The Teacher & The School Curriculum

THE TEACHER & THE SCHOOL CURRICULUM
Course Title : The Teacher & the School Curriculum
No. of Units : 3 units
Course Description:
This course emphasizes the more active role of the teacher in planning,
implementing and evaluating school curriculum as well as in managing school
curriculum change vis-à-vis various context of teaching –learning and curricular
reforms. Fundamental concepts and principles in curriculum and curriculum
development shall provide the foundation to engage prospective teachers as
curricularists.
Course Outcome:
At the end of the course, students should be able to:
1. Apply the foundational statements of the university specifically the College of

Education in all the under takings and activities pertaining to curricular and co-
curricular programs.
2. Discuss the significance of the curriculum and the curriculum development in
the Philippine setting.
3. Define and describe the nature and scope of curriculum from different
perspectives.
4. Explain and summarize the curriculum development process and models.
5. Described the foundation of curriculum development.
6. Identify the fundamental of curriculum designing and how these are applied in
the school setting.
Course Outline
Module 1: Curriculum and Curriculum Development
Content Discussion:
A. Concepts, Nature and Purpose of Curriculum
One of the most often repeated definitions of a curriculum are that curriculum
is the total learning experience. This description implies that the crux of a curriculum
is the different planned and unplanned activities which have been lived, acted upon
or done by the learners with the guidance of the teacher. Teaching as Process of
Curriculum Good teaching is difficult to agree upon. While it remains to be difficult to
agree on what good teaching is, effective teaching can be demonstrated. Effective
teaching is one that will bring about the intended learning outcomes.
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B. Curriculum from Different Points of View:
TRADITIONAL POINT OF VIEW
How is curriculum defined from a traditional perspective? Who were the

advocates? And how can a school system work with this point of view?
If the word curriculum is defined as a written document or a plan of action to

accomplish goals; a body of subjects or a subject matter prepared by teachers in
order for the students to learn; a course of study; syllabus, lesson plan, or a field of
study – then these definitions come from the traditional point of view (Bilbao et al.,
2008).
The Advocates of Curriculum
The following theorists are the advocates of the curriculum concept. Their

perspectives helped shape current understanding of how curriculum is used in
meeting educational goals.
ROBERT M. HUTCHINS
Hutchins believes that college education must be grounded on liberal
education while basic education should emphasize the rules of grammar, reading,
rhetoric, logic and mathematics. For him, curriculum is viewed as permanent studies
which explain why some subjects are repeated from elementary to college, such as
grammar, reading, and mathematics.
ARTHUR BESTOR
Bestor is an essentialist who believes that the mission of the school is to train
the intellectual capacity of learners. Hence, subjects to be offered are grammar,
literature, writing, mathematics, science, history and foreign language.
JOSEPH SCHWAB
Schwab views that discipline is the sole source of curriculum, and so, the
curriculum is divided into chunks of knowledge which are called subject areas like
English, mathematics, social studies, science, humanities, languages, and others. As
a leading curriculum theorist, Schwab used the term discipline as the ruling doctrine
for curriculum development. Therefore, curriculum is viewed as a field of study and it
should only consist of knowledge that comes from the disciplines; for example,
linguistics, economics, chemistry, among others.
PROGRESSIVE POINT OF VIEW
The progressivists disagree with the way curriculum is defined by the

traditionalists. For them, if the lesson plans or syllabi are not actualized or learned
by the students, it is not considered as a curriculum. So, curriculum is defined as
the total learning experiences of individuals which means that students be
given all the opportunities to apply what they learn.
The Advocates of Curriculum
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JOHN DEWEY
John Dewey is a famous proponent of progressivism. He argues that
reflective thinking is important. It is a tool to unify all the curricular elements, such as
aims, goals, and objectives; subject matter/content; learning experiences; and
evaluation approaches. For him, it is important to test the knowledge or thought
through application, or the learning by doing, which became influential in education.
His famous philosophy is pragmatism.
HOLLIS CASWELL AND DOAK CAMPBELL

Hollis Caswell and Doak Campbell define curriculum as “all experiences
children have under the guidance of the teachers.” In this regard, curriculum should
contain all the experiences needed by the children to learn, and a teacher should
only act as a guide or facilitator.
B. OTHANEL SMITH, WILLIAM O. STANLEY, AND J. HARLAN SHORES

Smith, Stanley and Shores share the same view that the curriculum, as the
way Caswell & Campbell view it, as “a sequence of potential experiences set up in
the schools for the purpose of disciplining the children and the youth while doing
group activities.”
COLIN J. MARSH AND GEORGE WILLIS

Colin J. Marsh and George Willis define curriculum as the “experiences in the
classroom which are planned and enacted by the teacher, and also learned by the
students”. In this definition, the experiences are done in the classrooms.
In a nutshell, progressivism comes from the word progress, which means making

changes, reforms, or improvements toward better conditions. In the way curriculum
is defined and implemented from the progressivists’ perspective, the people
mentioned above have contributed much in educational reforms. They all believe
that teachers must provide sets of experiences that are planned and facilitated by
the teachers in order for the students to actualize what they have learned within or
outside the classrooms.
C. Types of Curricula in Schools
1. Recommended Curriculum – is a type of curriculum mostly used by schools.

A national agency may recommend a curriculum to be implemented in the
elementary or secondary education.
2. Written Curriculum – is a type of curriculum found in the school system
wherein the school and the classroom teacher specify what is to be taught.
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3. Taught Curriculum – is a type of curriculum which is composed of the
different planned activities put into action in the classroom. This curriculum
varies according to the learning styles of students and the teaching styles of
teachers.
4. Supported Curriculum – is a type of curriculum supported by available
resources provided by a teacher.
5. Assessed Curriculum – refers to a tested or evaluated curriculum. A series
of evaluation done by the teacher to determine the extent of teaching or to tell
if the students are progressing.
6. Learned Curriculum – is a type of curriculum wherein learning outcomes are
achieved by the students. These are indicated by the results of the tests and
changes in behavior which can either be cognitive, affective or psychomotor.
7. Hidden Curriculum – are unintended curriculum which is not deliberately
planned out but may modify behavior or influence learning outcomes.
D. Four Major Foundations of Curriculum
1. Philosophical Foundation of Curriculum

