Updated | October 27, 2025
This article clarifies the two viewpoints of the curriculum and discusses the 7 criteria for the selection of subject matter or content of the curriculum. Read on to understand why the criteria for selecting the subject matter or content of the curriculum are essential for curriculum design.
The term “curriculum” is viewed in two different ways: micro and macro. The micro curriculum refers to subjects, while the macro curriculum refers to curricular programs. For example, the subject “Biology” is part of the micro curriculum, while a BS in Civil Engineering represents the macro curriculum.
What do the micro and macro curricula contain? The following section discusses the criteria for the selection of subject matter or content at these two levels of the curriculum.
Table of Contents
7 Criteria for the Selection of Subject Matter or Content of the Curriculum
The micro curriculum employs the seven criteria for the selection of subject matter listed below. In the macro curriculum, the subjects needed for the curricular program or course comprise the content.
1. Self-sufficiency
The central guiding principle of subject matter or content selection is to help learners attain maximum self-sufficiency in the most economical way (Scheffler, 1970, as cited by Bilbao et al., 2008). Although the economy of learning implies less teaching effort and reduced use of educational resources, students achieve greater results. They can effectively cope with the learning outcomes.
This criterion means students should be given a chance to experiment, observe, and do field study. This system allows them to learn independently.
Related Post: The Crucial Role of Experiment in Modern Research
With this principle in mind, I suggest that there should be a one-day independent learning activity each week for a high school curriculum or preparatory year. However, this should be carefully planned by the teacher. When the students return, they should present outputs from their activities.
2. Significance
The subject matter or content is significant when it is selected and organized to develop learning activities, skills, processes, and attitudes. It also enhances the three domains of learning: cognitive, affective, and psychomotor skills, while considering the learners’ cultural aspects. Particularly, if your students come from diverse cultural backgrounds and races, the subject matter must be culture-sensitive.
In short, select content or subject matter that can achieve the overall aims of the curriculum.
3. Validity
Validity refers to the authenticity of the subject matter or content you select. Ensure that the topics are not obsolete.
For example, do not include typewriting as a skill to be learned by college students; instead, focus on computers or Information Technology (IT).
Therefore, it is important to regularly review the curriculum’s subject matter or contents and update them as necessary. Do not wait five years to make these changes.
Modern curriculum experts prioritize current trends, relevance, and authenticity; otherwise, the school or country risks becoming obsolete.
4. Interest
This criterion is valid for a learner-centered curriculum. Students learn best when the subject matter is interesting, making it meaningful to them.
However, in a subject-centered curriculum, teachers are obligated to adhere strictly to the pacing schedule and teach only what is in the book. This approach explains why many students struggle with the subject.
5. Utility
Another criterion is the usefulness of the content or subject matter. Students often perceive certain subjects or content as unnecessary or irrelevant, viewing them as useless. As a result, they might not engage in studying.
Common questions students ask include:
- Will I need this subject in my job?
- Will it add meaning to my life?
- Will it develop my potential?
- Will it solve my problems?
- Will it be part of the test?
- Will I earn a passing mark if I learn it?
Students tend to value the subject matter or content only if it is useful to them.
6. Learnability
The subject matter or content must align with the learners’ existing schema and experiences. It should connect with what they already know. Teachers should apply learning theories to effectively present, sequence, and organize subjects, maximizing students’ learning capacity.
7. Feasibility
Feasibility refers to the complete implementation of the subject matter. This consideration should reflect the school’s actual situation, as well as societal and governmental contexts. Students must learn within the available time and resources. Avoid assigning topics that are impossible to complete within the given timeframe.
For instance, if only one week remains to finish a unit, activities that require a month to complete are impractical.
Similarly, do not offer a computer course in areas without electricity or computers.
Feasibility also requires that qualified teachers are available to instruct the subject. For instance, do not offer English for Business Communication if no qualified teacher is available.
It is also important to consider the characteristics of the learners. The organization and design of the subject matter or content must suit the nature of the students.
In a subject-centered curriculum with a strict pacing schedule, grouping students homogeneously can help prevent many from struggling in the subject.
Conclusion
In conclusion, teachers in elementary and high schools are not directly involved in selecting subject matter, as lesson plans are provided by the Department of Education. Their primary responsibility is to follow these plans, though they may customize lessons if permitted by their department heads or principals.
Regarding the macro curriculum, the Commission on Higher Education establishes guidelines and policies for the minimum required subjects for a course. Following this, the Curriculum Development Committee is responsible for selecting, organizing, and implementing the curriculum, with approval from the Academic Council.
The Curriculum Development Committee, led by the Director of Curriculum Development, ensures that the selection of subject matter and subjects for a curricular program is thoroughly examined and scrutinized using the 7 criteria for the selection of subject matter or curriculum mentioned above.
However, this is not the final step in the process; selecting the subject matter or content for the micro and macro curriculum is just one consideration in the overall curriculum design.
Reference
Bilbao, P. P., Lucido, P. I., Iringan, T. C., Javier, R. B., (2008). Curriculum development. Quezon City, QC: Lorimar Publishing, Inc.
© Simplyeducate.me | M. G. Alvior
FAQ: 7 Criteria for the Selection of Subject Matter or Content of the Curriculum
1. What is the central principle of subject matter selection?
The central principle of subject matter selection is helping learners attain maximum self-sufficiency economically.
2. How can teachers adapt the curriculum to students’ needs?
Teachers can customize lessons if allowed by department heads or principals, ensuring content is relevant and engaging.
3. Who determines the macro curriculum guidelines?
The Commission on Higher Education sets the guidelines and policies for the macro curriculum.
