MODULE 1,LESSON 1: Concepts, Nature and Purposes of

Curriculum
CONCEPT OF CURRICULUM
The Concept of Curriculum is a dynamic as the changes that occur in the
society. Curriculum is also viewed merely as listing of subjects taught in
school. Some define it as a total learning experiences of individuals not only
in schools but in society as well.
TRADITIONAL VIEWS OF CURRICULUM
>Curriculum is a body of subjects or subject matter prepared by teachers for
the students to learn or they call it as Course of the study and Syllabus
>Robert M. Hutchins -Curriculum is a permanent studies where rules of
grammar, reading, rhetoric and logic and mathematics for basic education
are emphasize. It also emphasize the 3Rs and college education should be
grounded on liberal education
>Arthur Bestor- believes that the mission of school should be intellectual
training, hence curriculum should focus on the fundamental intellectual
discipline of grammar, literature and writing
>Joseph Swab -defines curriculum as the Sole Source of Curriculum
>Phenix- Curriculum should consists entirely of knowledge which comes
from various disciplines
PROGRESSIVE VIEWS OF CURRICULUM
>John Dewey-Curriculum is a total learning experiences of the individual.
Taken from the concept of REFLECTIVE THINKING meaning a unified curricular
elements
>Caswell and Campbell -define curriculum as all experiences children
have under the guidance of the teachers.
>Smith, Stanley and Shores -define curriculum as sequence of potential
experiences set up in the schools for the purpose of disciplining children and
youth in group ways of thinking and acting
>Marsh and Willis -viewed it as Experiences in the classroom which are
planned and enacted by the teacher, and also learned by the students
RALPH TYLER MODEL: 4 Basic Principles called as TYLERS
RATIONALE
1. Purpose of the school
2. Educational experiences related to purposes
3. Organization of the experiences and
4. Evaluation of the experiences
HILDA TABA :GRASSROOTS APPROACH
1. Diagnosis of learners need and expectations of the larger society
2. Formulation of learning objectives

3.
4.
5.
6.
7.

Selection of learning content

Organization of learning content
Selection of learning experiences
Organization of learning activities
Determination of what to evaluate and the means of doing it.

*curriculum development are planning, implementing and

evaluating*
@Seven (7) types of curriculum operating in Schools@
1.RECOMMENDED CURRICULUM: proposed by scholars and professional
organizations like DepEd, CHED, DOST, PAFTE, BIOTA may recommend the curriculum
to be implemented in the elementary and secondary
2. WRITTEN CURRICULUM: appears in school, district, division or country
documents. This include documents, course of study or syllabi handed down for
implementation. Most of the written documents are made by curriculum experts with
participation of teachers. These are pilot-tested or tried out example BEC. Another is
written lesson plan of each classroom teacher made up of objectives and planned
activities of the teacher.
3. TAUGHT CURRICULUM: what teachers implement or deliver in the classroom or
schools. The different planned activities which are put into action in the classroom/
Thses are varied activities that are implemented in order to arrive at the objectives or
purposes of written curriculum. These are used by the learners with the guidance of
teachers. These is also based on the learning styles of the students and the teaching
styles of the teachers.
4. SUPPORTED CURRICULUM: resource-textbooks, computers, audio-visual
materials tiowhich support and help in the implementation of the curriculum. For a
successful teaching there must be a materials which should support curriculum that
includes material resources such as textbooks, computers, audio-visual materials,
laboratory equipments, playground, zoos and other facilities. Support curriculum
should enable each learner to achieve real and lifelong learning
5. ASSESSED CURRICULUM: that which is tested and evaluated. At the end of
teaching episodes series of evaluations are being done by teachers to determine the
extent of teaching or to tell if the students are progressing. It uses pencil and paper
tests, authentic instruments like portfolio are being utilized.
6. LEARNED CURRICULUM: what the students actually learn and what is measured.
This refers to the learning outcomes achieved by the students. Learning outcomes
are indicated by the results of the tests and changes in behavior which can either be
cognitive affective or psychomotor.
7. HIDDEN CURRICULUM: the unintended curriculum which is not deliberately
planned but may modify behavior or influence learning outcomes. Peer influence,
student environrment, physical conditions, teacher-learner interaction

Litsandra J. Manglanlan
BEED2B