 Philosophy provides educators, teachers and curriculum makers with
framework for planning, implementing and evaluating curriculum in
schools
 The philosophy of curriculum planner, implementor or evaluator
reflects his or her life experiences, common beliefs, social and
economic background and education.
 “Education as a way of life” by John Dewey (1916)
Four Educational Philosophies:

a. Perennialism
 Aim to Educate – 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 is constant
 Curriculum Trends – Use of great books and return to liberal
arts.
b. 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 3R’s and
essential subjects of English, Science, History, Math and
Foreign Language.
 Curriculum Trends – Excellence in Education, back to basics
and cultural literacy.
c. Progressivism
 Aim of Education – To promote democratic and social living.
 Role of Education – Knowledge leads to growth and
development of lifelong learners actively learn by doing.
 Focus in the Curriculum – Subjects are interdisciplinary,
integrative and interactive. Curriculum is focused on student’s
interest, human problems and affairs
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Curriculum Trends – School reforms, relevant and
contextualized curriculum, humanistic education.
d. Reconstructivism
 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 the present and future trends
and issues of national and international interests.
 Curriculum Trends – Equality of educational opportunities in
education, access to global education.
2. Historical Foundation of Curriculum

The history of one’s country can affect its educational system and the
kind of curriculum it has. Influential people in the educational system play
major roles in shaping the curriculum we know today. Here are the 6 famous
curriculum theorists and their contributions to education which can still be
observed by the present generation of learners:
FRANKLIN BOBBIT (1876-1956)
Bobbit believes that the learning objectives, together with the activities,
should be grouped and sequenced after clarifying the instructional activities
and tasks. He also views curriculum as a science that emphasizes the needs
of the students. This viewpoint explains why lessons are planned and
organized depending on the needs of the students and these needs must be
addressed by the teachers to prepare them for adult life.
WERRET CHARTERS (1875-1952)

Aside from emphasizing the students’ needs, he believes that the
objectives, along with the corresponding activities, should be aligned with the
subject matter or content. For that reason, department chairpersons or course
coordinators scrutinize the alignment or matching of objectives and subject
matter prepared by the faculty members.
WILLIAM KILPATRICK (1871-1965)

For him, the purpose of curriculum is child development, growth, and
social relationship. He also introduced the use of small group interaction, and
the project method in which the teacher and students plan together. Thus, it is
called as the child-centered curriculum.
HAROLD RUGG (1886-1960)

He introduced the concept of the development of the whole child, the
inclusion of social studies, and the importance of curriculum planning in
advance.
HOLLIS CASWELL (1901-1989)

He believes that subject matter is developed around the interest of the
learners and their social functions. So, the curriculum is a set of experiences.
Learners must experience what they learn.
RALPH TYLER (1902-1994)

And as to the hallmark of curriculum development as a science, Ralph
Tyler believes that curriculum should revolve around the students’ needs and
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interests. The purpose of curriculum is to educate the generalists and not the
specialists, and the process must involve problem solving. Likewise, subject
matter is planned in terms of imparting knowledge, skills and values among
students.
3. Psychological Foundation of Curriculum

Curriculum is influenced by psychology. Psychology provides
information about the teaching and learning process. It also seeks answers as
to how a curriculum be organized in order to achieve students’ learning at the
optimum level, and as to what amount of information they can absorb in
learning the various contents of the curriculum.
The following are some psychological theories in learning that

influenced curriculum development:
1. BEHAVIOURIST PSYCHOLOGY
Education in the 20th century was dominated by behaviorism. The

mastery of the subject matter is given more emphasis. So, learning is
organized in a step-by-step process. The use of drills and repetition are
common. For this reason, many educational psychologists viewed it
mechanical and routine. Though many are skeptical about this theory, we
can’t deny the fact the influences it had in our educational system.
 Edward Thorndike – Connectionism
 Ralph Tyler & Hilda Taba – Well-known Curricularists
 Ivan Pavlov – Classical Conditioning
 B.F. Skinner – Operant Conditioning
 Albert Bandura – Modeling and Observation Theory
 Robert Gagne (1987) five learning outcomes which includes:
1) Intellectual skills or knowing how
2) Information or knowing what
3) Cognitive strategies or learning skills
4) Motor skills
5) Attitudes
2. COGNITIVE PSYCHOLOGY
Cognitive theorists focus on how individuals process information,

monitor and manage their thinking. The basic questions that cognitive
psychologists zero in on are:
 How do learners process and store information?
 How do they retrieve data and generate conclusions?
 How much information can they absorb?
 Advocates of Cognitive Psychology
 Jean Piaget –Cognitive Development Stages
 Lev Vygotsky – Social Constructivism
 Howard Gardner – Multiple Intelligence
 Felder and Silverman – Learning Styles
 Daniel Goleman – Emotional Intelligence
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With their beliefs, they promote the development of problem-solving
and thinking skills and popularize the use of reflective thinking, creative
thinking, intuitive thinking, discovery learning, among others.
3. HUMANISTIC PSYCHOLOGY
Humanism is taken from the theory of Gestalt, Abraham Maslow’s

theory and Carl Rogers’ theory. This group of psychologists is concerned with
the development of human potential.
In this theory, curriculum is after the process, not the product; focuses
on personal needs, not on the subject matter; and clarifying psychological
meanings and environmental situations. In short, curriculum views founded on
humanism posits that learners are human beings who are affected by their
biology, culture, and environment. They are neither machines nor animals.
A more advanced, more comprehensive curriculum that promotes

human potential must be crafted along this line. Teachers don’t only educate
the minds, but the hearts as well.4.
4. SOCIOLOGY AND CURRICULUM
There is a mutual and encompassing relationship between society and

curriculum because the school exists within the societal context. Though
schools are formal institutions that educate the people, there are other units of
society that educate or influence the way people think, such as families and
friends as well as communities.
Since the society is dynamic, there are many developments which are
difficult to cope with and to adjust to. But the schools are made to address
and understand the changes not only in one’s country but in the world as well.
Therefore, schools must be relevant by making its curriculum more

innovative and interdisciplinary. A curriculum that can address the diversities
of global learners, the explosion of knowledge through the internet, and the
educational reforms and policies recommended or mandated by the United
Nations.
However, it is also imperative that a country must have maintained a

curriculum that reflects and preserves its culture and aspirations for national
identity. No matter how far people go, it is the country’s responsibility to
ensure that the school serves its purpose of educating the citizenry.
Assessment:
Essay
Now, it is your time to reflect. Can you think of your experiences in which the major
foundation of curriculum can explain it?
Something to reflect on:

