LUCAN REVIEW CENTER

and Tutorials, Inc.

Alano St. San Francisco Dist., Pagadian City
Tel No. (062) 215-3307
Cel No. 09206316136 (Smart)
Cel No. 09277695668 (Globe)

CURRICULUM DEVELOPMENT
Curriculum: Concepts, Nature and Purposes
I. Fundamental Concepts in Curriculum
 Curriculum as a cumulative tradition or organized knowledge
 Curriculum as an experience
 Curriculum as an instructional plan
 Curriculum as an instructional outcome
Levels of Curriculum
 Societal level of curriculum – the farthest from the learners since this is where the public
stakeholders (politicians, special interest groups, administrators, professional specialists)
participate in identifying the goals, the topics to be studied, time to be spent in
teaching/learning, and materials to aid instruction.
 Institutional level of curriculum – refers to the curriculum derived from the societal level,
with modification by local educators or lay people; often organized according to subjects and
includes topics and themes to be studied; may also include standards, philosophies, lesson
plans, and teaching guides.
 Instructional level of curriculum –refers to how teachers use the curriculum developed in the
societal level and modified in the institutional level, or what authorities have determined;
involves the teachers’ instructional strategies, styles and materials used.
 Experiential level of curriculum – the curriculum perceived and experienced by each student
and may, therefore, vary among learners because of individual differences.
 Includes bothcurriculum processes (procedures in creating, using and evaluating the
curricula) and curriculum product or projects, resulting from curriculum development
processes; includes curriculum guides, courses of study; syllabi, resource units and other
document that deal with content of schooling.
II. Foundations of Curriculum
A. Psychological Foundation
Psychology is a unifying element of the learning process. It forms the basis for the
methods, materials and activities for learning and subsequently serves as basis for many
curriculum decisions.
Major Theories of Learning

Behaviorism Cognitive Development Phenomenology

1. Edward Thorndike 1. Jean Piaget 1. Abraham Maslow

2. Ivan Pavlov 2. John Dewey 2. Carl Rogers
3. Burrhus Frederic Skinner 3. Jerome Bruner 3. Louis Raths

Behaviorism and Curriculum

- Curriculum should be organized so students experience success in mastering the subject
matter
- Highly prescriptive and diagnostic in approach
- rely on step-by-step procedure, structured methods of learning
 - For students who have difficulty learning, curriculum and instruction can be broken down
into small units with appropriate sequencing of tasks and reinforcement of desired behavior
Cognition and Curriculum
- The cognitive approach constitutes a logical method for organizing and interpreting
learning
- The approach is rooted in the tradition of subject matter
- Educators have been trained in cognitive approaches and they have better understanding of
them.
Phenomenology and Curriculum
- Phenomenologists view the individual in relation to the field of which he or she operates
- Different things to different people
- Phenomenologists attempt to rescue learning theory from the narrow and rigid behaviorists
and from overstress on cognitive processes
- The raw data of personal experiences are vital to understand learning
B. Philosophical Foundation
Philosophy is an important foundations of curriculum because philosophy advocated
or reflected by a particular school and its officials influences its goals or aims and content as
well as the organization of its curriculum.

