TEACHER AND THE SCHOOL Ideal or Recommended Curriculum

CURRICULUM REVIEWER - refers to what scholars propose as the

most appropriate curriculum for the
Topic 1: Definition of Curriculum
learners.
Curriculum as a list of subject
example: different professional
- suggests that curriculum is the organizations or various programs of
“permanent” or the traditional study in different universities may
subjects such as math, science, propose curriculum innovations or
language, music, arts. alternative curriculum content as a result
of their researchers.
Curriculum as learning experiences
Intended, Official, or Written Curriculum
- includes student’s curricular and co-
curricular activities and learning - refers to the official curriculum
experiences they encounter inside embodied in approved state
and outside the school. curriculum guides.
- it is the curriculum prescribed by the
Curriculum as intended learning government.
outcomes
example: The Kindergarten Curriculum
- includes a list of learning Standards, The K-12 Curriculum, CHED
competencies or standards that Curriculum for General Education
students should learn in school. (Memorandum Order No.20 Series of
Curriculum as planned learning 2013), TESDA
experiences
- includes documents specifying Implemented Curriculum
contents, objectives, or general ideas,
of what students should know in - refers to the actual implementation of
schools or in a specific discipline. the curriculum or what teachers in
the school teach.
Curriculum as a discipline - academic freedom among faculty
- has its own principles, theories, and members in college may also
practices. influence how professors plan and
implement their courses.
Achieved Curriculum or Learned
Curriculum as content or subject matter Curriculum
- as a series of topics under each - refers to the result of the curriculum
subject area. or what students actually learned in
Topic 2: Different Types of Curriculum school.
 - whether the students learned and - as a discipline deals about
whether the schools are successful in understanding human behavior;
attaining their curriculum goals and hence it is important in curriculum
objectives. development.
Tested Curriculum 5 important areas
- this set of learning that is assesses in 1. Educational Objectives
teacher-made classroom tests, 2. Student Characteristics
curriculum-referenced test, and in 3. Learning Processes
standardized test. 4. Teaching methods
5. Evaluation procedures
Entitlement Curriculum
Sociology and Anthropology (studies of
- refers to what the people or the
life)
general society believed the learners
should expect to learn in the - the knowledge about society and
educational system for them to culture help curriculum workers in
become good members of the understanding several social and
society. educational issues that affect
curriculum processes and education
Supported Curriculum
in general.
- refers to the curriculum that is
Philosophy (studies of the nature and
reflected on and shaped by the
value of knowledge)
resources allocated to support or
deliver the official curriculum. - helps curriculum workers in
understanding the nature of
Null or Censored Curriculum
knowledge and what subjects or
- refers to various curriculum contents topics are worthwhile.
or topics that must not be taught to - provides educators with a framework
the students. for broad issues and tasks, such as
determining the goals of education,
Hidden Curriculum
the content and its organization, and
- refers to various skills, knowledge, the teaching and learning processes.
and attitudes that students learn in
Topic 4: Curriculum Conceptions
school as a result of their interaction
with other people. Academic Rationalist Conception

Topic 3: Curriculum Foundations - considered as the oldest among the

curriculum conceptions.
Psychology (studies of learners and
- stresses the importance of different
learning theory)
bodies of knowledge known as
 disciplines or subject areas, as the - is preoccupied with the development
focus of the curriculum. of means to achieved curriculum or
- also called cultural transformation educational goals.
and scholar academic - focuses on how curriculum should be
- traditional way of approaching taught or how knowledge should be
curriculum, the main mode of communicated.
teaching is that the individual needs - view schooling as a complex system
to learn various academic subjects that can be analyzed into its
(math, english, science, etc.) constituent components.
Cognitive Processes Conception Eclectic Conception
- seeks to develop a repertoire of - is where curriculum workers find
cognitive skills that are applicable to themselves aligning their idea with
a wide range of intellectual two or more curriculum
problems. development.
- focus mainly on the learner, the
Topic 5: Elements of Curriculum
materials and the learning process
where they see the individual as Curriculum Intent
interactive.
- the direction that curriculum
- this approach believes if the learner
developers wish to take as a result of
is provided with the correct set of
participating in the curriculum.
intellectual skills they can grow to be
Includes the;
intellectual independent and can use
 Aims- are the broad statements of
them in situations outside of school.
social or education expectations,
Humanistic Conception include what is hoped to be achieved
by the entire curriculum.
- stresses the idea that curriculum is an
 Goals- are statements more specific
instrument for developing the full
that aims, are general statements of
potential of individuals.
what concepts, skills, and values
Social Reconstructionist Conception should be learned in the curriculum.
 Objectives- are specific learning
- views the school or schooling as an
outcomes.
agency for social change.