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All of the 6 famous curriculum theorists believe that the curriculum should be learner-
centered – addressing the needs and interests of the students. All of them have
salient contributions to the educational system of the world today.
If you are an observant student, you might ask the following questions about your
teachers:
 Why is it that we are required to do projects, solve problems, and work in

groups?
 Why is it that our teachers are being observed in class, and their lesson plans
or syllabi are checked?
 Why is it that all of us should take social studies, and not only the 3Rs?
 Why are the lessons being prepared in advance?
 Why should we experience what we have learned?
 Why do our teachers integrate values in our lessons?
 And why is it that the school is after our development as whole individuals (to
become generalists) and be ready to face life’s challenges?
The answers to your questions are the people behind our educational system. They
are the curriculum theorists.
Now, would you like to become one someday?
Reference
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Philippines: Lorimar Publishing, Inc.
Reference
development. Philippines: Lorimar Publishing, Inc.
© 2014 December 2 M. G. Alvior
Module 2: Curriculum Development in the Philippines
Content Discussion:
Definition of Curriculum Development
Curriculum development is defined as planned, a purposeful, progressive,

systematic process to create positive improvements in the educational system.
Every time there are changes or developments happening around the world, the
school curricula are affected. There is a need to update them to address the
society’s needs.
The fundamental purpose of curriculum development is to ensure that

students receive integrated, coherent learning experiences that contribute towards
their personal, academic and professional learning and development.
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PRE-SPANISH CURRICULUM (BEFORE 1521)
The Barangay played a major role as to how the Early Filipinos were
educated. What the barangay already practiced and believed in were passed down
from generation to generation. The curriculum was then unsystematic, unplanned
and spontaneous.
“the inhabitants were a civilized people, possessing their system of writing,

laws and moral standards in a well-organized system of government. They did not
have an organized system of education as we have now…
-Fr. Pedro Chirino, a Spanish

Priest & Historian; Relacion de las
Islas Filipinas
AIMS OF EDUCATION:
 Survival, conformity, enculturation
TYPES OF EDUCATION:
 Informal education, practical training, theoretical training.

EDUCATIONAL METHODS:
 Show and Tell, observation, trial and error, imitation, suggestion
CURRICULUM:
 More vocational than technical, Code of Kalantiao&Maragatas

 Solidarity of the family modesty of women & valor of men, belief in Bathala,
obedience & respect for the elders
MEDIUM OF INSTRUCTION
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 Alibata/ Baybayin
EDUCATORS:
 People from the Barangay, Babaylan, tribal tutors, parents
SPANISH-DEVISED CURRICULUM (1521 - 1869)
When Spain began to colonize the Philippines, the Spanish Missionaries

played a major role as to how the Filipinos were educated and controlled. Religion
was the tool Spain wielded to make the Philippines its colony. The Philippine
Curriculum then was a lot more structured compared to what the Filipinos had before
the Spaniards came. But the emphasis of the Spanish-taught curriculum was more
on religion rather than the basic literate skills, science and arts.
“the curriculum for boys and girls was aimed to teach them to serve and love
God, discover what is good and proper for one’s self and enable the individual to get
along with his or her neighbors.”
-Fr. Modesto de Castro, Author of Urbana and

Felisa (1877)
AIMS OF EDUCATION:
 Promote Christianity, promotion of Spanish language, imposition of Spanish

culture
TYPES OF EDUCATION:
 Formal education, religious education, Catechism, doctrine, vocational

courses
 Dictation, memorization (Banking-Concept), theater presentation
CURRICULUM ORGANIZATION:
 Subject organization
 Spanish
EDUCATORS:
 Spanish missionaries
TYPES OF SCHOOL:
 Parochial or convent schools3
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EDUCATIONAL LEVEL:
 Basic (The 3 Grade Level: Entrada, Ascenso, Termino)

 Tertiary
 Secondary
CURRICULUM:
 CHRISTIAN Doctrine, Values, History, Reading & Writing in Spanish,

Mathematics, Agriculture, Etiquette, Singing, World Geography, Spanish
History
AMERICAN-DEVISED CURRICULUM (1898 – 1935)
American Thomasite in the Classroom
After the Filipinos rebelled against Spain, America began to take the reins.
The Philippines slowly underwent an American Acculturation and this was the
largely because of the education the Americans provided. The Thomasites played
a major role as to how the Filipinos were educated. Contrary to the Spanish
Missionaries, the Americans did not make religious instruction compulsory. The
Philippine Curriculum then evolved into a more organized, systematic and academe
and skill focused dynamism.
AIMS OF EDUCATION:
 Teach democracy, separation of church and state, westernization
TYPES OF EDUCATION:
 Formal education, democratic education
 Socialized recitation, participation, debate, games/ play
 Separate-Subject organization
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 English
EDUCATORS:
 Thomasites, soldiers
TYPES OF SCHOOL:
 Public schools
EDUCATIONAL LEVEL:
 Elementary (Primary, Intermediate)

 Secondary
 Tertiary
CURRICULUM:
 GMRC, Hygiene and Sanitation, Geography, English Grammar Composition,

Reading &Spelling, Science, Mathematics, Intensive Teaching of Geography
ELEMENTARY SECONDARY TERTIARY
Consist of 4 Primary years and 3 Intermediate years. Body and mental

training were given to each student. As each student progresses, the subjects
taught become more complicated and advanced.
Teacher’s Training Curriculum was established in Normal Schools (Cebu

Normal University, Siliman University, Philippine Normal University, Far Eastern
University), so that Filipino teachers could teach the Filipino children and slowly
replace the Thomasites.
CURRICULUM DURING THE COMMONWEALTH (1935 – 1946)
The Philippines was then beginning to prepare for its independence from
America (Tydings-Mcduffie Act) and the expansion and reformation of the
Philippine Curriculum began in this period. Filipino teachers were empowered to
improve the curriculum and as a result, content-rich and culture-specific courses
were added. Patriotism was then also considered as an important factor in the
Philippine Curriculum.
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EDUCATIONAL ACT 1940
COMMONWEALTH ACT 586
EXPANSION OF THE PHILIPPINE
-approved on August 7, 1940
CURRICULUM
-recognized the Elementary School
System by eliminating Grade 7 -the Filipino teachers who were trained
(Section 4) by the Americans began introducing
courses that were taught in American
AIMS OF EDUCATION:
-introduced the Double-Single schools.
Session for Elementary Students
-Secondary Normal Schools were
 Develop6)moral
(Section & Civiccharacter, civic conscience, vocational efficiency, preparation
Training (Section
elevated to the Collegiate Level by the
for incoming Independence
8)
Bureau of Education
TYPES OF EDUCATION:
 Formal education, Vocational education
 Memorization, recitation, socialized recitation
 Separate-Subject organization
 Filipino
EDUCATORS:
 Filipino teachers
TYPES OF SCHOOL:
 Public school, private school
EDUCATIONAL LEVEL:

