Lesson 1: TYPES OF CURRICULUM OPERATING IN SCHOOLS

o RECOMMENDED CURRICULUM
ü Proposed by scholars and professional organizations.
ü May come from DepEd, CHED, DOST or any organization who has a take on education.

o WRITTEN CURRICULUM
ü Appears in state and locally produced documents such as state standards, district curriculum
guides, course of study or syllabi handed down to schools for implementation.
ü Mostly made by curriculum experts with the participations of teachers.
ü Ex: Basic Education Curriculum (BEC), written lesson plan

o TAUGHT CURRICULUM
ü What the teachers implement or deliver in the classrooms.
ü Refers to the different planned activities which are put into action in the classroom.
ü Varies according to the learning styles of students and teaching styles of teachers.

o 4) SUPPORTED CURRICULUM
ü Refers to resources that support or help in the implementation of the curriculum.
ü Includes material resources such as textbooks, computers, audio-visual materials, laboratory
equipment, playground, zoos and other facilities.

o 5) ASSESSED CURRICULUM
ü Refers to a tested or evaluated curriculum.
ü Series of evaluation are being done by teachers to determine the extent of teaching or if the
students are progressing.
ü Ex. Pencil-and paper test, state test, district tests

o 6) LEARNED CURRICULUM
ü Is the bottom-line curriculum – the curriculum that students actually learn.
ü Refers to the learning outcomes achieved by the students.
ü Indicated by the results of the tests and changes in behavior – cognitive, affective, psychomotor.

o 7) HIDDEN CURRICULUM
ü Is the unintended curriculum.
ü Is not deliberately planned but may modify behavior or influence learning outcomes.
ü Factors: school environment, physical condition, peer influence, teacher-learner interaction, mood
of teachers, etc.
lesson 2: The Teacher as a CURRICULARIST
Curricularist - is a person who involves in a curriculum.
- referred only to those who developed curriculum theories.
So what does a teacher should do to deserve a label as a curricularist?
TEACHER must be a….
KNOWER
 Learning begins with knowing.
 He/she as a learner starts with knowing about the curriculum, the subject matter or
the content.
 He/she has to master what are included in the curriculum.
WRITER
 He/ she takes record of knowledge concepts, subject matter or content.
 These need to be written or preserved.
PLANNER
 He/she plan the curriculum. A good curriculum has to be planned. It is the role of
the teachers to make a yearly, monthly, or daily plan of the curriculum.
FACTORS TO CONSIDER IN PLANNING A CURRICULUM
 The learner
 Support materials
 Time subject matter or content
 The desired outcomes, and
 The context of the learners among others
INITIATOR
 He/she initiates the curriculum.
 From the word itself initiates, “to start” or “to begin”
 There will be many constraints and difficulties in doing things first or leading,
however, a transformative teacher will never hesitate to try something new and
relevant.
INNOVATOR
 He/ she innovates the curriculum.
 The curriculum is always dynamic, hence keep on changing. A good teacher
therefore innovates the curriculum.
IMPLEMENTOR
 Implements the curriculum.
 Curriculum remains recommended or written will never serve its purpose.
Somebody has to implement it. The heart of schooling is curriculum.
EVALUATOR
 Evaluates the curriculum.
SOME QUESTIONS THAT NEED THE HELP OF A CURRICULUM EVALUATOR?
 Does the desired outcome have been achieved?
 Is the curriculum working?
 Does it bring the desired result?
 All the learners achieving?
As a curricularist, a teacher will be knowing, writing, planning, implementing, innovating,
initiating and evaluating the curriculum in the school and classrooms just like the role models.
“If the teacher is the guide, the curriculum is the path.”
Lesson 3: The school Curriculum: Definition, Nature and Scope
CURRICULUM
1. A document which describes a structured series of learning objectives and outcomes for a given
subject matter area
2. Includes a specification of what should be learned, how it should be taught, and the plan for
implementing/assessing the learning
3. Some authors define curriculum as the total effort of the school to bring about desired outcomes
in school and out-of-school situations.
4. It is also defined as a sequence of potential experiences set up in school for the purpose of
disciplining children and youth in group ways of thinking and acting.
5. Curriculum – is a structured set of learning outcomes or task that educators usually call goals and
objectives. ( Howell and Evans 1995)
6. Curriculum – is the “what” of teaching.
7. Curriculum – listings of subjects to be taught in school.

Curriculum Planning
1. A curriculum Plan is the advance arrangement of learning opportunities for a particular
population of learners.
2. A Curriculum guide is a written curriculum.
3. A Curriculum Planning is the process whereby the arrangement of curriculum plans or learning
opportunities are created.
4. It is the process of preparing for the duties of teaching, deciding upon goals and emphases,
determining curriculum content, selecting learning resources and classroom procedures,
evaluating progress, and looking toward next steps.

