Reviewer 532

WHAT IS CURRICULUM?
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.
(Robert Hutchins)
• Discipline is the sole source of curriculum (Joseph Schwab)
• Curriculum should consist entirely of knowledge which comes
from various disciplines. (Phenix, 1964) as cited by Bilbao, P.,
Dayagbil, F. & Corpuz, B. (2015)
• 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)
• Curriculum is a sequence of potential experiences set up in
schools for the purpose of disciplining children and youth in group
ways of thinking and acting.“
The concept of curriculum is dynamic and has many definitions. It

can be defined simply as a listing of subjects to be taught in school
or in a broader sense, as the total learning experiences of an
individual not only in school but in society as well.
Curriculum is the sequence of potential experiences set up in

school for the purpose of disciplining children and youth in group
ways of thinking and acting.
Curriculum is a structured set of learning outcomes or tasks that

educators usually call goals
and objectives.
Curriculum is the “what” of teaching.
Curriculum includes a specification of what should be learned, how
it should be taught, and the plan for implementing/assessing the
learning.
Curriculum is the listings of subjects to be taught in school.
Recommended Curriculum (Ideological) - Proposed by scholars and

professional organizations. The curriculum may come from a
national agency or any professional organization.
Written Curriculum (Enacted) - • Includes documents, course of

study or syllabi for implementation. Most written curricula are
made by curriculum experts with participation of teachers.
• An example of this is the Basic Education Curriculum (BEC) and
the written lesson plan of each classroom teacher made up of
objectives and planned activities of the teacher.
Taught Curriculum (Operational) • The different planned activities

teachers implement or deliver i the classrooms and schools, which
are put into action compose the taught curriculum.
• These are varied activities that are implemented in order to arrive
at the objectives or purposes of the written curriculum. It varied
according to the learning styles of the students and the teaching
styles of the teacher.
Supported Curriculum - Includes material resources such as

textbooks, computers, audio- visual materials, laboratory
equipment, playgrounds, zoos and other facilities, which support
and help in the implementation of the curriculum.
Assessed Curriculum - This refers to a tested or evaluated

curriculum. Series of evaluations are being done by the teachers at
the duration and end of the teaching episodes to determine the
extent of teaching or to tell if the students are progressing.
• Assessment tools like pencil-and-paper tests, authentic
instruments like portfolio are being utilized
Learned Curriculum - 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 be either cognitive,
affective or psychomotor.
Hidden Curriculum - This is the unintended curriculum which is not

deliberately planned but ay modify behavior or influence learning
outcomes.Peer influence, school environment, physical condition,
teacher- learner interaction, mood of the teacher and many other
factors make up the hidden curriculum.
Concomitant Curriculum - Things that are taught at home; those

experiences that are part of a family's experiences, or related
experiences sanctioned by the family.
• This type of curriculum may be received at church, in the context
of religious expression, lessons on values, ethics or morals, molded
behaviors,or social experiences based on a family's preferences.
Phantom Curriculum - This refers to the messages prevalent in and

through exposure to any type of media. These components and
messages play a major part in your enculturation into the
predominant meta-culture or in acculturating you into narrower or
generational subcultures.
Null Curriculum (Excluded Curriculum) - Various contents that
must not be taught to you. (Tanner and Tanner, 2007)
• Sometimes your teacher ignores some content or skill,
deliberately or unknowingly.
objective of curriculum
The Curriculum is continuously evolving. • It evolved from one

period to another, to the present.
• For a curriculum to be effective, it must have continuous
monitoring and evaluation.
• Curriculum must adapt its educational activities and services to
meet the needs of a modern and dynamic community
2. The Curriculum is based on the needs of the people.

• A good curriculum reflects the needs of the individual and the
society as a whole.
• The curriculum is in proper shape in order to meet the challenges
of times and make education more responsive to the clientele it
serves.
3. The Curriculum is democratically conceived.

A good curriculum is developed through the efforts of a group of
individuals from different sectors in the society who are
knowledgeable about the interests, needs and resources of the
learner and the society as a whole.
• The curriculum is the product of many minds and energies.
4. The Curriculum is the result of a long-term effort.