4. What committees are involved in curriculum development?
The Curriculum Development Committee, with approval from the Academic Council, selects and organizes the curriculum.
5. Why is validity important in curriculum selection?
Validity ensures that the selected subject matter is authentic and up-to-date, preventing obsolescence.
6. How does feasibility impact curriculum design?
Feasibility considers the school’s resources, time constraints, and the availability of qualified teachers, ensuring practical implementation.
7. How important is the cultural aspect in subject matter selection?
Cultural sensitivity is crucial, especially in diverse classrooms, to ensure the content resonates with students’ backgrounds.
8. Can teachers modify the provided lesson plans?
Yes, teachers may modify lesson plans with appropriate approval to better suit their students’ needs.
hello ma’am good morning .. can you help me about my field study 4 . learning episode 5 about approaches about school curriculum .. because I can’t find an answer about the samples on how the principles of curriculum content are applied in their school .. with an acronym of BASIC . each letter we will give a sample.
hope you read this ma”am and you can give me any sample !!.
thank you.
Please wait for my book to be published. Thanks.
Nice to meet you Dr. so longer I’m a first year student in a faculty of education from the open university of tanzania, hope to enjoy ur presentation, God bless
Hi, Vianne. Thanks so much and please share this site to Tanzania. Extend my regards there. God bless you, too.
very helpful thanks
Dear Sadia,
Thanks so much. I wish that you also share this site to your friends and relatives.
Pls, What are Factors Constrains Curriculum implementation?
Hi, Wada. Im so sorry for a delayed reply. Constraints are budget, lack of teacher training, lack of books, lack of facilities, lack of qualified teachers, attitude and motivation of teachers and students in the implementation of the curriculum, and lack of management or administrative support.
Curriculum implementation means that you have to apply what is being written or recommended in the curriculum in your school. It is like putting it into action. As to factors, it could be the reactions (positive or negative)of the stakeholders, the administrative and financial factors, and the impact to the industries or communities that the school ought to serve.
Please read my answer. I got so busy and not able to answer you back.
Dr, What is Curriculum Implementation and Factors influencing Curriculum Implementation
My Teacher in Curriculum Studies,Good Morning at exact 6:00AM in #Nigeria.
Good Attempt. Thank u, now I understood the Curriculum Content.
Thank you so much, Wada.
Thanks a lot Dr. , you really helped me,What about the theoris in content selection?
Hi, again. What do you mean by theories? Can you give me examples? Thanks.
Helpful @ Dr. Alvior, Mary G.Thanks
You are welcome, Felix.
Hi, Lovely!
How do we know if the content is within the:
a. time – if the tasks or lessons are appropriate for the time given or prescribed. For example, if the allowable time is 54 hours per semester, make it sure that the topics can be covered well within the time frame. You will know it if the students will complain or if they can’t finish the task on time. That’s why the pacing schedule or the syllabus must be planned well. Just to give you a simple example, will you allot 5 hours for the students to write a 150-word paragraph?
b. resources – make sure that you have the resources like books, laboratory, or equipment to help students learn. For example, will you assign them to go to a speech laboratory, if your school doesn’t have it? Of course, not!
c. expertise of the teacher – teachers must have a bachelor’s degree and have a license to teach. They must also have MA or Phd that are vertically articulated which means that it should be within their range of specialization. If your program in the bachelor is BSED English, your MA and your Phd must be in English Language Teaching or Applied Linguistics.
d. Experiences of the learners – make sure that the students can relate to the lessons and they find them meaningful to their work or job someday.
When do you know that the content is within the time, resources and expertise of teacher and experiences of the learners?
Thanks Dr..this was so helpful to me
You are welcome, Ally!
Welcome, Revocatus mdui. Happy reading!
thanks very much for your clear clarification on the criterias for curriculum content selection coz it help me to accomplish my assigment.
I’m so glad that I am able to help you.
Thanks for your support you help as much
Thanks a lot for your contribution to education system.Thanks again because it has helped me to finish my assignment on time instead of going to the library for searching the information.
You are welcome, Mariam. I’m glad that I am able to help you. Please share the site to others. Thank you so much in advanced. God bless!
Thanks alot….it really helped
Thank you so much, Vishakha. God bless!
wow it’s really interesting and educational
Thanks a lot, Derick.
Thank you so much for reading my article. That is exactly our purpose in this site. You may read this link for more information, https://www.linkedin.com/pulse/website-professional-development-academic-success-dr-mary-alvior
Regards,
Dr. Mary
I must appreciate you for your contribution to my learning through your piece of work. More to your your academic research work. Thanks.
Thanks, Dogo.
Its really educational and contribute immensely towards our knowlege thanks
Thank you so much. That’s really our purpose in this site, please read
https://www.linkedin.com/pulse/website-professional-development-academic-success-dr-mary-alvior
Enjoy reading at simplyeducate.me!
its really educating. what about other criteria such as scope. balance.relevance.integration.sequence and continuity…will it imply? and if yes in which way?
thank you! It really helps a lot..
Hi, Arvin! Welcome. Please share this site to your friends and relatives.
Regards,
Dr. Mary
like it
Have really enjoyed. The article is nice and educative.
Am Dickson Otuko,Master student at Kenyatta University.
Thanks a lot,
thanks a lot
Hi! Thank you for reading. God bless.
Please mail me with more resourceful materials
Hi! You are welcome. Thank you for visiting the site.
Regards,
Dr. Mary
Thanks Dr…
Resourceful, detailed, interactive and knowledgeable. Much appreciated.
Student at;
Mount Kenya University of Kenya.
Taking;
Bachelors in Education Arts.
Thank you for your appreciation Shadrack.