- focuses on society need, also called Content or Subject Matter
as social transformation and
- information to be learned in school,
reconceptualist.
another term for knowledge.
Technology Conception 1. Subject-centered view of
curriculum
- the fund of human knowledge
represents the repository of
 accumulated discoveries and
inventions of man down the
centuries, due to man’s exploration
of his world.
2. Learner-centered view of
LESSON 2: CURRICULUM PLANNING
curriculum
- relates knowledge to the individual’s Topic 1: Curriculum Sources
personal and social world and how
Society as Source of Curriculum
he or she defines reality.
- an important source of curriculum.
Criteria used in selection of content or
Teachers need to understand the
subject matter for the curriculum:
cultural, socioeconomic, and political
 Self- sufficiency- less teaching effort conditions of the people.
and educational resources, less Understanding the context is
learner’s effort but more results and important in developing a relevant
effective learning outcomes. and responsive curriculum.
 Significance- contribute to basic
Learners as Source of Curriculum
ideas to achieve overall aim of
curriculum, development learning - knowledge about the learners is one
skills. of the major sources of the
 Validity- meaningful to the learner curriculum.
based on maturity, prior experiences,
Discipline or Subject Matter as Source of
educational, and social value.
Curriculum
 Utility- usefulness of the content
either for the present or the future. - Different subjects are unique in
 Learnability- within the range of the terms of design and content. There
experience of the learners. are specific skills and content that
 Feasibility- can be learned within should be emphasized in each of the
the tile allowed, resources available, discipline. In some cases, there are
expertise of the teacher, nature of similarities in skills, concepts, and
learner. strands in different subjects that may
3. Learning Experiences be possible points for integration.
- includes all instructional strategies
Topic 2: Curriculum Influences
that are useful for the
implementatio2n of the curriculum.2 3 major factors the influence curriculum
4. Evaluation development:
- includes the different ways and tools
External Influences
used for evaluating whether or not
the curriculum intents were realized. - Society/Government Discipline
Associations; Marketplace/Alumni
Organizational Influences They need to be empowered to make
curricular and instructional
- program relationships, resources
innovations in their own schools.
governance
Teachers are expected to be experts
Internal Influences in the content of the subject they
teach. They should also be expert in
- Faculty, Students, Discipline, and
pedagogy.
Program Mission
School Administrators and Board of
Curriculum Influences
Trustees
Students
- apart from setting and approving
- are considered as the most influential rules for the school, they administer
among the different curriculum the planning, implementation, and
influences especially in designing the evaluation of the curriculum. The
implemented curriculum. administrators then serve as the
curriculum and instructional leaders.
School’s Vision, Mission and Core Values
They provide administrative and
- they are the fundamental bases in leadership support for the
developing the four elements of implementation of the curriculum.
curriculum goals and objectives,
Accrediting Agencies
content, learning experiences, and
evaluation. These three factors are - equally influential in basic education
included in all the lesson plans or and in higher education. Like the
course syllabi to ensure that the core DepEd and CHED, the accrediting
values or the institution are included agencies set the necessary standards
in the syllabi. for curriculum, instruction, faculty,
and facilities, and influence how the
Admission and Retention Policies
curricular programs are governed.
- these policies set the standard of Accrediting agencies determine the
what kind of students are admitted quality of the courses being offered
and what are the things they need to in an institution.
do as students of the institution until
Government Policies and Agencies
they graduate.
- In basic education, the Department
Faculty Members
of Education issues Department
- major influence in curriculum Orders (DOs) and memoranda that
development. They are the key serve as guide for all public and
implementers of the curriculum. The private schools in the country.
success of any curriculum and - For tertiary education, the CHED,
instruction highly depends on them. through its series of memorandum
 orders, prescribes the minimum - school facilities like classrooms,
general education and professional libraries, laboratories, ICT
courses, course credits, and course equipment, dormitories, school
descriptions to be taken by the clinics, counselling office, canteen,
students. chapel for sectarian schools, and
laboratories are very useful in
Market Demands (General)
providing quality education,
- the needs of the society are very especially in implementing the
influential in planning and curriculum.
developing curriculum. It is
Student Services
imperative that students are prepared
in terms of knowledge, values, and - the last among the influences are the
skills to meet the needs and demands existing student services or existing
of different situations in the society. student support system
institutionalized by the schools.