Differing Views of Education

Traditional Progressive

Traditional Progressive
Focus 1 – Intellectual Development Focus 1 – Intellectual Development
- Certain subjects train the mind - all subjects contribute to intellectual
- Liberal arts and science build development
intellectual power - Liberal arts, science and practical
- ready made experiences by written arts develop the whole individual
and spoken words. - acting, acquiring meaning and
- Education conceived as instruction problem-solving
Focus 2 – Functioning Citizen - education conceive as creative self-
- Intellectual development makes learning
for good citizenship Focus 2 – Functioning Citizen
- Knowledge and discipline prepare - development of good morals and
pupil to exercise freedom useful skills
Focus 3 – Learners as individuals in our - direct experience in democratic
society. living
- follow traditional modes of Focus 3 – Learners as individuals in our
learning with prepared curriculum society.
- Homogenous grouping and special - develop own learning modes within
- educated rigorously to accept roles a flexible curriculum
in society - segregation of learner as
Focus 4 – Learners as actual/potential undemocratic
workers - educated to non conformity,
- vocational and liberal education hand individuality, creativeness
in hand Focus 4 – Learners as actual/potential
Focus 5 – Characteristics of curriculum workers
– relative - vocational and liberal education hand in
- fixed, absolute hand
- subject matter as important and taught Focus 5 – Characteristics of curriculum –
for future use relative
- subject as important for immediate use
 Philosophy Curriculum
Idealism  Upholds goodness and truths
 Religious and values oriented
Realism  Concerned with world of ideas and things fixed within
established subject matter
 Theory and principles before application
 Includes only these essentials
 Emphasized reality of things
Pragmatism  Emphasis on how to think rather than what to think
 Emphasis on development of insights, understanding and skills
acquired in creative, reflective, critical thinking
 Child-centered
 Utilitarian, subject matter taught naturally
 Subject matter for stimulating exploration and practical action
Existentialism  Main concern is to free the child to do own thing
 Frees learners to choose what to learn and believe
 No course guides and content outlines
 Learners sets own identifies and standards
Perennialism  Fixed, because the “ends” of education are absolute and
universal
 Liberal arts and science drawn from human wisdom and
classical sources
 Taught subject in customary, separate from rather than
combined
 Eliminate “extras” and “frills” (music)
Essentialism  Essential skills (3Rs) (English, Science, History, Math, &
Foreign Language)
 Educate the competent person
Progressivism  Based on students interest
 Involves the application of human problems & affairs
 Interdisciplinary subject matter, activities and projects
Reconstruction  Put curriculum as a means in remaking society and rebuilding
culture
 Curriculum should be a catalyst of change
 Aims to lead pupils to rational discussions and contract
analysis of issues
C. Socio-Cultural
Curriculum discussion should consider the social setting especially the relationship
between the schools and society and its influence on curriculum decisions. Social astuteness
is essential for curriculum planners and developers today. Curriculum decision takes place in
a complex social setting through demands that are imposed by society and that filter down to
schools.

Influence of Society and Culture

a. Inhibit change through traditions

b. Rate and direction of change
c. Correspond to societal changes
d. Apply pressure through societal demands

Societal Changes

a. Science and technology g. Subject matter related to events

b. Improved communication h. Facilities/ materials product of
c. Change family roles technology
d. Population explosions i. Active participation of
e. Social mobility stakeholders
f. Value crisis j. Accountability
III. Types and Patterns of Curriculum
A. Subject – Centered Curriculum
 The subject centered curriculum designs are the most popular and widely used
curriculum designs. Knowledge and content are integral parts of the curriculum. Teacher
has full control of the curriculum.

1. Separate Subjects Design

Strengths
- The oldest and best known curriculum design
- Based on the concept of knowledge
- is organized by the disciplines on scholarly fields of specialized inquiry
- Emphasis on verbal activity, the teacher having the active role
- easy to deliver because complementary materials are readily available
- corresponds to textbook treatment and how teachers are trained as subject specialists
Limitations
- isolates and compartmentalizes knowledge
- overemphasis on subject matter resulted in a curriculum that is too technical and too
specialized
- inappropriate for a large number of students
- stresses content and neglect student needs, interests and experiences
- teachers tends to foster passivity for learning among the students

2. Correlated Design
Strengths
- an attempt to eliminate the isolation and compartmentalization of subjects without
radically overhauling the subject design curriculum
- disciplines linked while keeping identifies of each
Limitations
- will require the teachers to plan their lessons cooperatively
- most class schedules do not allow sufficient block of time for students to
meaningfully study correlated subjects

3. Broadfield Design
Strengths
- serves a responses to society’s demand for integration of knowledge and more
comprehensive models of knowledge
- dissolves the boundaries in ways that make the information meaningful for the
student
- knowledge will no longer be fragmented or linear but multidisciplinary and
multidimensional
Limitations
- the issue of breadth versus depth

