THE CURRICULA IN SCHOOL

Curriculum as intended learning outcomes

 This definition includes a list of learning competencies or standards that students should learn
in school.
 In designing a lesson, so important to align the learning outcomes with the learning
competencies prescribe in a course.
TYPES OF CURRICULUM
RECOMMENDED CURRICULUM (IDEOLOGICAL CURRICULUM)
 Curriculum constructed by the education stakeholders at national level.
 Different schools are established in different educational levels which have corresponding
recommended curricula. The educational levels are:
1. BASIC EDUCATION
• Kindergarten
• Grade 1 to 6 for elementary
• Grade 7 to 10 for Junior High School
• Grade 11 and 12 for the Senior High School
- Each level has specific recommended curriculum.
2. TECHNICAL VOCATIONAL EDUCATION
- This is post-secondary technical vocational educational and training.
3. HIGHER EDUCATION
• Baccalaureate or Bachelor Degrees
• Graduate Degrees (Master and Doctorate
Under regulation of the CHED
WRITTEN CURRICULUM (ENACTED CURRICULUM)
 The written curriculum is the curriculum that is sanctioned and approved for classroom
delivery.
 It translates the broad goals of the “recommended curriculum” into specific learning outcomes.
 Specific as well as comprehensive and it indicates
 They come in the form:
• Course of study • Books
• Syllabi • Instructional guides
• Modules
 Practicable Plan
TAUGHT CURRICULUM (OPERATIONAL CURRICULUM)
 From what has written or planned
The curriculum has to be implemented or taught. Teachers are the chief implementers or
curriculum.
 The teachers and the learners will put life to the written curriculum
 Depend largely on the teaching style and the learning style.
SUPPORTED CURRICULUM
 This is described as a support material that the teacher need to make learning and teaching
meaningful.
 This includes:
• Print materials • Charts
 • Posters • Non- print (PPT)
• Worksheets
 Facilities where learning occurs (Outside/Inside)
• Zoo
• Museum
• Market/Plaza
ASSESSED CURRICULUM
 Taught and supported curricula have to be evaluated to find out if it succeeded or not in
facilitating learning.
 In the process of teaching and at the end of every lesson or teaching episode, an assessment
is made (formative, summative)
 Formative and Summative evaluation of learners conducted by the teachers, schools or
external org.
 Involved test (Teachers-made)
• District or
• Standardized (Portfolio, performance, production, demo, etc.
LEARNED CURRICULUM
 All the change occurred in the learners due to their school experience.
 We always believe that if a student changed behavior, he/she not has learned.
For example:
- Non- reader to a reader - Positive outcome of teaching is an
indicator of learning
- Bully to a friendly
- Demonstrate higher order/ critical
- Disobedient to being obedient
thinking / life-long skills.

HIDDEN/IMPLICIT CURRICULUM
 Unwritten, unofficial and often unintended lessons, values and perspectives that students learn
in school.
 Teachers should be sensitive and aware of this hidden curriculum
 Must have foresight to include these in the written curriculum in order to bring to the surface
what are hidden.
 Soul / heart of all curriculum presented because these hidden curriculum would make students
better individual.
The Teacher as a Curricularist
CURRICULARIST
 a professional who is curriculum specialist. (Hayes, 1991; Ornstein & Hunkins, 2004;
Hewitt, 2004)
 In the school, teachers are asked to do tasks which are all guided by the principles of
curriculum, instruction, teaching, learning, assessment, and feedback.
ROLES OF THE TEACHER AS A CURRICULARIST
KNOWER
  Learning begins with knowing. The teacher as a learner starts with knowing about the
curriculum, the subject matter or the content.
 Acquiring academic knowledge both formal (disciplines, logic) and informal (derived, from
experiences, vicarious, and unintended)
WRITER
 takes record of knowledge concepts, subject matter or content. These need to be written or
preserved.
PLANNER
 make a yearly, monthly or daily plan of the curriculum which will serve as guides to the
implementation of the curriculum

