1.

Define curriculum from different perspectives

Definition of Curriculum in different perspective or points of view:
These different curriculums were influenced by modes of pedagogies, cultural experiences and thoughts.

A. Curriculum in Traditional Perspective

This curriculum was derived from traditional perspective in the early years of 20 th century that says
“curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to
learn”. This was similar to the course of study and syllabus and Robert M. Hutchins viewed curriculum as
permanent studies where there is the rule of grammar, reading, rhetoric and logic and mathematics for
basic education and there are being emphasized.

B. Curriculum in Essentialist’s Perspective

Arthur Bestor is an essentialist who believe that the mission of the school should be intellectual training
where in basic education should be focus the 3 Rs and Tertiary education should be grounded on
liberation. Hence, curriculum should focus on the fundamental intellectual disciplines of grammar,
literature and writing. Also, mathematics, science, history and foreign language should be included.

C. Curriculum as a Discipline by Joseph Schwab

According to Schwab, curriculum lies in the discipline, it is a sole source of curriculum itself. In our
education system, curriculum is divided into chunks of knowledge the we call it subject areas in basic
education such as English, Science, Mathematics, Social Studies and others. While in tertiary education
or college, discipline may include humanities, Sciences, language and others.

D. Curriculum in Progressive Perspective

From the point of view of a progressivist, a curriculum does not literally compose of a listing of school,
subjects, syllabi, course of study and list of courses. According to progressive perspective, these can be
only recognized as curriculum if the written materials are actualized by the learner. Meanwhile,
curriculum is defined as the total learning experiences of the individual.

E. Curriculum as John Dewey’s Explanation

This definition is anchored by the famous John Dewey’s definition of experience and education. He
believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from
action but tested by application as he explained. A lot of theories were followed after Dewey. Caswell and
Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This
definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of
potential experiences set up in the schools for the purpose of disciplining children and youth in group
ways of thinking and acting”
Conclusion:
These different perspectives only shows that curriculum is dynamic. This is how curriculum evolves.
Development connotes changes which are systematic. A change for the better means any alteration,
modification or improvement of existing condition. To produce positive changes, development should be
purposeful, planned and progressive.

2. The nature and scope of Curriculum

I. Nature of Curriculum
These are the nature of Curriculum:
a. The instructional program as indicated by the course offerings to meet the varies requirements of
a vast heterogenous population.
b. The courses of study, embodying outlines of knowledge to be taught.
c. All the experiences provided under the guidance of the school.
Thus, curriculum is that which makes a difference between maturity and immaturity, between growth and
stasis, between literacy and illiteracy, between sophistication and simplicity. It is the accumulated
heritage of man’s knowledge filtered through the prisms of contemporary demands and pressures. It is
that wisdom considered relevant to any age in any given location. It is that we choose from vast amount
of heritage of wisdom to make a different in the life of man.
II. Scope of Curriculum
Scope refers to the breadth and depth of the curriculum – the content, learning experiences and
activities to be included in the curriculum. A content-rich curriculum ensures that this scope is
sufficiently deep that it engages and sustains children's interests across multiple learning experiences.
Curriculum studies incorporate a variety of processes including:

 Curriculum theory
 Curriculum planning
 Curriculum design
 Curriculum development
 Curriculum implementation
 Curriculum evaluation

3. Identify the different types of Curriculum;

A. Recommended Curriculum – proposed by scholars and professional organizations.

B. Written Curriculum – appears in school, district, division or county documents.
C. Taught Curriculum – what teachers implement or deliver in the classrooms and schools.
D. Supported Curriculum – resources textbook computers, audio visual materials which support
and help in the implementation of the curriculum.
E. Assessed Curriculum – that which is tested and evaluated.
F. Hidden Curriculum – the unintended, unacknowledged, unexamined, unwritten that lessons,
values, and perspectives that students learn in school.
 4. Describe the different types of curriculum implemented in schools.

A. Recommended Curriculum - The Ministry of Education, the Commission on Higher Education, or any
professional organization can recommend and implement a curriculum. This is why students should take a
lot of subjects and follow course flow and the reason why it needs to implement the K - 12 Curriculum
because this is a recommended curriculum.

B. Written Curriculum - Based on the definition in number 3, this appears in school along with
district, division and country documents. This refer to a lesson plan or syllabus written by
teachers. This kind of curriculum needs to be pilot tested or tried out in sample schools to
determine its effectiveness.

C. Taught Curriculum - This is about the implementation of the written curriculum. Whatever is
being taught or an activity being done in the classroom is a taught curriculum. So, when teachers
give a lecture, initiate group work, or ask students to do a laboratory experiment with the their
guidance, the taught curriculum is demonstrated. This curriculum contains different teaching
styles and learning styles to address the students’ needs and interests.

D. Supported Curriculum - The supported curriculum is about the implementation of the written
curriculum. Whatever is being taught or activity being done in the classroom is a taught
curriculum. So, when teachers give a lecture, initiate group work, or ask students to do a
laboratory experiment with their guidance, the taught curriculum is demonstrated. This
curriculum contains different teaching styles and learning styles to address the students’ needs
and interests.

E. Assessed Curriculum - When students take a quiz or the mid-term and final exams, these
evaluations are the so-called assessed curriculum. Teachers may use the pencil and paper tests
and authentic assessments like portfolio and performance-based assessments to know if the
students are progressing or not.

F. This type of curriculum indicates what the students have learned. The capability that students
should demonstrate at the end of the lesson can be measured through learning outcomes. A
learning outcome can be manifested by what students can perform or do either in their cognitive,
affective, or psycho motor domains. The test results can determine the learning outcome, and the
students can achieve it through learning objectives.

G. Hidden Curriculum - he hidden curriculum refers to the unplanned or unintended curriculum

but plays a vital role in learning. It consists of norms, values, and procedures. See the three-
minute video below for more details.