4. Process Design
Strengths
- the numerous curricula for teaching critical thinking exemplify this procedural
design
- learning how to learn design

B. Learner – Centered Design

The students are the center or focus of the program. These designs are found more
frequently at the elementary school level where teachers tend to stress the development of the
whole child.
1. Child – Centered Design
- students are actively involved in their environment
- “customs made” on students lives, needs and interests
- children would attain self-realization through social participation
- emphasis on the child displaced the emphasis on subject-matter
2. Experienced – Centered Design
- curriculum cannot be pre-planned, that everything had to be done “on the spot”
 - heavy emphasis on learners interests and felt needs
- curriculum would be ever changing in addressing the needs of students.
C. Problem-Centered Designs
Problem centered designs are organized to reinforce cultural traditions and also
address those community and societal needs that are currently unmet. The major concern is
with genuine life problems, and the need to adjust or cater to the concerns and situation of
learners.
1. Life Situation Design
Strengths
- focus on the problem solving procedures for learning
- content is organized in ways to allow students to clearly view problem areas
- utilizes past and current experiences of learners as a means of making them analyze
the basic areas of living
- linking of subject matter to real situations increased the relevance of the curriculum
Limitations
- ability to determine the scope and sequence of the essential areas of living -
tends to indoctrinate youth into the existing condition
- many teachers are not comfortable with it because it departs from curricular tradtion
maintain by colleges and universities
2. Core Design
- sometimes called “social function”
- aims at creating a universal sense of inquiry, discuss and understanding among
learners of different background
- centers on general education and is based on problems arising out of common
human activities
- variations of core design
a) subject matter core would be classified as subject centered design
b) areas of living core rooted in the progressive education tradition
- it unifies content, present subject matter relevant to the learners and encourages
active processing of information
Curriculum Approaches
Several curriculum approaches reflect the developer’s view of reality, philosophy, history,
psychology, social issues and the domain of knowledge among others. An approach expresses a
viewpoint about the development and design of curriculums. It can be viewed from a technical and
non-technical or scientific and non-scientific perspective (Bago, 2001).
A. Technical Scientific Approach – It reflects the traditional view on education and formal
methods of schooling. The technical – scientific approach views curriculum development as
something similar to engineering and architecture which use instruments and empirical
methods in preparing blueprints.
1. Behavioral – Rational Approach
- oldest and still the most preferred approach
- it is a means – end approach which is logical and prescriptive

Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale.
Four Fundamentals Principles
1. What educational purpose should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these education experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
2. Systems – Managerial Approach
- considers the interconnected elements of inputs, throughputs (process) and output that comprise
the educational system
- emphasizes the managerial / leadership and supervisory aspects of curriculum especially in the
implementation and organization process.
- a cyclic process

3. Intellectual – Academic Approach

- emphasizes the importance of theories and principles in curriculum planning.
 Flowchart of Taba’s (1962) Seven Stages of Curriculum Development

Diagnosis of Formulation of Selection of Organization

needs objectives content of Content

Determination of Organization of Selection of

what and how to learning learning
evaluate experiences experiences

Curriculum

- Because of the cognitive demands of the approach, it overwhelms many beginning students
who usually lack sufficient philosophical and theoretical insights on the object.

B. Non – Technical/Non – Scientifical Approach

1. Humanistic – Aesthetic Approach
- promotes the liberation of learners from authoritarian teachers
- encourages group learning activities which promote cooperation rather than individual
competition
- Emphasis on how to learn, not on what to learn
2. Reconceptualist Approach
- reflects the existentialist orientation
- Purpose of education is to emancipate society from traditional, outmoded orders through
individual free choice
- emphasize learning experiences that develop personal self-expression
3. Reconstructionism
- considers the school as an agent of change, an institution of social reform
- emphasizes cultural pluralism, internationalism and pluralism which are beyond individual
concerns.