• A good curriculum is a product of long and tedious process.
• It takes a long period of time in the planning, management,
evaluation and development of a good curriculum.
5. The Curriculum is a complex of details.• A good curriculum

provides the proper instructional equipment and meeting places
that are often most conducive to learning.
6. The Curriculum provides for the logical sequence of subject

matter.
• Learning is developmental.
• Classes and activities should be planned.
• A good curriculum provides continuity of experiences.
7. The Curriculum complements and cooperates with other

programs of the community
• The curriculum is responsive to the needs of the community.
• The school offers its assistance in the improvement and
realization of ongoing programs of the community.
• There is cooperative effort between the school and the
community towards greater productivity.
8. The Curriculum has educational quality.
• Quality education comes through the situation of the individuals
intellectual and creative capacities for social welfare and
development.
• The curriculum helps the learner to become the best that he can
possibly be.
• The curriculum support system is secured to augment existing
sources for its efficient and effective implementation.
The Curriculum has administrative flexibility

• A good curriculum must be ready to incorporate changes
whenever necessary.
• The curriculum is open to revision and development to meet the
demands of globalization and the digital age.
Science as a Source
• Based on the scientific method; the design contains observable
and quantifiable elements.
• The scientific method provides meaning for the curriculum
design.
• Only those items that can be observed and quantified should be
included.
• Problem-solving should have the prime position in the curriculum,
i.e., higher order thinking.
• The curriculum teaches rational processes for dealing with reality.
Society as a Source
• Curriculum are designed to serve the broad social interests of
society, as well as the local community.
• Curriculum designers must notice the role that society will play in
their curricular ideas and analyze the social situation.
• Political issues such as: No Child Left Behind and Race to the Top
are still being used and revised in curriculum.
• Society shows where to modify the curriculum.
External and Divine/Moral Sources

• Curriculum design should be intended to perpetuate society.
• It should pass on the significance of people's values and personal
morality.
• Divine will, eternal truth from the Bible.
• Today these sources are reflected through the curriculum
designer's values and personal morality.
• It is a consideration of viewing curriculum as religious text may
allow for a blending of truth, faith, knowledge, ethics, thought, and
action.
Knowledge as a Source
• One of the prime sources of curriculum.
• This is subject centered view in which a teacher needs to decide
what knowledge is most valuable.
• Disciplined vs Undisciplined Knowledge
• Disciplined = unique and Undisciplined = various (training)
The Learner as a Source

• This returns to the ideas of Science as a Source by putting an
emphasis on the way our brain reacts and how we can develop
curriculum through the brain activity, learning modes and pattern
and styles
• Curriculum is derived from what we know about the learner.
• We draw much from the psychological foundations like
Rousseau’s theory of development. Every learner is unique.
• Emphasizes "learning by doing".
1.Subject-Centered Designs
by far the most popular and widely used curriculum design.
- Henry Morrison and William Harris- are the few curricularists who
were firm believers of this design.
2. Learner-Centered Curriculum
The philosophy underlying in this curriculum design is that the child
is the center of the educational process and the curriculum should
be built upon his interest, abilities, purposes and needs.
- Abraham Maslow and Carl Rogers- are the key lead proponents in
this curriculum design.
3. Problem-Centered Curriculum
This design draws on social needs, problem, interest and abilities of
the learners.
- Howard Burrows, an American physician and medical educator is
one key person to introduce this design.

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Reviewer 532

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WHAT IS CURRICULUM?

Traditional Points of View of Curriculum

The concept of curriculum is dynamic and has many definitions. It

Curriculum is the sequence of potential experiences set up in

Curriculum is a structured set of learning outcomes or tasks that

Recommended Curriculum (Ideological) - Proposed by scholars and

Written Curriculum (Enacted) - • Includes documents, course of

Taught Curriculum (Operational) • The different planned activities

Supported Curriculum - Includes material resources such as

Assessed Curriculum - This refers to a tested or evaluated

Hidden Curriculum - This is the unintended curriculum which is not

Concomitant Curriculum - Things that are taught at home; those

Phantom Curriculum - This refers to the messages prevalent in and

The Curriculum is continuously evolving. • It evolved from one

2. The Curriculum is based on the needs of the people.

3. The Curriculum is democratically conceived.

4. The Curriculum is the result of a long-term effort.

5. The Curriculum is a complex of details.• A good curriculum

6. The Curriculum provides for the logical sequence of subject

7. The Curriculum complements and cooperates with other

The Curriculum has administrative flexibility

External and Divine/Moral Sources

The Learner as a Source

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