 Secondary
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 Tertiary
CURRICULUM:
 Farming, Trade, Business, Domestic Science, Teacher’s Collegiate Education
JAPANESE-DEVISED CURRICULUM (1941 – 1944)
Japanese Primary level school wherein children are studying reading in class
The growth of the Philippine Curriculum was stunted because of the Japanese
invasion. The Japanese tried to erase every influence of the Americans in the
Philippine Society most especially in the Philippine curriculum.
AIMS OF EDUCATION:
 Eradicate reliance on Western nations, love of labor, military training
TYPES OF EDUCATION:
 Formal education, vocational training
 Stressed dignity of manual labor, emphasis on vocational education, lectures

with emphasis on Japanese culture and sovereignty
 Nihonggo
EDUCATORS:
 Japanese imperial tutors
TYPES OF SCHOOL:
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 Public schools
EDUCATIONAL LEVEL:

 Secondary
 Tertiary
CURRICULUM:
 Filipino and Tagalog, Philippine History, Character Education to Filipino with

emphasis on love for work and dignity of labor, Agriculture, Medicine,
Fisheries, Engineering, Nihongo
CURRICULUM DURING THE LIBERATION PERIOD (1944 – 1946)
After the war, the Philippines started to recuperate and began modernizing,
likewise, the Philippines Curriculum started to gain some traction. More Filipino
educators began to experiment on the different types of curriculum and researches
were then conducted to find out which type of curriculum would best suit the Filipino
learners. But despite these efforts, the Philippine Curriculum gained only little
expansion.
AIMS OF EDUCATION:
 Citizenship, morality, democracy, industry, family responsibility, helping the

community, cultural heritage for youth, understanding of other nations
TYPES OF EDUCATION:
 Memorization, recitation, socialized recitation
 Filipino/Vernacular
TYPES OF SCHOOL:
 Public school, private school
EDUCATIONAL LEVEL:

 Secondary
 Tertiary
NEW DECLARATIONS:
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 Academic freedom, religious instruction in the public schools is optional,
creation of scholarships in the arts, sciences and letters was for specially
gifted citizens and those that are unable to afford the cost of college
education, compulsory flag ceremony, restoration of Grade VII
CURRICULUM:
 Moral Character, Vocational Efficiency, Productivity, Complete and Adequate

system of Public education, subjects change with the changing time and
needs of human beings
CURRICULUM DURING THE PHILIPPINE REPUBLIC (1946 – PRESENT)
Research then became more prevalent and it greatly helped in facilitating the
expansion and improvement of the Philippine Curriculum. The largely traditional
curriculum of the Philippines then became more colored with the Progressivist’s
methodology and mindset. Filipino resources, culture and approaches were now
melded into the education system.
AIMS OF EDUCATION:
 Appreciate of Philippine culture, preservation of cultural heritage, character

education, usage of Filipino books and literature, citizen’s increased self-
awareness, bilingualism, greater skill specialization
TYPES OF EDUCATION:
 Other Foreign languages
TYPES OF SCHOOL:
 Public school, Private school, Trade school
EDUCATIONAL LEVELS:

 Secondary
 Tertiary
CURRICULUM IN THE NEW SOCIETY (1971 – PRESENT)
The late President Ferdinand E. Marcos issued the Educational Development

Decree of 1972 which greatly aided the development of the Philippine Curriculum. It
ensured the constant responsiveness of the schools to the needs of the new society
and heavily articulated the need to teach nationalism, patriotism, moral values and
relevant academic courses.
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AIMS OF EDUCATION:
 Love of country, duties of citizenship, develop moral character, self-discipline,

vocational efficiency
TYPES OF EDUCATION:
 Formal education, Vocational training
 Other Foreign languages
EDUCATIONAL LEVELS:

 Secondary
 Undergraduate Studies
 Graduate Studies Decree of 1972
Presidential Decree 6-A
EDUCATIONAL DEVELOPMENT DECREE OF 1972
 Achieve and maintain social and economic development progress to assure

maximum participation of all the people
 Provide for a broad and general education
 Attain in his potential as human being
 Enhance the range and quality of individual
 Acquire the essential educational foundation
 Train the nation’s manpower in the middle level skills
 Develop high level professions for leadership of nation
 Respond effectively to changing needs
K-12 (PRESENT)
As the Philippines continue to witness the result of all the underpinnings,

research and happenings, internationally and locally, a more developed and globally
competitive curriculum would naturally make itself known. The implementation of the
K-12 system is a product of the need to compete with the international standards. It
was approved and implemented in the year 2013.
Enhanced Basic Education Act of 2013 (K-12)
Pro’s of K to 12
 At par with international 12-year basic education

 Pursue protective employment, entrepreneurship and higher educational
studies
 Graduates are expected to be equipped with 21 st century skills
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Con’s of K to 12
 Sees as a burden for average Filipino family

 It does not address the basic problems of education (classrooms, chairs,
books, etc.)
Bases of K to 12 Implementations
 Mastery of basic competencies is insufficient due to congested curriculum

 Philippines is the only remaining country in Asia with a 10 year basic
education program
Senior High School Tracks
 Academic Track
o HUMSS – Humanities and Social Sciences

o STEM – Science, Technology, Engineering and Math
o ABM – Accounting Business and Management
o GAS – General Academic Strand
 TVL Track – Technical-Vocational-Livelihood Track
o Agri-Fishery Arts Strand

o Home Economic Strand
o Industrial Arts Strand
o ICT Strand
 Arts and Design Track

 Sports Track
Module 3: Components of Curriculum and Curriculum Approaches
Elements/Components of Curriculum
AIMS AND OBJECTIVES
 A formal curriculum is embedded in a formal institution called school. Schools

are established institutions which are either run by the government or by the
private sector.
 The Philippine educational systems are divided into three educational levels:
primary, secondary and tertiary education based on the Philippine
Constitution of 1987.
 All school aims to:
1. Inculcate patriotism and nationalism.