IV. Role of Stakeholders in Curriculum Development

 Include individuals or groups who directly or indirectly influence and make important
contributions to the curriculum.
 May be categorized as community-based (who influence on the curriculum are either on
the institutional level, instructional level, or experiential level)
A. School-based
 Learners
- the stakeholders of the curriculum, whose needs and abilities are the basis of
curriculum content solution and whose achievement level measures the effectiveness
of the curriculum

 Teachers
- establish direction and implementation of a particular program
- select content to be given emphasis
- assist/ contribute in the preparation of the scope and sequence of the program.
- attend to the pedagogical concerns such that they modify the curriculum to suit the
needs of the learners help in evaluating the effectiveness of the curriculum

 School administrators
- supervise curriculum implementations
- select, recruit and hire qualified teachers
 - admit students
- take charge in the procurement of school equipment and instructional materials
needed for the effective delivery of instruction

B. Community-based
 Parents
- support and participate in parent-school organizations where priorities for the
curriculum are set
 Publishers
- provide/develop instructional materials based on the prescribed curriculum
 Law makers / government officials
- authorize school budget
- enact legislation to effect curriculum change or improvement
- issue guidelines in designing and implementing curriculum
 Community –at-large
- often dictates the purpose, goals and content of school curricula
Recommend directions and changes in the curriculum

V. Curriculum Process
A. Curriculum Planning
1. Determinants for Curriculum Planning
a. Learners – the consumer of education
b. Society – any society to progress economically must progress educationally
c. Knowledge – set up an environment which will challenge all students to master
knowledge

2. Needs Assessment
Needs assessment is completed to identify the strengths and weaknesses of the
existing curriculum situations and to provide directions for their improvement. It is a
systematic exploration of the way things are and the way they should be.

3. Formulating Goals
Goals are statements of endpoints or outcomes of education – statement of purposes.
By analyzing school goals, we can determine the scope of its entire educational program.

Sources of Goals
a. Leaners – the purposes, interests, developmental needs and characteristics of the
learner should guide the choice of appropriate goals.
b. Society – the values and behaviors defined as desirable by a given society help shape
the goals of education in that society
c. Fund of knowledge – human knowledge that has been accumulated and organized for
universal use and should be taken into account in shaping the goals.

Levels of Goals
a. Institutional goals
b. School level or Department goals
c. Program or Curricular goals
d. Classroom or Institutional level

B. Curriculum Designing (Curriculum Organization)

Curriculum design is concerned with the nature and arrangement of the four basic
curricular parts. (Also called components or elements).

1. Sources of Design
a. Science – the scientific method provides meaning for the curriculum design
 b. Society – school should draw its ideas for the curriculum from the analysis of the
social situation
Objectives

Subject Matter Method and Organization

Evaluation
c. Eternal and Divine Sources – designers should simply draw on the pat for guidance as
to what is appropriate content.
d. Knowledge – “What knowledge is of most worth?”
e. Learner – curriculum should he or she learns, forms attitudes, generates interests and
develops values

2. Dimensions of Curriculum Designs (BASICS)

Basics - equitable distribution of content, time experiences and other elements of design
Articulation – interrelatedness of various aspects of the curriculum (vertical and horizontal)
Scope – the breadths and depths of the curriculum
Integrations – refers to the linking of all types of knowledge and experiences contained
within the curriculum plan
Continuity – vertical repetition and recurring of the content
Sequence – provide continuous and cumulative learning
Principles for Sequence
1. Simple to complex 3. Whole to part
2. Prerequisite learning 4. Chronological
3. Selection of the Curricular Elements
a. Selection of Objectives
- should describe behavior
- stated analytically and specifically
-Developmental rather than terminal
- SMART
- considers the 3 objective domains
b. Selection of Content
- criteria for selecting content
1. Validity – if it authentic
2. Significance/relevance – consistent with social realities, pursues needs of the time
3. Balance of breadths and depths – coverage
4. Learnability – adjustable to learner’s ability
5. Appropriateness –parallel with learners needs andinterest.
6. Utility – useful on the performance of life activities
c. Selection of Learning Experience
-criteria for selecting experiences
1. Appropriateness – should be appropriate and suitable to the content, activities and
level of development of the learners
2. Variety – should include minds on, hands on, and authentic learning experiences
3. Optimal Value – should encourage the learners to continue learning on their own
4. Feasibility – in terms of human, physical and financial resources

