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Definition of Content: Curriculum content simply means the totality of what is to be taught in a.school system.It can be in form of knowledge, skills, attitude and values that learnersare exposed to. Content involves subject matter drawn on the basis of problems, themes or topics cutting across traditional subjects Learning experience refers to anv interaction course, program or other experience in which learning takes place, whether it occurs in traditional academic setting (schools classrooms)_or non-traditional academic setting (outside of school locations, outdoor environment or whether it include traditional educational interactions (students learning from teachers and professors) or nontraditional interactions (student learning through games and interactive software applications).It also develops the three domain of learning namely cognitive, affective and psychomotor skills and considers the cultural aspect of the learners particularly, if your learners come from different cultural background and races then the content must be cultural sensitive 1.These organization of learning experience and content is based on the cumulative development_behavior the learners gradually experience during the educational process Content and learning experience are organized in two relationship bases; yertical_and horizontal relationship; Vertical organization is the arrangement of learning experiences and content over a time sequence access classes in the same subject.Variety: Learners are different and learn, in different ways base on their interest and ability therefore varied learning experience must be provided to help them comprehend Interest: So that the desired objectives can be achieve and also for learners to demand pleasure learning experiences from tem must be of great interest to the learner.This is done when the students or learners are given the chance to experiment, observe and carryout field study Significance: The content is significant if it is selected and organized for the developed of learning activities, skills, processes and attitude that will help in solving the problem of the country.Knowledge, Knowledge, whereby whereby learners can put what they have learnt into practice life activities Consistency with Social Realities: This means that content should be chosen based on the fact that they relates toour present social needs economic and political situation.It is an activity which may be planned by the class or teacher but perform by the learner for the purpose of achieving some important learning objectives There are various types of activities that can be performed by the learners in the study of various school subjects to enhance learning.For instance,there should be a relationship between the knowledge acquired in biology and that of agricultural science, the knowledge and skills acquired in economics lessons can enhance that of political science within the same class There are certain criteria that must be met in organizing learning experience and content.Continuity: It is the recurrin emphasis on the learners experience on a particular element or kind of activities, until mastery is achieved.With mastery, learners develop progressively, systematically and naturally, with new knowledge building on earlier acquired knowledge and thus learners can gain competence 2.Validity: The content of the curriculum is valid if it promotes the outcome that it is intended to promote.It is also the authenticity of the subject matter or content selected,to make sure the topics are not obsolete, for this to be achieve, there should be a regular check on the curriculum content and replace it if necessary 2.Self-sufficiency: This criterion helps learners attain maximum self-sufficiency at the most economical manner or content selection.Content must be acceptable to the culture and belief system of the people CRITERIA FOR SELECTING LEARNING EXPERIENCE: The condition for selecting learning experiences by the experts must base on the recent or modern principles of learning.Validity: Learning experience is valid when it related objectives are in any of the three domains; cognitive affective and psychomotor.Integration: It_refers to t he relationship among learning experiences which brings about a unified view, and behavior is a horizontal relationship which cut across several subjects and the areas of student's life.These criteria are: 1.1.3.4.

Definition of Content:
Curriculum content simply means the totality of what is to be taught in a.school
system. The content component of teaching learning situation refers to the important
facts, principles and concepts to be taught. It also can be defined as "'Information to
be learned in school, another term for knowledge (a collection of facts, concepts.
generalization,_principles,_theories". These contents must be in line with the learning
experiences and there must be clear cut objective to be achieved by the end of each
respective lesson. It can be in form of knowledge, skills, attitude and values that
learnersare exposed to. Content involves subject matter drawn on the basis of
problems, themes or topics cutting across traditional subjects
Learning experience refers to anv interaction course, program or other experience in
which learning takes place, whether it occurs in traditional academic setting (schools
classrooms)_or non-traditional academic setting (outside of school locations, outdoor
environment or whether it include traditional educational interactions (students
learning from teachers and professors) or nontraditional interactions (student learning
through games and interactive software applications). According to Tyler learning
experiences are the interactions between the learner and the _external conditions in
the environment to which he can react. It is an activity which may be planned by the
class or teacher but perform by the learner for the purpose of achieving some
important learning objectives
There are various types of activities that can be performed by the learners in the study
of various school subjects to enhance learning. There are also various activities which
teachers perform as they teach learners, but then, learning experiences are not what
the teachers do, it is not the teacher methodology, but those activities performed by
the learners themselves.
CRITERIA FOR SELECTING CURRICULUM CONTENT

1. Validity: The content of the curriculum is valid if it promotes the outcome that it
   is intended to promote. It is also the authenticity of the subject matter or content
   selected,to make sure the topics are not obsolete, for this to be achieve, there
   should be a regular check on the curriculum content and replace it if necessary