INITIATOR
 the teacher is obliged to implement the recommended curriculum for the first time
INNOVATOR
 from the content, strategies, ways of doing, blocks of time, ways of evaluating, kinds of
students and skills of teachers, one cannot find a single eternal curriculum that would
perpetually fit
IMPLEMENTOR
 an implementor gives life to the curriculum plan
 it is here where teaching as a science and art will be observed
EVALUATOR
 determines if:
 The desired learning outcomes have been achieved
 The curriculum is working and brings the desired results
 The outcomes reveal anything
 The learners are achieving
 There are practices that should be modified, terminated or continued
THE SCHOOL CURRICULUM: DEFINITION, NATURE AND SCOPE
What is Curriculum?
 Oftentimes curriculum is taken in its narrow view as a listing of courses to be taught in schools
or broadly as all learning experiences that individuals undergo while in school.
 Curriculum should be clarified by teachers and other stakeholders.
 Curriculum affects all teachers, students, parents, politicians, businessmen, professionals,
government officials or even the common people.
 The word originates from the Latin word “currere” referring to the oval track upon which Roman
chariots raced.
 The New International Dictionary defines curriculum as the whole body of a course in an
educational institution.
 Curriculum is a planned and guided set of learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for the learners continuous and willful growth in personal social
competence (Daniel Tanner, 1980).
  It is a written document that systematically describes goals planned, objectives, content,
learning activities, evaluation procedures and so forth (Pratt, 1980)
 The contents of a subject, concepts and tasks to be acquired, planned activities, the desired
learning outcomes and experiences, product of culture and an agenda to reform society make
up a curriculum (Schubert, 1987).
 A curriculum includes “all of the experiences that individual learners have in a program of
education whose purpose is to achieve broad goals and related specific objectives, which is
planned in terms of a framework of theory and research or past and present professional
practice” (Hass, 1987).
 It is a program of activities (by teachers and pupils) designed so that pupils will attain so far as
possible certain educational and other schooling ends or objectives (Grundy, 1987).
 It is a plan that consists of learning opportunities for a specific time frame and place, a tool that
aims to bring about behavior changes in students as a result of planned activities and includes
all learning experiences received by students with the guidance of the school (Goodland and
Su, 1992).
 It provides answers to three (3) questions:
1. What 2. Why are they 3. How should the
knowledge, skills and most worthwhile? young acquire them?
values are most (Cronbeth, 1992)
worthwhile?