4. Grade Placement
- involves allocation of content to definite grade capable of learning
- considers such factors as: child’s ability, difficulty of item, importance of content,
maturation, mental age, experiential background

5. Time Allotment
 - refers to specification of definite time for subject / course; amount of time given to a
subject
- considers such factors as: importance of subject; child’s ability; grade level average
number of days/hours
C. Curriculum Implementation
Implementation is an interaction between those who have created the programme and
those who are charged to deliver it. According to Ornstein and Hunkins (1998)
implementation:
 Requires educators to shift from the current programme which they are familiar with
to the new or modified programme.
 Involves changes in the knowledge, actions and attitudes of people
 Can be seen as a process of professional development and growth involving ongoing
interactions, feedback and assistance.
 Is a process of clarification whereby individuals and groups come to understand and
practice a change in attitudes and behaviors; often involving using new resources.
 Involves change which requires effort and will produce a certain amount of anxiety
and to minimize these, it is useful to organize implementation into manageable events
and to set achievable goals.
 Requires a supportive atmosphere in which there is trust and open communication
between administrators, teacher’s educators, and where risk-taking is encouraged.

D. Curriculum Evaluation
 The process of delineating, obtaining and providing useful information for judging
decision alternatives
 involves value judgment about the curriculum
 “Did we do what we wanted to do?”

Why Evaluate
1. Meet demands that current educational reforms have made
2. Provide directions, security, feedbacks to all concerned
3. Determine appropriate and available resources, activities, content, method or whether
curriculum has coherence, balance, articulation, scope, integration, continuity and
sequence in order to meet curriculum goals/objectives

What areas in curriculum are qualified for evaluation?

1. Mission statement (philosophy)
2. Sequence (order)
3. Continuity (without disruptions)
4. Scope (how parts fit)
5. Balance (quantitative and qualitative aspects of content)
6. Coherence (relationships among different components)
E. Curriculum Improvement
- enriching, modifying certain aspects without changing fundamental conceptions / elements /
structure
Levels of Operations for Improvement
1. Substitution – substituting a new book for the current series
2. Alternation – adding to instructional time
3. Variations – transferring a successful program
4. Restructuring – organizing teams for teacher and specialists
5. Value orientation change – shifting from routine instruction to computer assisted
instruction
Actions that Facilitate Curriculum Improvement
1. Change climate and working condition to encourage improvement
2. Maintain appropriate tempo
3. Arrange for variety of activities
4. Build evaluation procedure
F. Curriculum Change
 - refers to the basic alteration in the structure and design of learning experiences based on
conceptions which may be at the school, district or national level
- to make different by shifting to new goals and means

Principles that Guide Change Process

1. People improve when they detect the desire of the stimulator to improve himself.
2. Direction of improvement should be determined cooperatively.
3. People must identify and examine each other’s centrally held values.
4. People improve through experience.
5. Divide time between contact individual and with group.
6. People’s resistance to efforts of others constitutes major individual differences.
7. Create a climate of freedom.
8. Keep channels of communication open.
9. Use power with great care.
10. Operate on a limited number of fronts at a given time.
Curriculum Triangle
VI. Curriculum Alignment

WRITTEN
TAUGHT
ObjectivesInstruction

Evaluation
TESTED
Curriculum Alignment – alignment between curriculum and one or more of the following
elements, state standards, standardized test/state test, curriculum embedded tests, student’s
assignments, lesson plans, textbooks and instruction.

