Prof Ed 5 Unit 1 2

UNIT I.
Changing
Concepts,
Nature, Purpose,
and Types of
Curriculum
A. Changing
Concept of
Curriculum
1. Traditional View
• Curriculum was seen as a fixed, linear set of
subjects or courses.
• Focused on content delivery, organized around
disciplines such as math, science, literature,
and history.
• Emphasized knowledge acquisition and rote
memorization.
• Little consideration for the individual learner
or learning context.
2. Progressive Era
• Shifted to a learner-centered approach
influenced by thinkers like John Dewey.
• Curriculum viewed as a dynamic, flexible
set of experiences.
• Adapted to meet the needs, interests, and
abilities of individual students.
• Included academic content, social,
emotional, and experiential learning.
3. Behaviorist and Objectives-Based
Approaches
• Models like Ralph Tyler's objectives-based
model defined curriculum as a plan for
learning.
• Focused on clear, measurable learning
objectives and specific outcomes.
• Strong emphasis on assessment and
evaluation.
• Criticized for being too rigid and narrow.
4. Constructivist and Experiential
Approaches
• Emphasized learners' active role in
constructing knowledge through
environmental interaction.
• Incorporated hands-on, inquiry-based, and
project-based learning activities.
• Deeper engagement and understanding
were encouraged.
5. 21st Century Skills and Competency-
Based Approaches
• Focus on competencies, skills, and
dispositions needed for success in a
globalized world.
• Emphasized critical thinking, creativity,
collaboration, communication, digital
literacy, and social-emotional learning
• Curriculums are designed to be holistic,
inclusive, and responsive to diverse learners.
• Focused on lifelong learning and adaptability.
6. Personalized and Technology-Enhanced
Learning
• Advances in technology have transformed
curriculum design.
• Personalized learning uses data and
technology to tailor education to individual
needs.
• Customized pacing, content, and assessment
allow for varied learning pathways.
• Curriculum is adaptable to meet individual
student needs and goals.
7.Culturally Responsive and Inclusive
Curriculum
• Growing emphasis on inclusive, culturally
responsive, and socially just curriculum
design.
• Recognizes and values the diverse
backgrounds, identities, and experiences of
all learners.
• Ensures that curriculum reflects diverse
perspectives, voices, and contributions.
8. Sustainable and Global Education
• Focuses on global citizenship,
sustainability, and preparing learners to
address complex global challenges.
• Incorporates interdisciplinary approaches.
• Encourages responsibility and agency in
students to tackle issues like climate
change, inequality, and conflict.
B. Types of Curricula
Curriculum in School
• A curriculum serves as a roadmap for
student learning.
• It includes lessons and activities
designed by teachers and educators.
• Refers to a set of courses offered by a
school and activities to foster
education.
Recommended Curriculum
• Identifies the skills, concepts, and content
emphasized throughout the learning process.
• Presented by authorities as policy
recommendations with goals and content
sequences.
• Suggests graduation requirements.
Written Curriculum
• A specific and comprehensive plan to
ensure educational goals are
accomplished.
• Guides the structure of learning at the
school level.
Taught Curriculum (Operational
Curriculum)
• Curriculum delivered by teachers to
students.
• Teachers are key implementers and
decision-makers in curriculum delivery.
Supported Curriculum
• Involves additional tools, resources,
and learning experiences inside and
outside the classroom.
Recommended Curriculum
• Identifies the skills, concepts, and content
emphasized throughout the learning process.
• Presented by authorities as policy
recommendations with goals and content
sequences.
• Suggests graduation requirements.
Assessed Curriculum
• Also known as tested curriculum.
• Refers to quizzes, tests, and other
methods to measure student success.
• Includes presentations, portfolios,
demonstrations, and standardized
tests.
Learned Curriculum
• Refers to what students actually take
away from a course.
• Includes subject matter knowledge and
changes in attitude and emotional
wellbeing.
• Teachers work to close the gap between
expected learning and actual learning
outcomes.
Hidden/Implicit Curriculum
• Not planned, but significantly impacts
what students learn.
• Includes implicit rules, unspoken
expectations, and cultural norms and
values.
• Often not formally communicated or
written down.
C. Characteristics of
a Good Curriculum
1. The curriculum is continuously
evolving
• It is the product of a long process of
evaluation and change, evolving from
past to present.
2. The curriculum is based on the needs
of the people
• It reflects the needs of individuals and
society, adapting to meet challenges and
serve its clientele.
3. The curriculum is democratically
conceived
• Developed by a group from different
sectors who understand the interests and
needs of learners and society.
4. The curriculum is the result of a long-
time effort
• Planning, managing, and evaluating a good
curriculum requires extensive time and
effort.
5. The curriculum is a complex of details
• It includes instructional tools, teacher-
student relationships, guidance programs,
and other learning supports.
6. The curriculum provides for the logical
sequence of subject matter
• Learning is developmental, and the
curriculum ensures an orderly progression
of knowledge and experience.
7. The curriculum complements and
cooperates with community programs
• It responds to community needs, helping
improve and realize community
programs.
8. The curriculum has educational
quality
• Quality comes from fostering intellectual
and creative capacities for social
development.
9. The curriculum has effective
flexibility
• It is open to change and revision to
meet the demands of globalization
and the digital age.
D. Distinction
between Curriculum
and other Related
Terminologies Nature
of Curriculum in
School
1. Curriculum and Syllabus
• What is curriculum?
• is wider in scope than syllabus.
• Prepared by the curriculum designer.
• Heart of the school.
• What is syllabus?
• It is the content of the school subjects
offered in the school.
• - a subset of the curriculum.
Example: mathematics, English
• It contains what student will learn in the
various school subjects in a year or
semester.
• It is prepared by the teacher or an
instructor in the school.
2. Curriculum and Scheme of work
• It is a breakdown of the content of what
students are expected to learn in a given
period.
• The systematic arrangement of subject
matter and activities within a given time.
• Is a plan of what will be covered in each
week of session of the learning
programme or courses?
• Used to make a lesson plan.
THEREFORE: Scheme of work is not a

curriculum but a plan of subject matter
that will be covered with in a week.
3. Curriculum and course of study
• Is an educational programme leading
to the award of certificate at the end of
the programme for a particular set of
learner.
Example: BSED major in SS in a teacher
education programme.
THEREFORE: Course of study is mainly
refers to a programme of learning that are
being offered to a particular school like
BSED English, BSED Math, BSED Filipino
4. Curriculum and lesson note/ Lesson
plan
• Is the teacher guide for running a
particular lesson and it includes the
goals and objectives for that lesson or
subject matter.
• Guide of the teachers to assist them in
an orderly presentation of a lesson to
the learners in order to facilitate
4. Curriculum and lesson note/ Lesson
plan
• Is the teacher guide for running a
particular lesson and it includes the
goals and objectives for that lesson or
subject matter.
• Guide of the teachers to assist them in
an orderly presentation of a lesson to
the learners in order to facilitate
THERFORE: Lesson note is not a
curriculum.
Thank You!

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UNIT I.

THEREFORE: Scheme of work is not a

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