Some Points of View of Other Curricularists

 Points of view about the curriculum can either be traditional or progressive according to the
person philosophical psychological and even psychological orientation these views can also
define what a curriculum is all about.
Curriculum from Traditional of Views
The traditional points of view. of curriculum has advance by Robert Hutchins / Arthur Bestor and
Joseph Schwab.
Robert M Hutchins
 views curriculum by as permanent studies where rules of grammar reading rhetoric logic and
mathematics for basic education are emphasized.
Philip Phenix
 Asserts that curriculum should consist entirely of knowledge which comes from various
discipline.
Curriculum from Progressive Points of View
 It is the total learning experiences of the individual.
JHON DEWEY
 He believes that education is experiencing. Reflective thinking is a means that unifies
curricular elements that are tested by application.
HOLIN CASWELL and KENN CAMPBELL
 viewed curriculum as all experiences children have under the graduate of teachers.
OTHANIEL SMITH, WILLIAM STANLEY, and HARLAN SHORE
 likewise, defined curriculum as a sequence of potential experiences, set up in schools for a
purpose of disciplining children and youth in group ways of thinking and acting.
COLIN MARSH and GEORGE WILLIS
  Also viewed curriculum as all the experiences in the classroom which are planned and enacted
by the teacher and also learned by the students.
3 ways in approaching Curriculum
1.CONTENT
2. PRODUCT
3. PROCESS
CURRICULUM AS A CONTENT OR BODY OF KNOWLWDGE
Approaches to the School Curriculum
 it is a common for traditionalist to equate curriculum in to topic outline, subject matter, or
concepts to be included in the syllabus or a book.
THERE ARE 4 WAYS OF PRESENTING THE CONTENT IN CURRICULUM
1. TOPICAL APPROACH
content is based on knowledge and experiences are included.
2. CONCEPT APPROACH
topics in clusters around major and subconcept and their interaction, with relatedness
emphasized.
3. THEMATIC APPROACH
as a combination of concepts that develop conceptual and
4. MODULAR APPROACH
complete units of instruction.
Criteria in selection of content
1. SIGNIFICANCE
Content should contribute to ideas, concepts, principles and generalization that should attain
the overall purpose of the curriculum.
2. VALIDITY
The authenticity of the subject matter forms its validity.
3. UTILITY
Usefulness of the content in the curriculum is relative to the learners who are going to
use these
4. LEARNABILITY
The complexity of the content should be within the range of experience of the learners
5. FEASIBILITY
The complexity of the content should be within the range of experience of the learners
6. INTEREST
Is one of the driving forces for student to learn better.
Guide in the Selection of the Content in the Curriculum
1. Commonly used in the daily life.
2. Appropriate to the maturity levels and abilities of the learners.
3. Valuable in meeting the needs and competencies of the future career.
4. Related to other subject fields or discipline for complementation and integration.
5. Important in the transfer of learning to other disciplines
BASIC: Fundamental Principles for Curriculum Contents (Palma 1952)
Contents in the curriculum should be guided by;
 Balance
Content should be fairly distributed in depth and breath.
 Articulation
 As the content complexity progresses with the educational levels, vertically or horizontally. This
will assure no gaps or overlaps in the content. Thus, there is a need of team among writers
and implementers of curriculum.
 Sequence
The logical arrangement of the content refers to the sequence or order. This can be done
vertically for deepening the content or horizontally for broadening the same content. In both
ways the pattern usually is from essay to complex, what is known to the unknown, what is
current to something to future.
 Integration
Content in the curriculum does not stand alone or in isolation. content should be infused in
other disciplines whenever possible. This will provide a wholistic or unified view of curriculum
instead of segmentation. Contents which can be integrated to other disciplines acquire a
higher premium than when isolated.
 Continuity
Content when viewed as a curriculum should continuously flow as it was before, to where it is
now, and where it will be in the future. It should be perennial. It endures time. Constant
repetition, reinforcement and enhancement of content are all elements of continuity.
 Scope
Scope consists of all the contents, topics, learning experiences comprising the curriculum. In
layman’s term scope refers to coverage. The scope shall consider the cognitive level, affective
domain and psychomotor skills in identifying the contents. “More contents is not always better”.
When curriculum is approached as a PROCESS, guiding principles are presented.
 Curriculum process is the form of teaching methods or strategies are means to achieved at the
end.
 There is no single base process or method. Its effectiveness will depend on the desired
learning outcomes, the learners, support materials and the teacher.
 Curriculum as a process should stimulate the learners desire to develop the cognitive,
affective, and psychomotor domains in each individual.
 In the choice of methods, learning and teaching styles should be considered.
 Every method or process should result to learning outcomes which can be described as
cognitive, affective and psychomotor.
 Flexibility in the use of process or methods should be considered. An affective process will
always result to learning outcomes.
 Both teaching and learning are the important processes in the implementation of the
curriculum.
CURRICULUM AS A PROCESS
 We have seen that the curriculum can be approached as content. On the other hand, it can
also be approached as a process. Here, curriculum is not seen as a physical thing or a noun,
but as a verb or an action. It is interaction among the teachers, students and content.
 Curriculum as process is seen as a scheme about the practice of teaching. It is a package of
materials or a syllabus of content to be covered.
 As a process, curriculum links to the content. While content provides materials on what to
teach, the process provides curriculum on how to teach the content. When accomplished, the
process will result to various curriculum experiences for the learners.
 The intersection of the content and process is called the Pedagogical Content Knowledge or
PCK. It will address the question: If you have this content, how will you teach it?
CURRICULUM AS A PRODUCT
 The product from the curriculum is a student equipped with the knowledge, skills and values to
function effectively and efficiently.
 Curriculum product is expressed in the form of outcomes which are referred to as the achieved
learning outcomes.
 Curriculum Development Process
 Curriculum development is a dynamic process involving many different people and
procedures. Development connotes changes which is systematic.
Step-by-step phases of curriculum development process