 Vertical Alignment - planning curriculum across the grade levels from kindergarten
through high school, building upon instruction based upon standards

 Horizontal Alignment – alignment of the curriculum being taught by teachers in common

grade level
Written curriculum – specifies what is to be taught and is produced by the state, the school
system, the school and the classroom teacher
Taught curriculum – what the teacher actually teach in the classroom
Test curriculum – provides valuable feedback about each student’s understanding of
essential content, concepts, and skills

Benefits of Curriculum Alignment

1. Improves students test scores by making sure the information a teacher in her classroom lines
up with the information covered on standardized test.
2. Teachers can collaborate together more effectively if they all have the same basic goal for
their classrooms.
3. Helps a school or individual teacher prove the students are learning material that lines up
with standards.
4. Students can travel from school to school and still have the same basic information.
5. Ensures an increased in the students’ academic performance.

LUCAN REVIEW CENTER

 and Tutorials, Inc.
Alano St. San Francisco Dist., Pagadian City
Tel No. (062) 215-3307
Cel No. 09206316136 (Smart)
Cel No. 09277695668 (Globe)

CURRICULUM DEVELOPMENT
1. Which is NOT a provision for the development of each learner in a good curriculum?
a. Extensive arrangements are made for the educational diagnosis of individual learners.
b. Self-directed, independent study is encouraged wherever possible and advisable.
c. Self-motivation and self- evaluation are stimulated and emphasized throughout the
learning opportunities of the school.
d. The program provides a wide range of opportunities for individuals with same abilities,
needs, and interests.
2. Teacher Lily would like to take part in developing a subject-centered curriculum because she
believes that all subjects in this type of curriculum are geared towards the holistic
development of the learner. Is her belief about the subject-centered curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learners needs, interests, and
abilities.
b. No, because it is the experience-centered curriculum that emphasizes the teaching of facts
and knowledge for future use.
c. Yes, because the subject-centered curriculum involves cooperative control.
d. No, because it is the experience centered and not the subject-centered curriculum that
emphasizes integration of habits and skills in learning the knowledge component of a
subject areas.

3. In the elementary level, English literature and Social Studies relate well. While history period
is being studied as well. What curriculum design is shown here?
a. Separate Subject design c. Correlation design
b. Discipline design d. Broad field design
4. This phase of curriculum development involves decisions, among other things, on grade
placement and sequencing of content. Which phase is this?
a. Curriculum planning c. curriculum organization
b. Curriculum evaluation d. curriculum implementation

5. One example of this design of subject-centered curriculum is that which shows social studies
being combined with geography, civics and culture, and history to comprise one subject area.
Which design is this?
a. Correlated c. Separate subject
b. Broadfield d. Core
6. Ms. Ortiz, a Science teacher tries to enrich the content of her lesson by identifying related
concepts in Math. What pattern of organizing subjects did Ms. Ortiz consider?
a. Broadfield c. Core
b. Correlated d. Separate subject

7. Which design is easy to deliver because complementary books and materials are
commercially available?
a. Experience centered design c. Process design
b. Problem design d. subject centered design
8. What refers to the matching between the curriculum and the test to be used to assess the
learners?
a. Alignment c. Articulation
b. Auditing d. Delivery
9. Ms. Mateo, a History teacher considers the element of time in arranging the content of her
lessons in World History. What way of establishing sequence is given emphasis by Ms.
Mateo?
 a. Simple to complex c. Concrete to abstract
b. Part to whole d. Chronological
10. Mr. Rivera, a new teacher believes that education is a process of development and is life
itself; therefore, experience related to the child’s need and interest should be given primary
consideration. What educational philosophy is being exhibited by Mr. Rivera?
a. Idealism c. Progressivism
b. Reconstructionism d. Realism

11. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member of
the school board has one of the following primary roles, which one is this?
a. Support and participate in parent-school organization activities.
b. Authorize school expenditures for curriculum development, implantation and evaluation.
c. Enact legislations to effect curriculum improvement.
d. Recommend changes in curriculum.
12. The schools in the 1st District plan to adopt the reading program used in the 3 rd District. What
level of curriculum improvement is used?
a. Variation c. Substitution
b. Value orientation d. Restructuring

13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum
content, it is better that throughout the high school years, economicgeography concepts be
used to recur and be repeated with depth for effective learning. What criterion in content
selection is shown here?
a. Validity c. Significance
b. Continuity d. Learnability
14. The Filipino learners envisioned by the Department of education in the light of the K-12
Curriculum is
a. Technologically literate or logistically developed Filipino
b. Functionally literate or logistically developed Filipino
c. Scientifically Advance and Values Oriented Filipino
d. National Oriented and Internationally Competitive Filipinos.

