge in relation to curriculum
development learning experiences?
Answers:
A)
The term curriculum is derived from the Latin word currus
which means a running course, a race track for chariots or a
race course. It is like the 100 metres or 200 metres running
track which we use in the field.

It is defined as the

accumulated tradition of organized knowledge contained in the

school subject.

Some also see it as modes of thinking and

acquiring about the phenomena of our world.

Others refer to curriculum in term of subject matter
content, that is, curriculum was regarded as the content of
instruction without reference to the ways and means of
instruction. Whereas others view it in terms of all the activities
of the school
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The instructional objectives are known to serve three

purposes in curriculum development. For clarity they are often
introduced by the verbal form e.g.
a) They clarify for teacher and learner what is to be
accomplished.
b) They serve as a guide for design and selection of
meaningful content, activities and resources.
c) They provide guidance for measuring learners progress.
Some educators hold that learning involves changing
behavior or developing new ways of behaving (behavior is an
action type of thing). If this is the case, they suggest that only
behavior can be measured.

The implication of this is that

objectives should be started in behavioural terms.

Stating

objectives behaviourally indicates its statement using action

verbs such as list, prepare, identify, add, mention etc.
Objectives of a good curriculum.
A good curriculum should be aimed at achieving the following:
1. The development of the spiritual, moral, mental and
physical well-being of our pupils.
2. The development of skills in the tools by which our pupils
can acquire knowledge and understanding, namely the
skills of reading, writing, speaking and numbering;
3. The development of the power of clear thinking;
4. The development of the ability of the pupils to understand
and adjust themselves to people and life in their
community;
5. The development

of

constructive

attitude

of

responsibility to family, town, nation and world

6. The development of interest in cultural pursuit which will
enable pupils to enjoy their leisure;
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7. The development of an appreciation of the cultural

heritage of the nation and determination to maintain the
improve it.
8. The preparation of our pupils for earning a living.
9. The development of aesthetic sense of the pupils and
encouragement of creative expression.
a) The domains in education are as follows:
i.
Cognitive,
ii.
Affective and
iii. Psychomotor.
Learning is known to occur in three areas namely;
cognitive, affective and psychomotor. If the conception of the
learning process and the process of education include the
motion that the learner is active.

That he is looking at the

world and trying to make something out of it, the three of

knowledge should be considered when selecting objectives.
i.

The Cognitive Domain:

This refers to the acquisition and use of knowledge.

The levels within these domains include:
a) Knowledge (memory of ideas of facts)
b) Comprehension (understanding of information)
c) Application (applying knowledge to problem situation)
d) Analysis (identification of parts and their relationship).
e) Synthesis (combining parts to form a whole)
f) Evaluating (developing judgment about values)
ii.
Affective Domain:
Objectives in this domain are concerned with feelings and
emotions

involving

attitude;

interests,

appreciations,

and

models of adjustment. There is a link between the objective in

the cognitive domains and those in the affective domain.

certain amount of cognitive seems to be involved in every

affective behavior.
Levels in this domain include:
a) Receiving or attending (paying attention to things)
b) Responding (reaching to or using that which is received)
c) Valuing (identifying and committing to particular beliefs)
d) Organization (establishing a set of values)
e) Characterization by a value or value complex (acting on
and displaying values)
iii. The Psychomotor Domain:
This deals with motor activities. It is integrally related to the
cognitive and affective processes.

It has six levels of

classification namely:
a) Perception
b) Set
c) Guided response
d) Mechanism (physical abilities endurance, strength,
flexibility and agility.
e) Complex overt response (skilled movements)
f) Adaptation (non-discursive communication)
One major ingredient in curriculum development as shown
above is the statement of objectives.

These will provide

learners with an understanding of what they are supposed to

accomplish.
REFERENCES
B. U. Maduewesi and etal; A Practical Guide to Curriculum
Development, 3rd
Agnokogbuo,

C.

Edition.
N.

Implementation for

(2000)

Curriculum

Development

Africa. Nsukka; Mike Social Press.

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and

Alaezi, O. (1990) The Nigerian New School Curriculum: Issues

and Insights. Jos:

Ehindero (Nig) Ltd.