FOUNDATIONS OF

CURRICULUM
SUJAKNYI SAID 818037
MOHD FIKRY HULAIMI 818034
KHAIRUL NIZAR ABU KHARI 818077
 FOUNDATIONS OF CURRICULUM

• Foundations are the forces that influence the minds of

curriculum developers.
• In this way they affect the content and structure of the
curriculum.
• The curriculum reflects the society and culture of a country
and this is the desire of a society that their children should
learn the habits, ideas, attitudes and skills of the adult society
and culture and educational institutional are the proper way to
impart these skill.
• This duty of teacher and school to discipline the young of the
society and provide them the set of experiences in the form of
curriculum.
• The needs, knowledge and information of the society provide
foundation in the formation of curriculum
 EXTERNAL BOUNDARIES

Social Philosophical
Foundations Foundations
of Curriculum of Curriculum

Historical Psychological
Foundations Foundations
of Curriculum of Curriculum
PHILOSOPHICAL FOUNDATION OF
CURRICULUM
PHILOSOPHICAL FOUNDATION OF
CURRICULUM
 PHILOSOPHICAL FOUNDATION OF
CURRICULUM
Perennialism
Aim of Education
To educate the rational person; to cultivate the intellect.

Role of Education
Teachers help students think with reason.

Focus in the Curriculum

Classical subjects, literary analysis and curriculum constant.

Curriculum Trends
Use of great books and return to liberal.
 PHILOSOPHICAL FOUNDATION OF
CURRICULUM
Essentialism
Aim of Education
To promote the intellectual growth of the individual and educate a competent
person.

Role of Education
The teacher is the sole authority in his or her subject area or field of
specialization.

Focus in the Curriculum

Essential skills of the 3 R’s and essential subjects.

Curriculum Trends
Excellence in education, back to basics and cultural literacy.
 PHILOSOPHICAL FOUNDATION OF
CURRICULUM
Progressivism
Aim of Education
To promote democratic and social living.
Role of Education
Knowledge leads to growth and development of lifelong learners
who actively learn by doing.
Focus in the Curriculum
Subjects are interdisciplinary, integrative and interactive. Curriculum
is focused on students’ interest, human problems and affairs.
Curriculum Trends
School reforms, relevant and contextualized curriculum, humanistic
education.
 PHILOSOPHICAL FOUNDATION OF
CURRICULUM
Recostructionism
Aim of Education
To improve and reconstruct society. Education for change.
Role of Education
Teachers act as agents of change and reform in various educational
projects including research.
Focus in the Curriculum
Focus on present and future trends and issues of national and
international interest.
Curriculum Trends
Equality of educational opportunities in education, access to global
education.
HISTORICAL FOUNDATIONS OF CURRICULUM

Curriculum theorists

•Franklin Bobbit (1876-1956) - presented

curriculum as a science that emphasizes
on students' need. Curriculum prepares
for adult life.

•Werret Charters (1875-1952) -

considered curriculum also as a
science which is based on students'
need and the teachers plan the
activities.
HISTORICAL FOUNDATIONS OF CURRICULUM

• William Kilpatrick (1871-1965) -

viewed curriculum as purposeful
activities which are child-centered.
The purpose of curriculum is child
development and growth.

•Harold Rugg (1886-1960) -

Curriculum should develop the whole
child. He emphasized social studies in
the curriculum and the teacher plans
the lesson in advance.
Historical Foundations of Curriculum

•Hollis Caswell (1901-1989) - sees

curriculum as organized around social
functions of themes, organized knowledge
and earner's interests.

•Ralph Tyler (1902-1994) - believes that

curriculum is a science and an extension
of school's philosophy.
Psychological Foundations of Curriculum
Psychological Foundations of Curriculum

Three major groups of learning theories:

BEHAVIORISTS PSYCHOLOGY
BEHAVIORISTS PSYCHOLOGY

consider that learning should be

organized in order that students
can experience success in the
process of mastering the subject
matter
 The method is introduced in a step by
step manner with proper sequencing of
task which is viewed by other
educational psychologist as simplistic
and mechanical.
COGNITIVE PSYCHOLOGY
 COGNITIVE PSYCHOLOGY

 focus their attention on how individuals process

information and how the monitor and manage
thinking.