15. Teacher Dominguito believes that a new respect for the child is fundamental in curriculum.
Thus, all activities in the classroom are geared towards the development of the child-the
center of the educative process. To which approach in curriculum does Teacher Dominguito
adhere?
a. Learner-centered c. Problem-centered
b. Subject-centered d. Pragmatic
16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. Captain in
the school to solicit for a new curriculum in Social Science which highlights indigenous
knowledge in the community. What is shown in this situation?
a. Community members as supporters of curriculum
b. Community members as curriculum resources
c. Community members as managers of curriculum
d. Community members as beneficiaries of curriculum

17. Teacher Bert put emphasis on the immediate felt interests and needs of his students and not
on the anticipated needs and interests. What type of curriculum does teacher Bert adhere?
a. Subject-centered c. Experience-centered
b. Learner-centered d. Culture-based
18. What type of curriculum divides the school day into different periods such as language arts,
social studies, science and health, arithmetic, etc.?
a. Correlated c. Integrated
b. Broad Fields d. Separate subject
19. Which curriculum design elements is taking place when Eduardo, a 4 th year student can
connect the lessons he learned in a subject area to a related content in another subject area?
a. Articulation c. Continuity
b. Balance d. Integration
20. The following curricular changes took place in what particular period? Restore Grade VII,
double-single session was abolished and more textbooks were written by Filipino authors.
a. American Period c. Japanese Occupation
b. Philippine Republic d. New Society

21. This concept includes the sub-processes of curriculum planning, organization, implantation
and evaluation. Which concept is this?
a. Curriculum development c. Curriculum management
b. Curriculum assessment d. Curriculum and instruction

22. If curriculum is the “means”, what is the “end”?

a. Strategies c. Technique
b. Instruction d. Approaches

23. The curriculum used during this period in Philippine history terminated the use of English as
a medium of instruction. What period was this?
a. American c. Commonwealth
b. Spanish d. Japanese
24. Which of the following statements about the concept of curriculum is NOT quite acceptable?
a. It refers to all experiences that both the school and the teacher provide the students with.
b. It is the set of acquired knowledge, habits, and skills.
c. It consists of everything that goes within the school.
d. It is planned action for instruction.

25. What process is being undertaken by curriculum developers when they enrich, or modify
certain aspects of a particular program without changing its fundamental conceptions?
a. Curriculum improvement c. Curriculum design
b. Curriculumchange d. Curriculum implementation

26. What design element establishes the vertical linkage from level to level to avoid glaring gaps
and wasteful overlaps?
a. Articulation c. Scope
b. Balance d. Sequence

27. What refers to the authenticity of the content selected by the curriculum developer?
a. Feasibility c. Significance
b. Learnability d. Validity
28. What do we call the allocation of content to a definite grade capable of learning?
a. Time allotment c. Grade level
b. Activity d. Specific competencies

29. Which pattern of experience centered curriculum centers around the normal activities of
children and is based on each child’s needs, interests, and potentials?
a. Child centered c. Social function
b. Activity d. Specific competencies
30. Which curriculum development phase focuses on the change which will take place in certain
aspects of the curriculum without changing the fundamental conceptions?
a. Curriculum planning c. Curriculum improvement
b. Curriculum design d. Curriculum evaluation

31. Which is NOT a component of curriculum designing?

a. Objective c. Learning competencies
b. Learning content d. Diagnosis of needs
32. Which type of curriculum design as a response to society’s demand for integration of
knowledge and enables the learner to see relationship among various aspects?
a. Broadfield c. Core
b. Correlated d. Separate subjects
33. Who controls the subject centered curriculum?
a. Learner c. Parent
b. Teacher d. Teacher and Parent

34. To provide for individual differences in the classroom, how is curriculum designed?
a. Minimum learning competencies are included
b. Realistic and meaningful experiences are provide
c. Some degree of flexibility is provided
d. Social skills are emphasized

35. To ensure success in curriculum development, which of the following specific actions should
a curriculum leader avoided?
a. Work with people not over them.
b. Use your status frequently to establish discipline.
c. Keep channels of communication open.
d. Show that you too desire to improve.