2. Foster of love of humanity.
3. Promote respect for human rights.
4. Appreciate the role of national heroes in the historical development of the
country.
5. Teach the rights and duties of citizenship.
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6. Strengthen ethical and spiritual values.
7. Develop moral character and personal discipline.
8. Encourage critical and creative thinking.
9. Broaden scientific and technological knowledge and promote vocational
efficiency.
AIMS OF ELEMENTARY EDUCATION (EDUCATIONAL ACT OF 1982)
In the elementary school, through their curricula should aim to:
 Development and necessary for living in and contributing to a developing

and changing society;
 Provide learning experiences which increase the child’s awareness of and
responsiveness to the change in the society;
 Promote for the intensify knowledge, identification with and love for the
nation and the people to which he belongs; and
 Promote work experiences which develop orientation to the world of work
and prepare the learner to engage in honest and gainful work.
AIMS OF SECONDARY EDUCATION
In high school or secondary level, educational curricula aims to:
 Continue to promote the objective of elementary education, and

 Discover and enhance the different aptitudes and interest of student in
order to equip them with skill, for productive endeavour and or to prepare
them for tertiary schooling.
AIMS OF TERTIARY EDUCATION
Tertiary education refers to college and university formal education based on

the curricula of the different courses. The different courses should aim to:
 Provide general educational program which will promote national identity,

cultural consciousness, moral integrity and spirit vigour,
 Train the nation’s manpower is the skill required for national development;
 Develop the professions that will provide leadership for the nation; and
 Advanced knowledge through research and apply new knowledge for
improving the quality of human life and respond effectively to changing
society.
Based from the mandate of the constitution, each school therefore should be
guided by its vision, mission and goals and its curricula should also revolve around
these. The school’s vision is a clear concept of what constitution would like to
become in the future. It provides the focal point or unifying element according to
which the school staff, faculty, student perform in individually or collectively.
Example: The Bulacan State University is a progressive, knowledge generating

institution, globally recognized for excellent instruction, pioneering research and
responsive community engagement.
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The school’s mission statement, spell on how it intends to carry out its vision.
The mission targets to produce the kind of person the students will become after
having been educated over certain period of time.
Example: The Bulacan State University exist to produce highly competent, ethical
abd service-oriented professionals that contribute to the sustainable socio-economic
development of the nation.
The school’s vision and mission are further translated into goals which are
broad statements or intents to be accomplished. Data for the sources of school
goals may include the learners, the society and the fund of knowledge.
Example: Build a strong foundation of skills and concepts
In a curriculum, these goals are made simple and specific for the attainment
of each learner. These are called educational objectives. Benjamin Bloom and
Robert Mager defined educational objectives in two ways:
1. Explicit formulations of the ways in which students are expected to be

changed by the educative process; and
2. Intent communicated by statement describing a proposed change in learners.
Benjamin Blooms and his association classified three big domains of the
objectives; These are cognitive, effective and psychomotor domains.
 Cognitive domains (Blooms et al 1956) – domain of thought process.
1. Knowledge – recall, remembering of prior learned materials in terms of

facts and concept.
2. Comprehension- ability to grasp the meaning of material. It includes
the lowest form of understanding.
3. Application – the ability to use learned material in new and concrete
situation.
4. Analysis – ability to break down material into component parts so that
its organizational structure maybe understood.
5. Synthesis – ability to put parts together to form of a new whole.
6. Evaluation – ability to pass judgement on something based on the
given criteria.
 Affective Domains – (Krathwohl, 1964 – domain of valuing, attitude, and

appreciation)
1. Receiving- students’ willingness to pay attention to particular event,

stimuli or classroom activities.
2. Responding-active participation on the part of the students.
3. Valuing- concerned with the worth or a value student attaches to the
particular phenomena, object or behavior.
4. Organization- concerned with bringing together different values and
building a value system.
5. Characterization by a value or value complex- developing a lifestyle
from a value system.
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 Psychomotor Domains – (Simpson, 1972)- domain of the use of
psychomotor attributes.
1. Perception – use of sense organs to guide motor activities.

2. Set – refers to the readiness to take a particular type of action.
3. Guided response – concerned with the early stages in learning
complex, skill, imitation and trial and error are some of the ways of
doing.
4. Mechanism – responses have become habitual. Performance skills
are with ease and confidence.
5. Complex over responses- skillful performance and with complex
movement patterns.
6. Adaptions – skill will develop the ability to modify ease is very easy.
7. Origination – refers to creating new movement patterns to fit the
situation. Creativity is evident.
CURRICULUM CONTENT OR SUBJECT MATTER
According to some curriculum specialists, content or subject matter is a

compendium of facts, concept generalization, principles and theories.
The fund of human knowledge represents the repository if accumulated

discoveries and inventions of man down the centuries, due to man’s exploration of
his world. This is the subject center of curriculum.
On the other hand, those who view knowledge as learner centered, relates
knowledge to the individuals personal and social world and how he or she defines
reality.
“Knowledge is a model we construct to give meaning and structure to

regularities in experience” according to Gerome Bruner.
Subjects Areas in Basic or General Education
Each subject area has its own body of subject matter of learning content.
Here are just examples:
1. COMMUNICATION ARTS - includes skills in listening, speaking, reading and

writing as well as the effective use of language in daily living.
2. MATHEMATICS – includes numeric and computational skills and
measurement.
3. SCIENCE – includes all branches of natural sciences, exploration and
discovery dealing with natural phenomena and the use of scientific method.
4. SOCIAL STUDIES – include basic elements like Geography, History,
Anthropology and Economics.
5. MUSIC – includes basic music theory, practice in singing and playing musical
instruments.
6. PHYSICAL EDUCATION – includes health, physical fitness, individual and
team sports spectatorship.
7. VOCATIONAL EDUCATION – includes psychomotor and manipulative skills
in basic crafts and trades.
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SOME CRITERIA WHICH CAN BE UTILIZED IN THE SELECTION OF SUBJECT
MATTER OR CONTENT FOR THE CURRICULUM
1. SELF-SUFFICIENCY – according to Scheffler (1970) the prime guiding