1. Curriculum Planning
 considers the school vision, mission and goals. It also includes the philosophy or
strong education belief of the school.
2. Curriculum Designing
 It is the way curriculum is conceptualized to include the selection and organization of
content.
3. Curriculum Implementation
 It is the way curriculum is conceptualized to include the selection and organization of
content.
4. Curriculum Evaluation
 determines the extent to which the desired outcomes have been achieved. This
procedure is ongoing as in finding out the progress of learning or the mastery of
learning.
CURRICULUM DEVELOPMENT PROCESS MODELS
1. Ralph Tyler Model:
Four Basic Principles Also known as Tyler's Rational, the curriculum development
model emphasizes the planning phase. This is presented in his book Basic Principles of
Curriculum and Instruction.
Tyler's model shows that in curriculum development, the following consideration should
be made:
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experiences
2. Hilda Taba Model:
Grassroots Approach Hilda Taba improved on Tyler's model. She believed that teachers
should participate in developing a curriculum.
 Diagnostic of learners' need and expectations of the larger society.
 Formulation of learning objectives
 Select of learning contents
 Organization of learning contents.
 Select of learning experiences
 Determination of what to evaluate and the means of doing it
3. Galen Sayler and William Alexander Curriculum Model
Galen Sayler and William Alexander (1974) viewed curriculum development as
consisting of four steps.
 Goals, Objectives and Domains. Curriculum planners begin by specifying the major
educational goals and specific objectives they wish to accomplish.
 Curriculum Designing. - Designing curriculum follows after appropriate learning
opportunities are determined and how each opportunity is provided.
 Curriculum Implementation. A designed curriculum is now ready for implementation
4. Evaluation. The last step of the curriculum model is evaluation. A comprehensive evaluation
using a variety of evaluation techniques if recommended.
FUNDAMENTALS OF CURRICULUM DESIGN
10 AXIOMS ABOUT CURRICULUM THAT TEACHERS NEED ASA REMINDERS
1. Curriculum change is inevitable, necessary, and desirable.
2. Curriculum is a product of its time.
 3. Curriculum changes made earlier can exist concurrently with newer curriculum changes.
4. Curriculum change depends on people who will implement the change.
5. Curriculum development is a cooperative group activity.
6. Curriculum development is a decision-making process made from choices of alternatives.
7. Curriculum development is an ongoing process.
8. Curriculum development is more effective if it is a comprehensive process rather than a
“piecemeal”
9. Curriculum development is more effective when it follows a systematic process.
10. Curriculum development starts from where the curriculum is.
ELEMENTS OR COMPONENTS OF A CURRICULUM DESIGN
I. Behavioral objectives (ILO)
 Begin with the end in view. As a curriculum designer, the beginning of the learning journey is
the learning outcomes to be achieved.
II. Content/Subject Matter
 The content of the lesson is the topic/subject natter that will be covered. In addition, there are
principles that should be remembered;
1. Subject matter should be relevant to the outcome of the curriculum.
2. Subject matter should be appropriate to the level of the lesson.
3. Subject matter should be up-to-date and, if possible, should reflect current knowledge
and concepts.
4. Subject matter should follow the principle of BASICS (Balance, Articulation, Sequence,
Integration, Continuity, Scope).
III. References
 It tells where the content has been taken (book, module, or any publication).
IV. Teaching and Learning Methods.
These are the activities where learners derive experiences.
 Cooperative learning activities allow students to work together.
 Independent learning activities allow learner to develop personal responsibility.
 Competitive activities will test student competencies against another student in a healthy
manner.
BERHAVIORIST TEACHING-LEANRING METHODS
A. Direct Instruction: Barak Ronsenshine Model
1. State Learning Objectives/Outcomes
2. Review
3. Present new materials
4. Explain
5. Practice
6. Guide
7. Check for understanding
8. Provide feedback
9. Assess performance
10. Review and test
B. Guided Instruction: Madeline Hunter Model
1. Review- focus on previous lesson
2. Atopostory set-focus student attention on new lesson.
3. Objective- state explicitly what is to be learned.
4. Input- identify needed knowledge and skills to learning new lesson.
5. Modelling- provide several examples or demonstrations throughout the lesson.
6. Check for understanding- check if the students understand the directions.
7. Guided practice- periodically test questions and check students’ answers.
8. Independent practice- assign independent work when it is sure that students can work
on their own,
C. Mastery Learning JH Bleck and Lorin Anderson Model
1. Clarify- explain to students what they are expected to learn.
2. Inform- teach the lesson, relying on the whole group instruction.
 3. Pretest0 give a formative review on a no-fault basis.
4. Group- divide the class into mastery and non-mastery groups.
5. Enrich and correct- give enrichment instruction to mastery group while corrective
(practice) to non-mastery.
6. Monitor- monitor student progress.
7. Posttest- inventory test for non-mastery group.
8. Assess performance- at least 75% of the students should achieve mastery by the
summative test.
9. Reteach- if no, repeat procedures and start with corrective instructions.
D. Systematic Instruction: Thomas Good and Jere Braphy
1. Review- review concepts and skills related to the homework.
2. Development- promote students understanding.
3. Assess comprehension- ask questions.
4. Seatwork- provide uninterrupted seatwork, get everyone involved.
5. Accountability- check students’ work.
6. Homework- assign homework regularly.
7. Special review- provide weekly reviews to check, maintain and enhance learning.
V. Teaching-Learning Environment
There are four (4) criteria in the provision of environment or learning spaces in designing a
curriculum suggested by Brian Castaldi (1987).
1. Adequacy- refers to the actual learning spaces or classrooms. Is the classroom large enough
for student’s mobility for class interaction?
2. Suitability- suitability should consider and chronological and developmental ages of learners.
Also, the socio-cultural, economic and religious backgrounds.
3. Efficiency- refers to operational and instructional effectiveness.
4. Economy- refers to cost effectiveness.