Alumni
Among these services are the
- their comments or their evaluation following:
feedback based on their previous  Campus Ministry- helps in
experiences as students are very the spiritual nourishment of
useful information for improving the the students in sectarian
implemented curriculum of the schools
school.  Guidance and Counselling
Services- provides
Media and Information and Communication
professional help to students
Technologies (ICT)
with various personal and
- allows students and faculty members psychological concerns
to access online journals, papers and  Health Services- responds to
other information from the Internet various health-related
to be used for teaching and learning. concerns of the students
through a clinic with full-
The Church and Church–related
time health workers
Agencies
 Financial Assistance and
- many religious institutions serve as Scholarships- provides
extension programs or mission financial assistance to
programs of the churches and deserving students
religious orders that established  Student Affair Office-
them. guides the students in
organizing activities and
School Facilities and Other Resources
provides all forms of support
for academic and personal
 development of the students a. Subject Design- the curriculum is
in the school organized in terms of subjects like
Mathematics, Science, Filipino,
English, and other subjects. Most of
these subjects are offered in the
elementary level.
LESSON 3: CURRICULUM DESIGN
b. Academic Disciplines Design- this
Topic 1: Definition of Curriculum Design type of design organizes the
curriculum in terms of discipline like
Curriculum Design Algebra, Physics, Chemistry,
- refers to the arrangement of the Literature, Economics, Philippine
elements of a curriculum. History, and other disciplines. This
type of design is mostly used in high
4 Elements: school or in college.
c. Integrated Design- this curriculum
 intent (aims, goals, and objectives)
design is based on the principle that
 subject matter or content learners learn in an integrated
 learning experiences manner. Thus, this type of
 and evaluation curriculum design tries to merge two
Macro level or more related subjects.
3 Types of Integration:
- deals with arranging or organizing
the total curriculum from the  Interdisciplinary- includes the
philosophy down to the contents of merging of two related
different subjects. disciplines or subjects. An
example is the integration of
Micro level Science and Health Educators
- deals with organizing the content of believe these two are naturally
a specific subject or discipline. integrated.
 Multidisciplinary or broad
Topic 2: Different Curriculum Designs fields- includes the integration of
three or more related disciplines.
Subject-Centered designs
An example is the Social Studies
- revolves around a particular subject curriculum. This subject
matter or discipline. For example, a integrates civics, history, culture,
subject-centered curriculum may and economics.
focus on math or biology. This type  Core- requires that all subjects or
of curriculum design tends to focus disciplines in the school
curriculum be put together using
on the subject rather than the
a single theme. Usually, this type
individual.
of integrated curriculum design is
Classified into 3 specific designs used in preschool where subject
 are combined using curriculum a uniform type of education based on
themes. a certain philosophy of educational
theory.
Learner–Centered Designs
a. Core Design- is a set of common
- takes each individual's needs, subjects, disciplines, or courses that
interests, and goals into are required for students to study
consideration. before they graduate or move to a
a. Activity/Experience Design- this different level.
concentrates on activities that are b. National Core Curriculum Design-
meaningful and interesting to the is a set of subjects or courses that are
learners. required to be taught to all students
b. Humanistic Design- the curriculum across the country.
is composed of topics and learning
Topic 3: Things to consider in designing
experiences that focus on then
curriculum
holistic development of an individual
2 major forces considered in designing
Problem-Centered Designs
curriculum:
- these curriculum designs focus on
a. Horizontal Organization- is often
understanding and finding solutions
referred to as the scope and
to individual and social issues and
horizontal integration that is
problems.
concerned with the arrangement of
a. Thematic Design- can either be
curriculum components at any point
concepts, guided questions,
in time
activities, or standards and skills but
the purposes and goals are all example: it asks about the relationship
intended to provide an education that between Geography, History,
is holistic, meaningful, and relevant Economics, and Civics in elementary
to the life of the learner. Social Studies curriculum. It focuses on
b. Problem Design- the learners are establishing relationships and integration
exposed to different lessons in among subject areas in elementary or
problem solving involving real –life secondary curriculum.
problems. By doing problem –
b. Vertical Organization- focuses on
solving activities, the learners are
the spiral progression of curriculum
exposed to some practical situations
contents.
or issues that are important to them
and to their community. Topic 4: Sequencing Curriculum Content
Core Learning Designs Sequence- is defined as the order in which
contents are presented to the learners.
- these curriculum design focus on
learning a set of common subjects, a. Simple to Complex – this is
disciplines, courses, skills, or traditionally applied to disciplines
knowledge that is necessary for like Math, Language, Science, or
students to master. It aims to provide
 Music. The topics are arranged in a
progressive spiral sequence.
b. Prerequisite Learning –this
principle is followed in subjects and
courses that largely consist of laws
and principles like Geometry,
Algebra, and Physics. To understand
the laws and principles, students
should learn the basic prerequisite
knowledge and concepts.
c. Chronology-this design principle
suggests sequencing of content
according to chronology of events.
History is an example.
d. Whole-to-Part Learning- this is a
deductive approach to designing
contents. One must see the big
picture of ideas to understand the
specific concepts and skills.
e. Increasing Abstraction –content
can be sequenced according to the
idea or principle that a student can
learn most effectively if the concept
or skill is related or relevant to own
personal experiences.