 Teachers use a lot of problem and thinking skills in

teaching and learning. These are exemplified by
practices like reflective thinking, creative thinking,
intuitive thinking, discovery learning and many
more.
 HUMANISTIC PSYCHOLOGY

concerned with how learners can

develop their human potential.
Psychological Foundations of Curriculum

• Psychology has great influence in the

curriculum. Learners are not machines and
the mind is not a computer. Humans are
biological beings affected by their biology and
cultures.
• The psychological foundations will help
curriculum makers in nurturing a more
advanced, more comprehensive and complete
human learning.
 Social Foundations of Curriculum

 Schools exist within the social context.

 Schools are not only institutions that
can educate people in the society.
 Schools are made to help to understand the
changes globalization brings.

 The relationship of curriculum and

society is mutual and encompassing.
 ???

 How do philosophy,
psychology, history and
society influence the
development of the
curriculum?
PLANNING, IMPLEMENTATION
AND EVALUATION
 IMPLEMENTATION MODELS

OVERCOMING RESISTANCE TO CHANGE (ORC)

Focuses on overcoming staff resistance to change that is
present immediately before, or at the time of the introduction of the
innovation.

LEADERSHIP OBSTACLE COURSE (LOC)

Extends the ORC model and puts emphasis on the gathering
of data to determine the extent and nature of the resistance in order to
deal with it appropriately.

LINKAGE MODEL
The linkage process involves a cycle of diagnosis, search,
retrieval, formulation of solution, dissemination and evaluation.
 IMPLEMENTATION MODELS

ORGANIZATIONAL DEVELOPMENT (OD)

This model is an information-processing change strategy that
enables the system to improve its operations and the quality of
interactions among its members to facilitate the introduction of change.

RAND CHANGE AGENT MODEL

The Rand Model is based on the assumption that the success
of the implementation of new program depends on:
A. The characteristics of the proposed change
B. Competencies of the teaching and administrative staff
C. The support of the local community
D. The School organizational structure
THE ROLES OF THE STAKEHOLDERS IN CURRICULUM
IMPLIMENTATION
 LEARNERS AT THE CENTER OF THE CURRICULUM

 For a particular curriculum design mentioned earlier, the learner is

placed at the center.

 The learners are the very reason why curriculum is developed.

 They are the ones who are directly influenced by it.

After all, in curriculum implementation, the concluding question will

always be:
Has the learner learned?
LEARNERS AT THE CENTER OF THE CURRICULUM
 TEACHERS AS CURRICULUM DEVELOPERS AND
IMPLEMENTERS

 In teaching and learning process, the other side

of the coin is the teacher.

 Most curricula start to gain life from the time it is

conceived and written.
TEACHERS AS CURRICULUM DEVELOPERS AND
IMPLEMENTERS

Primary
Role of the
Teacher

A teacher is a curriculum maker. He/she writes a

curriculum daily through a lesson plan, a unit plan
or a yearly plan.
 TEACHERS AS CURRICULUM DEVELOPERS AND
IMPLEMENTERS

The teacher prepares activities for the

students to do.
The teacher address the goals, needs
interests of the learners by creating
experiences from where the students can
learn.
The teacher designs, enriches, and modifies
the curriculum to suit the learner’s
characteristics.
 TEACHERS AS CURRICULUM DEVELOPERS AND
IMPLEMENTERS

As a curriculum developer…
 TEACHERS AS CURRICULUM DEVELOPERS AND
IMPLEMENTERS

 Teachers are empowered to develop their own school

curricula taking into consideration their own expertise,
the context of the school and the abilities of the
learners.
By so doing, teachers become architects of school curriculum

 A developed curriculum remains enactive, if it is not

implemented.
…teacher role’s shifts from a developer to an
implementer.
…from a designer or technician to a decision
maker.
TEACHERS AS CURRICULUM DEVELOPERS AND
IMPLEMENTERS

 The teachers’ role now shifts from planning to

doing.