principle for content selection is helping the learners to attain maximum self-
sufficiency in learning but in the most economical manner.
2. SIGNIFICANCE – when content or subject matter will contribute to basic
ideas, concepts, principles, and generalization to achieve the overall aim of
the curriculum.
3. VALIDITY – the authenticity of the subject matter selected is its validity. With
information explosion, oftentimes, knowledge selected for school content may
become obsolete. Thus, subject matter should be checked or verified at
regular intervals.
4. INTEREST – For a learner-centered curriculum, this is the key criterion. A
learner will value the content if it is meaningful to him or her. Student’s
interests should be considered and adjusted taking into consideration
maturity, prior experiences, educational and social value of their interest
among others.
5. UTILITY – Usefulness of the content or subject matter maybe relative to the
learner who is going to use it. Usefulness maybe either be for the present or
future.
6. LEARNABILITY – Subject matter in the curriculum should be within the range
of the experiences of the learners. This is clearly suggested by the
psychological foundations of the curriculum.
7. FEASIBILITY – Can the subject matter be learned within the time allowed,
resources available, expertise of the teacher, and the nature of the learners?
Content selection should be considered within the context of existing reality in
schools, in society and government.
There are other considerations that maybe used in the selection of the
learning content. It would be of great help if curriculum makers can use them.
a) Frequently and commonly used to daily life;

b) Suited in the maturity levels and abilities of students;
c) Valuable in meeting the needs and the competencies of a future career;
d) Related with other subject areas; and
e) Important in the transfer of learning
In organizing or putting together the different learning contents, Palma

1992, suggested the following principles:
a) BALANCE – Curriculum content should be fairly distributed in depth and

breadth of the particular learning area or discipline. This will ensure that
the level area will not be over crowded or less crowded.
b) ARTICULATION – When each level of subject matter is smoothly
connected to the next, glaring gaps and wasteful overlaps in the subject
matter will be avoided. Teamwork among the teachers will enhance
articulation of contents in the curriculum.
c) SEQUENCE – is the logical arrangement of the subject matter. It refers to
the deepening and broadening of content as it is taken up in higher levels.
d) INTEGRATION – the horizontal connections are needed in the subject
areas that are similar so that learning will be related to one another.
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e) CONTINUITY – Learning requires a continuing application of the
knowledge, skills, and attitudes or values so that these will be used in daily
living. The constant repetition, review and reinforcement learning is
referred to continuity.
Curriculum Experience
This section will not discuss in detail the different instructional strategies that
provide the experiences. Instead it will link instructional strategies and methods to
curriculum experiences, the core or the heart of the curriculum. The instructional
strategies and methods will put into action the goals and use the content in order to
produce an outcome.
Teaching strategies convert the written curriculum to instruction, both the

teacher and the learner take action to facilitate learning. The sections are based on
planned objectives, the subject matter to be taken and the support materials to be
used. These will include a multitude of teaching methods and educational activities
which will enhance learning. Among these are the time tested methods, inquiring
approaches, constructivist and other emerging strategies that compliment new
theories in teaching and in learning.
Whatever methods the teacher utilizes to implement the curriculum, there will
be some guide for the selection and use.
Here are some of them:
1. Teaching methods are means to achieve the end. They are used to
translate the objectives into action.
2. There is no single best teaching method. Its effectiveness will depend on
the learning objectives, the learners and skills of the teacher.
3. Teaching methods should stimulate the learner’s desire to develop
cognitive, affective, psychomotor, social and spiritual domain of individual.
4. In the choice of the teaching methods, learning styles of the students should
be considered.
5. Every method should lead to the development of the learning outcomes in
the three domains: cognitive, affective, and psychomotor.
Flexibility should be a consideration in the use of teaching methods.
CURRICULUM EVALUATION
 According to Worthen and Sanders (1987), all curriculum to be effective must

have the element of evaluation.
 According to Tuckman (1985), evaluation is defined as meeting the goals and
matching them with intended outcomes.
 Context refers to the environment of curriculum in which curriculum is
operating its context.
 Input is referred to as the ingredients of the curriculum such as its goals,
strategies and others.
 Product is accomplished by the curriculum.
 Evaluation process is the part of curriculum which may know and measure the
knowledge and behavior of a student
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STEPS ON HOW TO DO AN EVALUATION
1. Focus on what particular component of the curriculum. Specify the objectives

of evaluation.
2. Collect gathered information. Information is made up of data needed with
regards to the object of the evaluation.
3. Organize the information or data in order.
4. Analyze the information to make it organized.
5. Report the information. Make sure that the idea or information must be
discussed to the class.
6. Recycle the information for continuous feedback, modification and
adjustments are to be made.
Aims
Objectives
Evaluation Content
Subject matter
Methods
Strategies
CURRICULUM APPROACHES
Curriculum approach is a way of dealing with curriculum, ways of doing,

creating, designing and thinking about it. There are four curriculum approaches that
will presented in this topic. Curriculum practitioners and implementers may use one
or more approaches in planning, implementing and evaluating the curriculum.
 Behavioral approach - Anchored on the behaviorist principles, behavioral

approach to curriculum is usually based on a blueprint. In the blueprint, goals
and objectives are specified, contents and activities are also arranged to
match with the learning objectives. The learning outcomes are evaluated in
terms of goals and objectives set at the beginning. Behavioral approach which
was started with the idea of Frederick Taylor is aimed to achieved efficiency.
In the factory for example, the worker will be paid according to his output
produced with in a specific period of time. In education, behavioral approach
begins with educational plans that start with the setting of goals or objectives.
These are considered as important ingredients in curriculum implementation
as evaluating the learning outcomes as a change of behavior. The change in
behavior indicates the measure of the accomplishments.
 Managerial approach - The managerial approach became a dominant

curriculum approach in the 1950's and 1960's. The principal is the curriculum
leader and at the same time instructional leader who is supposed to be the
general manager. The general manager sets the policies and priorities,
establish the direction of change and innovation, and planning and organizing
curriculum and instruction. School administrators are less concerned about
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the content than about organization and implementation. They are less
concerned about subject matter, methods and materials than improving
curriculum. Curriculum manager look at curriculum changes and innovations
as they administer the resources and restructure the schools.
 System approach - The system approach to curriculum was influenced by

