llan Grathon (2000), as cited by Bilbao et al.

 (2008), describes the seven types of curriculum as follows:

Recommended CurriculumPerhaps you have asked these questions: Why should I take all these subjects
and follow the course flow religiously? Why is there a need to implement the K to 12?The answer is
simple! The Ministry of Education, the Commission on Higher Education, or any professional
organization can recommend and implement a curriculum.

In the Philippines, for example, what is being implemented by the Department of Education (DepEd) or
the Commission on Higher Education (CHEd), is an example of a recommended curriculum.

In some cases, a law making body like the congress and the senate, or a university or a school can
recommend a subject, a course, or any academic program which is deemed necessary for national
identity and security, for environmental protection and sustainable development, among others.

Written CurriculumThis refers to a lesson plan or syllabus written by teachers. Another example is the
one written by curriculum experts with the help of subject teachers. This kind of written curriculum
needs to be pilot tested or tried out in sample schools to determine its effectiveness.

Taught CurriculumThis is about the implementation of the written curriculum. Whatever is being taught
or an activity being done in the classroom is a taught curriculum. So, when teachers give a lecture,
initiate group work, or ask students to do a laboratory experiment with the their guidance, the taught
curriculum is demonstrated. This curriculum contains different teaching styles and learning styles to
address the students’ needs and interests.

Supported CurriculumInstructional materials, such as textbooks, audio visual materials, blogs, wikis, and
others are examples of support curriculum. Other examples are playgrounds, zoos, gardens, museums,
and real life objects. It is called supported curriculum because it helps teachers implement a written
curriculum thus enables the students to become life-long learners.

Assessed CurriculumWhen students take a quiz or the mid-term and final exams, these series of
evaluations are the so-called assessed curriculum. Teachers may use the pencil and paper tests, and
authentic assessments like portfolio and performance based assessments in order to know if the
students are progressing or not.

Learned CurriculumThis type of curriculum indicates what the students have actually learned. This can
be measured through learning outcomes. A learning outcome can be manifested by what students can
perform or do either in their cognitive, affective or psychomotor domains. The learning outcome can be
determined by the results of the tests, and it can be achieved by the students through the use of
learning objectives.

Hidden CurriculumThis refers to the unplanned or unintended curriculum but plays an important role in
learning.

Reference
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum development. Quezon City:
Lorimar Publishing, Inc.

© 2015 January 7 M. G. Alvior

Cite this article as: Alvior, Mary G. (January 7, 2015). Seven School Curriculum Types and their Classroom
Implications [Blog Post]. In SimplyEducate.Me. Retrieved
from https://simplyeducate.me/2015/01/07/seven-school-curriculum-types-and-their-classroom-
implications/

19

 Ang mga kursong ipinagkaloob ng mga pamantasang ito ay ang medisina atabogasya. Hindi nagtagal ay
idinagdag ang mga kursong arkitektura, pagpipintaat eskultura.- Nagkaroon ng mas malawak
na pagturing sa edukasyon ng maitatagng mga Dominikano ang pamantasang ito. Laking tulong ito para
samga hinaharap ng mga estudyante na may kani-kaniyang mgapangarap sa buhay.Nagtatag naman ng
paaralang pambabae na may layuning hubugin magingmabuting maybahay ang mga kababaihan. Ang
mga asignaturang pinag-aralanay ang Doktrina Kristiyana, Latin, Kastila, Kasaysayan, Musika,
Matematika,Kagandahang-Asal at mga Sining Pantahanan.- Kung saan para sa mga kababaihan mas pinili
pa rin ang mas angkopna mga asignatura na kailangan nilang linangin sa kanilang pag-aaral.

Mga Paaralang Pambabae

 1. Kolehiyo ng Santa Potenciana, 15942. Kolehiyo ng Santa Isabel, 15963. Beateryo ng Santa Catalina,
16964. Kolehiyo ng Santa Rosa, 17505. Kolehiyo ng Concordia, 18696. Assumption Convent,
1892 Ang lugar ng mga kababaihan sa lipunan ay higit na napagbuti noongpanahon ng mga Espanyol.
Sila ay iginalang at binigyang karangalan ng mgakalalakihan. Ang isang dalaga ay hindi maaaring
pumunta sa mga handaan atsayawan o kahit saan man na walang kasama. Gayundin kung sila ay
mayroongmanliligaw. Ang mga babae noon ay hindi malayang makihalubilo sa mgakalalakihan.

20

 Ang mga dalagita ay iniiwan lamang sa bahay o kaya sa paaralan. Ang mgapaaralan na tinatawag na
kolehiyo ay pinangasiwaan ng mga madre. Hindi silanakapag-aral sa mga pamantasan upang mag-aral ng
propesyong gaya ngabogasya, medisina at inhenyeriya. Tinuruan lamang sila na maging mabutingasawa
at ina sa hinaharap. Marami ring pumasok sa kumbento upang magingmadre.- Sapagkat
ang binigyan lamang ng karapatan noon upang mag-aral ayang mga kalalakihan na sila lamang dapat ang
manguna sa lahat. Lalona sa magiging pamilya nila dahil pinaniniwalaang sila lamang ang maykarapatan
para buhayin ang kanilang pamilya. At dapat ang mga babaelamang noon ay tanging nasa bahay lamang
at gumagawa ngtrabahong pambahay.