36. Which of the following is a reason for the continuous appraisal of the existing curriculum in
all levels?
a. New national policies in government
b. Changing needs and condition of society
c. Economic status of the people
d. Political trust of the country

37. Which of the following best defines curriculum development?

a. The total phenomena directly received at any given time.
b. The planning of learning opportunities intended to bring about certain desired changes in
pupils and the assessment of the extent to which these changes have taken place.
c. A continuous cycle of activities in which all elements of curriculum are considered.
d. Education is aiding each child to be socially creative individuals.

38. To build sense of pride among Filipino youth, which should be done in the curriculum?
a. Re-study our history and stress on our achievements as a people.
b. Re-study our history from the perspective of our colonizer.
c. Replace the study of folklore and myths with technical subjects.
d. Set aside the study of local history.

39. What do you call the curriculum when the teacher puts into action all the different planned
activities in the classroom?
a. Recommended curriculum c. Taught curriculum
b. Written curriculum d. Supported curriculum

40. Which statement about the subject-centered curriculum is NOT true?

a. There is high level of cooperative interaction.
b. It covers much content in a short period of time.
c. The teacher has full control of the classroom activities.
d. The main task is mastery of learning.

41. Schools divide the school hours to different subjects such as reading, grammar, literature,
math, science, history, and geography. What curriculum designed is referred here?
a. Problem-centered c. Subject-centered
b. Learner-centered d. Culture-based

42. Which is NOT a description of the learner-centered curriculum?

a. Emphasis is on the total growth and development of the learners.
b. Controlled and cooperatively directed by learners, teachers and parents.
c. Education is a means to develop socially creative individual
 d. Emphasis upon facts and knowledge for future use

43. The K-12 curriculum is otherwise called as

a. 2002 Basic Education Curriculum
b. Revitalized Basic Education Curriculum
c. Enhanced Basic Education Curriculum
d. Extended Basic Education Curriculum

44. What refers to an individual or group of individuals who have a direct and indirect influence
in curriculum development?
a. Stockholders c. Promoters
b. Stakeholders d. Incorporators

45. What refers to the appropriateness of the content in the light of the particular who are to
experience the curriculum?
a. Significance c. Interest
b. Validity d. Learnability

46. Which of the following statements is NOT acceptable?

a. Instruction is the actual engagement of learners in the planned learning activities.
b. Curriculum determines what assessment should be done, and how to do it.
c. Instruction requires teachers to use a variety of action to accomplish a variety of
functions.
d. Assessment establishes what is to be accomplished in teaching and learning.

47. Which characteristics of a good curriculum highlights the psychological nature of the
learner?
a. Provisions are made for the smooth transition and continuing achievement of pupils.
b. Curriculum plans in areas which extend over several years are developed vertically.
c. Classroom practices give attention to the maturity and learning problems of each pupil.
d. Cooperative planning and teaching provide for exchange of information about pupil’s
learning experiences.

48. Objectives must be evaluated in the light of practical considerations, including teacher
competence, availability of instructional materials, time allotment, etc. what characteristic of
educational objective is defined by the aforementioned statement?
a. Comprehension c. Consistency
b. Attainability d. Feasibility

49. “Knowledge is true if it’s workable.” What philosophical foundation supports this statement?
a. Idealism c. Pragmatism
b. Realism d. Essentialism

50. As a member of the curriculum committee, your chief concern is to give the child freedom to
choose what to learn and believe, as you allow them to set their own identities and standards.
What philosophy will you consider?
a. Existentialism c. Idealism
b. Realism d. Pragmatism