system theory. In the systems approach to curriculum, the parts of the total
school district or school are examined in terms of how they relate to each
other. The organizational chart of the school represents a systems approach.
It shows the line-staff relationships of personnel and how decisions are made.
To George Beauchamp, the system theory of education see the following to
be of equal importance are (1) administration (2) counseling (3) curriculum
(4) instruction and (5) evaluation.
 Humanistic approach - This approach is rooted in the progressive

philosophy and child-centered movement. The humanistic approach considers
the formal of planned curriculum and the informal or hidden curriculum. It
considers the whole child and believes that in curriculum the total
development of the individual is the prime consideration. The learner is at the
center of the curriculum.
WAYS OF APPROACHING A CURRICULUM
1. Curriculum as a content or body of knowledge to be transmitted – refers

to the body of knowledge taught wherein students are expected to learn a
given subject like English, Filipino, Mathematics, Science or Social Studies.
Content knowledge generally refers to the facts, concepts, theories and
principles that are taught and learned in specific academic courses, rather
than to related skills such as reading, writing or researching that students also
learn in schools.
2. Curriculum as product – is expressed in form of outcomes which are

referred to as the achieved learning outcomes.
3. Curriculum as a process – refers to what actually happens in the classroom

and what people do to prepare and evaluate.
GUIDING PRINCIPLES:
 Curriculum process in the form of teaching methods or strategies are

means to achieve the end.
 There is no single best process or method. Its effectiveness will
depend on the desired learning outcomes, the learners, support
materials and the teacher.
 Curriculum process should stimulate the learner’s desire to develop the
cognitive, effective, 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 the process or methods should be considered.
An effective process will always result to learning outcomes.
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 Both teaching and learning are the two important processes in the
implementation of the curriculum.
4. Curriculum as a praxis – is an action which embodies certain qualities.

These include a commitment to human well-being and the search for truth and
respect for others. It is the action of people who are free and are able to act
for themselves.
Module 4: Curriculum Development Processes and Models
Curriculum Design Models
Crafting a curriculum is like writing a lesson plan. It is like making

something with the different components and putting them together in a very
creative way. It is task that all teachers should know and understand, or better
still, to know to craft one.
Curriculum can be designed whether horizontally wherein the direction

of its elements is sideways and vertically which follows a vertical design.
Curriculum design may also follow the following structures:
1. Subject-centered Design
This model focuses on the content of curriculum. The subject centered

design corresponds mostly to the textbook written for the specific subject.
Few curricularists like Henry Morrison and William Harris, were firm believers
to this design.
a. Subject Design – is the oldest and so far the most familiar design for
teachers, parents and other laymen. Center only on the cluster of
content.
b. Discipline Design- is the curriculum model which is related to the

subject design and focuses on academic discipline.
c. Correlation Design – comes from a core, correlated curriculum design

that links separate subject designs in order to reduce fragmentation.
d. Broad field Design/ Interdisciplinary – is a variation of the subject-

centered design. It is made to prevent the compartmentalization of
subjects and integrate the contents that are related to each other.
2. Learner-centered Design
Among the progressive educational psychologists, the learner is the

center of the educative process.
a. Child-centered Design – is a design id often attributed to the influence

of John Dewey, Rouseau, Pestallozi and Froebel. This curriculum
design is anchored on the needs and interests of the child.
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b. Experience-centered Design – is similar to child-centered design.
Although the child remains to be the focus, experience-centered design
believed that the interests and needs of the learners cannot be pre-
planned.
c. Humanistic Design – leads to personality in this curriculum where

Abraham Maslow and Carl Rogers Maslow’s Theory of self-
actualization explains that a person who is simple, spontaneous and
natural is open to different experiences.
3. Problem-centered Design
This design draws on social problems, needs, interest and abilities of

the learners.
a. Life Situation Design – is unique design because its contents are

organized in ways that allow students to view problem areas clearly.
b. Core Design – centers on general education and the problems are

based on common human activities.
A. Curriculum Models
1. Tyler’s Curriculum Model
 One of the best knowns model for curriculum development

 Known for the special attention it gives to the planning phases
 Deductive for its proceeds from the general to specific
 Tyler recommends that curriculum planners
 Identify general objectives by gathering data from three sources: (a) the
learners (b) contemporary life outside school and (c) subject matter
 Tyler model, the general objective that successfully pass through the two
screens becomes what are now popularly known as instructional
objectives.
2. Taba’s Curriculum Model
 Hilda Taba believed that the curriculum should be designed by the

teachers rather than handed down by higher authority.
 She felt that teachers should begin the process by creating specific
teaching-learning units for the students in the schools rather than by
engaging initially in creating a general curriculum design.
 Taba advocated an inductive approach to curriculum development.
 In the Inductive approach, curriculum workers start with the specifics and
build up to a general design as opposed to the more traditional deductive
approach of starting with the general design and working down to the
specifics.
3. Saylor and Alexander’s Curriculum Model
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 It is a plan for providing sets of learning opportunities to achieve broad
educational goals and related objectives for an identifiable population
served by a single school center.
 Curriculum planners begin by specifying objectives they wish to
accomplish.
 Curriculum development as consisting of four steps such as (a) goals,
objectives and domain (b) curriculum design (c) curriculum implementation
and (d) evaluation
4. The Oliva Curriculum Model
 The Olivia Model in designing logistics curriculum at higher education

institutions. Input as a constructive feedback from logistics practitioners
are underlying facet in the research into these areas.
 This report begins with a brief review of the background of the need for
logistics practitioners to participate in logistics curriculum development.
 The objective of the study is to determine the relationship between
philosophical orientation and educational practice.
 The Oliva Model can assist higher educational institutions conceptualize
the process of designing effective logistics program by showing certain
principles and procedures.
B. Teaching-Learning process and Curriculum Development
One of the most often repeated definition of a curriculum is that curriculum is

the total learning experience. This description implies that the crux of a curriculum is
the different planned and unplanned activities.
1. Teaching as a Process in Curriculum
a. What is the role of teaching in curriculum development?