 Doing here implies guiding, facilitating and directing

activities which will be done by the students .
 CURRICULUM MANAGERS AND
ADMINISTRATORS

 In a school organization, there is always

a curriculum manager or school administrator.
 In fact, for school principals, one of their
functions is being a curriculum manager.
CURRICULUM MANAGERS AND
ADMINISTRATORS

t h e t ie s
o r c i l i
n f fa
p l a l
o s.
o sc h o t
a l s f l pl a n
e y t o a
h
T m e n s i c
e
v dp h y
pr o
i m an
 CURRICULUM MANAGERS AND
ADMINISTRATORS

The final decision making in terms of the

school’s purpose rests on the shoulders of
school administrators.
In the academic institutions, school
administrators have a great stake or concern
about what kind of curriculum their school offer
and how these is implemented.
PARENTS AS SUPPORTERS TO THE CURRICULUM

‘‘ My child and my money go to this

school.’’ It simply means that the parents
are the best supporters of the school,
specially because they are the ones
paying for their child’s education.
 How Do The Parents Shape The Curriculum And What Are
They Consider As Stakeholders

1. Effective parental involvement in school affairs may be

linked to parent educational programs w/c is central to
high quality educational experiences of the children. It is
a well known fact that where you find an involved parent,
you find better communication between home and
school.
2. The parents involvement extends from the confine of
the school to the homes. The parents become part of
the environment of learning at home. Parents follow up
the lesson of their children especially in basic education.
Parents provide curriculum materials that are not
provided in schools.
 How Do The Parents Shape The Curriculum And What Are They
Consider As Stakeholders

3. In most schools the Parent Association is organized.

 COMMUNITY MEMBERS AS CURRICULUM RESOURCES

• success in the implementation of the curriculum requires

resources.
• The community members and materials in the existing
local community can very well substitute for what is
needed to implement the curriculum.
• Respected community members maybe included in school
boards
• Some can become resource speakers.
• They can provide local and indigenous knowledge in
school curriculum
 OTHER STAKE HOLDERS

Professional organizations have shown

great influence in school curriculum.
 OTHER STAKEHOLDERS IN CURRICULUM
IMPLEMENTATION

 They are asked by curriculum specialists to contribute in

curriculum review since they have a voice in the licensure
examinations, curriculum enhancement and many more
• often, professional organization have a better view of the
industry where the graduates of the curriculum go.
• Some of these organizations are those of each profession,
like teachers’ organization, lawyers’ organization, medical
doctors’ association, engineers’ organization and many
others.
DEFINITION OF EVALUATION

Curriculum evaluation is a systematic process of

determining whether the curriculum as designed and
implemented has produced or is producing the intended
and desired results.

It is the means of determining whether the program is

meeting its goals, that is whether the measures / outcomes
for a given set of instructional inputs match the intended or
pre-specified outcomes. (Tuckman, 1979)
 CURRICULUM EVALUATION

curriculum evaluation

1. School-based evaluation
2. Accreditation
 SCHOOL-BASED EVALUATION

 is an approach to curriculum evaluation which places the

content, design, operation and maintenance of evaluation
procedure in the hands of the school personnel. The school
personnel participate in the planning and conduct of school
evaluation where the control and management of the process
rest on the school personnel themselves.

 This is a voluntary process of submitting a curricular program to

an external accrediting body for review in any level of
education: basic, tertiary or graduate school to assure standard.
Accreditation studies the statement of the educational intentions
of the school and affirms a standard of excellence.
 ACCREDITATION

Among the many purposes of accreditation are to

foster excellence and improve programs. The
curricular accreditation will assure the academic
community, other agencies and the general public
that curriculum meets standards comparable to
other excellent institutions offering similar
programs.
 EVALUATION OF ACADEMIC PERFORMANCE

 In curriculum, it is necessary that learning

outcomes be evaluated. After all the best measure
of a curriculum is the learning outcome of the
students.
 The evaluation of students’ performance should
make use of valid and reliable tools which are
periodically reviewed and revised.
Thank you…