2. Self-sufficiency: This criterion helps learners attain maximum self-sufficiency at
   the most economical manner or content selection. This is done when the students
   or learners are given the chance to experiment, observe and carryout field study
   Significance: The content is significant if it is selected and organized for the
   developed of learning activities, skills, processes and attitude that will help in
   solving the problem of the country. It also develops the three domain of learning
   namely cognitive, affective and psychomotor skills and considers the cultural
   aspect of the learners particularly, if your learners come from different cultural
   background and races then the content must be cultural sensitive


3. Interest: This criterion is true to be learned centred curriculum. The interest of
   the students should be considered in selecting content because students learn best
   if the subject matter is meaningful to them. It becomes meaningful if they they are
   interested in it. But if the curriculum is subject centred, teachers have no choice
   but to finish the facing schedule religiously and teach only what is in the book, this
   may explain why many fail in subject sometimes


4. Learnability: The content should be what the students can learn and should be
   within their experience. Teachers should apply theories on psychology of learning
   in order to know their subject are presented, sequenced an organized to maximize
   the learning capacity of the students


5. Utility: This is the usefulness of the content in solving problems now and in
   future. It is more important in skill or procedural. Knowledge, Knowledge, whereby whereby learners
   can put what they have learnt into practice life activities
   Consistency with Social Realities: This means that content should be chosen
   based on the fact that they relates toour present social needs economic and
   political situation. Content must be acceptable to the culture and belief system of
   the people
   CRITERIA FOR SELECTING LEARNING EXPERIENCE:
   The condition for selecting learning experiences by the experts must base on
   the recent or modern principles of learning. These criteria are:


6. Validity: Learning experience is valid when it related objectives are in any of the
   three domains; cognitive affective and psychomotor. the learning experience must
   be holistic to involve all the domains


7. Variety: Learners are different and learn, in different ways base on their interest
   and ability therefore varied learning experience must be provided to help them
   comprehend
   Interest: So that the desired objectives can be achieve and also for learners to
   demand pleasure learning experiences from tem must be of great interest to the
   learner.


8. Relevance to Life: Learning experience must be relevant to real-life situations in
   schooland in the society to help learners understand their society and proffer
   solutions to some problems of the society. This is where community based
   resources comes to play. Experience in real content and situation bring realism to
   teaching and learning
   the Learning age or level of the


9. Suitability: Learning experience must not be too simple nor complex but rather
   be suitable for
   learners and for the content which it is meant
   for.


10. Comprehensive: Learning experience must cover all the stated objectives in a
    lesson; it must range from the simplest learning experiences to the most complex,
    covering all the domains of learning.


11. Potential for multiple Learning: This means that learning experiences are not
    fashioned for different distinct domains of instructional objectives. Therefore, it is
    necessary to plan for learning experiences that will provide for the three domains
    asstrategy for multiple learning. A single learning experience should involve
    cognitive, affective and psychomotor domains of learning, hence it is said to be
    comprehensive.
    ORGANIZATIONAL AND INTEGRATION OF LEARNING EXPERIENCEs
    AND CONTENT:
    After learning experience and content have been selected, the next step to take is to
    organize them. These organization of learning experience and content is based on the
    cumulative development_behavior the learners gradually experience during the
    educational process
    Content and learning experience are organized in two relationship bases; yertical_and
    horizontal relationship;
    Vertical organization is the arrangement of learning experiences and content
    over a time sequence access classes in the same subject. For instance,for
    a
    four-year program in English, language, contents are arranged in hierarchical
    order, from the lowest level to the highest level. This arrangement learning of
    English language becomes cumulative as knowledge continues to build up over
    time. This knowledge building starts from simple to complex in the subject
    progressively.
    The horizontal organization occurs when the learning in one subject enhances
    the knowledge, skill and attitude in another subject within the same class. For
    instance,there should be a relationship between the knowledge acquired in
    biology and that of agricultural science, the knowledge and skills acquired in
    economics lessons can enhance that of political science within the same class
    There are certain criteria that must be met in organizing learning experience and
    content. These include:


12. Continuity: It is the recurrin emphasis on the learners experience on a
    particular element or kind of activities, until mastery is achieved. With mastery,
    learners develop progressively, systematically and naturally, with new knowledge
    building on earlier acquired knowledge and thus learners can gain competence


13. Sequence: It is also related to continuity as well as progressively moving from
    the lower to the higher level of knowledge and from simple to complex. In
    sequence, each successive experience goes more deeply and broadly into the
    subjects. Each experience reinforces and extends the previous one. Curriculum
    practices in the arrangement of sequence of learning experiences usually based
    according to one of the following; chronological order, logical order and difficulty


14. Integration: It_refers to t he relationship among learning experiences which
    brings about a unified view, and behavior is a horizontal relationship which cut
    across several subjects and the areas of student's life. One subject should buttress
    the other. For instance, what is learnt in mathematics to solve problems can be
    used for solving problems in other subjects, as this enhances the transfer of
    knowledge