Mga Paaralang Normal

  Ang paaralang ito ay nagkaloob ng katibayan sa pagtuturo mataposmakapag-aral dito ng dalawang
taon. Noong 1865, isang paaralang normal parasa mga lalaki ang itinatag. Hindi nagtagal ay dumami ang
bilang ng mga paaralangito at ang ilan ay binuksan para naman sa mga kababaihang nais maging guro.

Mga Paaralang Bayan

 Taong 1896 nang itadhana ng batas ang pagbubukas ng mga paaralan ngbayan na tinustusan ng
pamahalaan. Sapilitan ang pagpasok sa mga paaralangito at walang matrikula ang mga mag-aaral.
Pinapangasiwaan ito ng kura-parokong bawat bayan. Ginawang sapilitan ang pagpasok dito dahil
marami sa mgamagulang noon na walang interes na pag-aralin ang kanilang mga anak. Maramirin sa
mga kabataan ang takot mag-aral. Ang mga araling pinag-
aralan ng mga batang lalaki ay Kasaysayan ngEspanya, Heograpiya, Pagsasaka, Pagsulat. Aritmetika,
Doktrina Kristiyana, Pag-awit at Kagandahang-Asal.

21

 Ang mga batang babae naman ay tinuruan ng mga Sining Pantahanan bukodsa Pagsulat, Aritmetika,

Doktrina Kristiyana, Pag-awit at Kagandahang-Asal.Hindi naging matagumpay sa simula ang pag-aaral ng
mga katutubo samaraming kadahilanan. Una, may kalayuan ang mga pamantasan at mga kolehiyona
matatagpuan lamang sa malaking bayan o sa kabiserang lalawigan.Pangalawa, ang mga maykaya at mga
Espanyol lamang ang may kakayahangpumasok sa mga paaralang ito. Karamihan pa sa mga ito ay hindi
para sa Pilipino.Binuksan lamang ito sa kanila noong huling bahagi ng ika-18 siglo. Noon
lamangnaipamalas ng mga Pilipino ang kanilang taglay na katalinuhan.TANDAAN MO!

• Nagkaroon ng pormal na edukasyon nang dumating ang mga Espanyol sa

bansa.

• Maraming paar 

alan ang naitatag ng mga misyonaryo sa ating bansa.

• Nagbukas ng mga paaralang normal para sa mga lalaki at babae na nais maging

guro.

MGA SANGGUNIAN:

https://www.scribd.com/doc/62000578/Sistema-Ng-Edukasyon-Sa-Pilipinas- Noong-Panahon-Ng-Kastila-
1h

ttps://www.slideshare.net/chikath26/aralin-4-ang-sistema-ng-edukasyon-ng-mga-espanyo
REFLECTIVE 3: TABA -MODEL OF
CURRICULUM DEVELOPMENT &
EFLAND-THEORY COGNITIVE
The Taba Model was developed by Hilda Taba (1902 – 1967), an architect, a curriculum
theorist, a curriculum reformer, and a teacher educator. She was born in the small
village of Kooraste, Estonia. Taba believed that there has to be a definite order in
creating a curriculum.

Hilda Taba is the developer of the Taba Model of learning. This model is used to
enhance the thinking skills of students. Hilda Taba believed that there must be a
process for evalutating student achievement of content after the content standards have
been established and implemented. The main concept of this approach to
curriculum development is that teachers must be involved in the development of the
curriculum.

 
  

Strengths of using the Taba Model in the

classroom:
 Gifted students begin thinking of a concept,
then dive deeper into that concept
 Focuses on open-ended questions rather than
right/wrong questions
 The open-endedness requires more abstract
thinking, a benefit to our gifted students
 The questions and answers lend themselves to
rich classroom discussion
 Easy to assess student learning
 

Limitations of using the Taba Model in the

classroom:
 Can be difficult for non-gifted students to
grasp 
 Difficult for heterogeneous classrooms
 Works well for fiction and non-fiction, may be difficult to easily
use in all subjects
 

EFLAND-THEORY COGNITIVE
The book entitled “Art and Cognition”-Integrating The Visual Arts In The Curriculum
(2002) was publish by Arthur D.Efland. There are describe the key observation
which is integrated with the cognition. As stated by our presenter, (Nazia) tells there is 4
major components which is :
 Cognitive Flexibility / General Cognitive Development
 Integration of Knowledge Through the Arts
 The Imaginative in Cognition
 The Aesthetic Experience
Nazia-presentation (efland)
 
REFERENCES:

TABA MODEL
TABA MODEL OF CURRICULUM DEVELOPMENT
Strategies model of TABA
EFLAND -COGNITIVE
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