Curriculum Development
1. It is defined as the process of selecting, organizing, executing, and evaluating learning
experiences on the basis of the needs, abilities and interests of the learners and the nature of the
society or community.

TWO SCHOOLS OF THOUGHT ON CURRICULUM DEVELOPMENT

A. The Essentialist School

• It considers the curriculum as something rigid consisting of discipline subjects.

• It considers all learners as much as the same and it aims to fit the learner into the existing
social order and thereby maintain the status quo
• Its major motivation is discipline and considers freedom as an outcome and not a means
of education.
• Its approach is authoritative and the teacher’s role is to assign lessons and to recite
recitations.
• It is book-centered and the methods recommended are memory work, mastery of facts
and skills, and development of abstract intelligence.
• It has no interest in social action and life activities.
• Its measurement of outcomes is standard tests based on subject matter mastery.

Traditional Points of View of Curriculum

• Body of subjects or subject matter prepared by the teachers for the students to
learn.
 • Synonymous to “course study”.
• “Permanent studies” where the rule of grammar, reading, rhetoric, logic and
mathematics for basic education emphasized.(Hutchins)
• Most of the traditional ideas view curriculum as written documents or plan of action in
accomplishing goals.
B. The Progressive School
• It conceives of the curriculum as something flexible based on areas of interest.
• It is learner-centered, having in mind that no two persons are alike.
• Its factor of motivation is individual achievement believing that persons are naturally
good.
• The Role of the teacher is to stimulate direct learning process.
• It uses a life experience approach to fit the student for future social life.
• Constant revision of aims and experimental techniques of teaching and learning are
imperatives in curriculum development in order to create independent thinking, initiative,
self-reliance, individuality, self-expression and activity in the learner.
• Its measurement of outcomes is now devices taking into consideration subject matter
and personality values.
Progressive Points of View of Curriculum
• Listing of subjects, syllabi, course of study and list of courses or specific
discipline can only be called curriculum if these written materials are actualized by the
learner.
• Total learning experiences of the individual.
• All experiences children have under the guidance of teachers. – Caswell &
Campbell
• Experiences in the classroom which are planned and enacted by the teacher, and
also learned by the students. – Marsh and Willis
Different Theories
• Conflicting philosophies of education have influenced curriculum principles and
practices.
• A NUMBER OF “self-evident educational truths” in the past are now seen to be rather
educational myths; such as teachers know, children or learners don’t; all learners should be
treated alike.
• The fundamental concepts of some curricula have changed.
• In many areas, new methodologies: programmed instruction, Computer Assisted
Instruction, Tutorials, Large and Small Group Instruction, and a variety of individualized
instruction procedures have been developed.
• There is the curricular emphasis on the subject matter for the mind, with priority in value
to literature, intellectual history, ideas of religion, philosophy, studies.
• There is the curricular emphasis on the observable facts, the world of things.

Different Emphases
• Another curricular emphasis is the school’s dependence on Scholasticism,
• Another curriculum stresses the importance of experience – process.
• A recent curricular emphasis is that of existing choice.
• The learner must learn skills, acquire knowledge, and make decisions.
Ralph Tyler Model: Four Basic Principles
1. Purposes of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences
Hilda Taba: Grassroots Approach
1. Diagnosis of learners’ needs and expectations of the larger society.
 2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means of doing it.
Steps in Curriculum Development
• Tyler’s Questions of Curriculum Development will provide 4 steps:
• What educational purposes should the school seek to attain?
• What educational experiences can be provided that is likely to attain these purposes?
• How can these educational experiences be effectively organized?
• How can we determine whether these purposes are being attained?

Aims,
• Selection of Aims Evaluatio Goals &
1 n Objective
s
• Selection of Content &
2 Learning Experiences

• Organizsation of content Organisation Selection

& Learning Experiences & Integration of
3 of Learning Learning
Experiences & Experien
• Evaluation of Learning Content ces
4 outcomes
Selection
of
• Some curriculum experts Content
like Tyler say that the steps are • One of them is Wheeler (1978) who
followed in a sequence or a believes that curriculum decision making can
straight line. start from any point and can come back to any
• This model that assumes of the points e.g. like a cycle
that curriculum decision
making follows a straight line
is called linear model

Objective • Kerr (1968) also believes

that curriculum process is a very
comlex set of activities and
decisions and they interact a lot.
• Changes made in content
Evaluation Content may necessitate changes in
experiences, which may again
bring about changes in evaluation
etc.
Learning
Experience