VI. Assessment/Evaluation
 Self-assessment- students learn to monitor and evaluate their own learning.
 Peer assessment- students provide feedback on each other’s learning.
 Teacher assessment- teacher prepares and administers tests and gives feedback on
the students’ performance.
 Assessment may be formative, summative or both.
APPLICATION OF FUNDAMENTAL COMPONENTS TO OTHER CURRICULUM DESIGNS
Curriculum design is the organization of curriculum components in designing a lesson plan,
similar components are also used in making syllabus or other curriculum projects.
Major components of syllabus
1. Intended outcomes
2. Content/subject matter
3. Methods/Strategies
4. Evaluation
APPROACHES TO CURRICULUM DESIGNING
Types of Curriculum Design Model
1. Subject-centered design – this is a curriculum design that focuses on the content of the
curriculum.
1.1. Subject design – is the oldest and so far, the most familiar design for teachers, parents,
and other laymen.
1.2. Discipline design – is often used in college, but not in the elementary or secondary
levels.
1.3. Correlation design – link separate subject design in order to reduce fragmentation.
1.4. Broad field design/ interdisciplinary is a variation of the subject-centered design.
2. Learner-Centered Design – the learner is the center of the educative process.
2.1. Child-centered design – is anchored on the needs and interests of the child.
2.2. Experience-centered design – believes that the needs and interests of learners cannot
be pre-planned.

3 benefits of curriculum quality audit

1. Identify gaps, under and overrepresentation of curriculum based on the standards
2. Ensures alignment of learning outcomes, activities and assessment to the standards
3. Achieves an internationally comparable curriculum as standards become the basis of the
curriculum analysis.

5 benefits of curriculum mapping

1. Curriculum mapping ensures alignment of the desired learning outcomes, learning activities
and assessment of learning.
2. Curriculum mapping addresses the gaps of repetitions in the curriculum. It reveals if certain
program goals or learning. outcomes are not adequately covered or overly emphasized in the
current curriculum.
3. Curriculum mapping verifies, clarifies and establishes alignment between what students do
in their courses and what is taught in the classrooms and assessed as their learning.
4. The curriculum maps visually show important elements of the curriculum and how they
contribute to student learning.
5. Curriculum mapping connects all initiatives from instruction, pedagogies, assessment and
professional development. It facilitates the integration of cross-curricular skills.