Seven Criteria for the Selection of Subject Matter or Content of the Curriculum

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.

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

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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.