b. Who does it?
c. What is curriculum development?
d. Who does it?
Good teaching is difficult to agree upon. While it remains to be difficult to

agree on what good teaching is effective teaching can be demonstrated.
“It remains to be difficult what good teaching is”
 Because of the changing paradigm of teaching several definitions have

evolved based on the theories of teaching and learning that have come
about.
 To the traditionalists, the teaching is a process of impairing knowledge
and skills required to master a subject matter.
 Teaching is showing, telling giving instruction, making someone
understand in order to learn.
 The person is a teacher, a dispenser of knowledge, ultimate authority
and a director of learning.
 As progressive and humanist education, meaning of teaching
broadened to fit the psychological meaning of the term.
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 Teaching is now perceived as stimulating, directing, guiding the learner
and evaluating the learning outcome of teaching.
The teacher becomes a decision maker in the teaching process. Teaching

process is a series of action from planning, implementing and evaluating.
TEACHING PROCESS
PLAN IMPLEMENT EVALUATE
Feedback and Reflection
A. Planning Phase
Includes decisions about:
a. The needs of the learners

b. The achievable goals and objectives to meet the needs
c. The selection of the content to be taught
d. The motivation to carry out the goals
e. The strategies most fit to carry out the goals
f. The evaluation process to measure learning outcomes
B. Implementation Phase
This requires the teacher to implement what has been planned. Based on the
objectives, implementation means to put into action the different activities in order to
achieve the objectives through the subject matter. The important players in this
phase are the teacher and the learner.
C. Evaluation Phase
A match of the objectives with the learning outcomes will be made. The
evaluation phase will answer the question if the plans and implementation have been
successfully achieved.
In all three phases of teaching, a continuous process of feedback and

reflection is made. To give feedback is to give information while reflection is a
process embedded in teaching where the teacher inquiries into his or her actions
and provides deep and critical thinking.
On the basis of the diagram, basic assumption can be made. These

assumptions are:
a) The teaching is goal-oriented with the change of behavior as the ultimate end;
b) That the teachers are the ones who shape actively their own actions;
c) That teaching is a rational and reflective process; and
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d) That teachers by their actions can influence learners to change their own
thinking or desired behavior, thus teaching is a way of changing behavior
through the intervention of the teacher.
Indicators for Good Teaching:
 Good teaching is one that is well-planned wherein the activities are

interrelated to each other.
 Good teaching is one that provides learning experiences or situations that will
ensure understanding, application and critical thinking.
 Good teaching is based on the theories of learning.
 Good teaching is one where learner is stimulated to think and reason.
 Good teaching utilizes prior learning and its application to new situations.
 Good teaching is governed by democratic principle.
 Good teaching embeds a sound evaluation process.
2.Learning as a Process in Curriculum
“To teach is to make someone learn.”
 What is learning?
 What are the ways of learning?
 When do you say that we have learned?
Learning – is usually defined as change in individual’s behavior caused by

experiences or self-activity. It implies that learning can only happen through
individual’s activities or learning. Learning sometimes is unintentional, it occurs
more when the various stimuli are properly arranged for purpose of learning. It
becomes intentional when it is purposely arranged for the student to participate and
experience.
There are principal types of learning theories that explain how individuals learn
according to educational psychologists. These are:
a. Behavioral Learning Theories – emphasize observable behavior such as new

skills, knowledge or attitudes which can be demonstrated
b. Cognitive Learning Theory – is concerned with human learning in which
unobservable mental processes are used to learn and remember new
information or acquire skills.
c. Discovery Learning – wherein Jerome Bruner states that the individual learns
from his own discovery of the environment.
d. Reception Learning – wherein David Ausubel poses a contrast to the
discovery learning of Bruner. For Ausubel, though learners are inherently
curious, they may not be able to know what is important or relevant and they
need external motivation in order to learn.
e. Events of Learning – wherein Robert Gagne proposed that an act of learning
involves a series of eight (8) internal events such as:
 Motivational Phase – the learners must be motivated to learn by
expectation that learning will be rewarding.
 Apprehending Phase – the learner attends or pays attention if learning
has to take place.
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 Acquisition Phase – While the learner is paying attention, the stage is
set and the information is presented. Learners transform information
into meaningful form.
 Retention Phase – the newly acquired information must be transferred
from short-term to long-term memory.
 Recall Phase – previous learned information.
 Generalization Phase – transfer of information to new situations allows
application of the learned information in the context in which it was
learned.
 Feedback Phase – students must receive feedback on their
performance.
3.Teaching Learning Go Together
Teaching styles of teachers should jibe with the learners’ learning styles. With
the advancement of information about the uniqueness of each learner, the multiple
intelligences theory and many more, teaching has to consider more factors in order
to be effective.
The concept of learning has become so vast that the simple stimulus-
response theory alone cannot explain it. Teaching is the cause and learning is the
effect. The quality of teaching is related to the quality of learning.
As the direct relationship of teaching and learning become clear, success of

both brings out like, “learning in teaching and teaching for learning.”
C. Ways of Doing Teaching and Learning
Teaching and learning are interrelated processes. Different methods of

teaching can be clustered according to the number of students being taught.
Teaching methods or strategies can be clustered according to the number of
students in a class.
 For large group teaching methods like lecture, expository, panel discussion,
seminar, forum, demonstration or a combination of lecture demonstration are
appropriate.
 For a small group, teaching methods like role playing, buzz session, workshop
process approach, discovery learning, cooperative learning in various forms
laboratory methods are few of the examples.
 For individualized teaching, modular instruction and programmed instructions
are some of the examples.
 Group of teaching methods will be traditional time tested inductive methods,
deductive methods, type study method, project method, laboratory method,
question and answer method or simply Socratic Method.
D. Ways of Learning
1. Learning by trial and error
 It is related to the type stimulus response theory of learning.
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 The beginning reaction is due to stimulus.
 The response will be repeated when the result is correct and satisfying.
 The response will be repeated when the result is wrong or negative.
 Learning will take place in both instances.
 It is oftentimes risky and time consuming.
 Making several errors would be very expensive in time, effort and
money.
 It is the easiest way of doing things without necessarily anticipating a
definite objective.
2. Learning by conditioning
 The classical conditioning theory of Pavlov serves as the basis of this

learning.
 Training is the simple term to describe learning here, thus even
animals can be trained to do something but such action does not refer
to learning.
 Skinner’s operant conditioning plays a great role in this kind of learning.
 Learning here is a product of what the individual does which will result
to either pleasant or unpleasant behavior.
 Drills and practice learning activities based on conditioning.
3. Learning by observation and imitation through modelling
 The process of learning assumes that one learns from someone.

 It is through observation and imitation from a model that a person will
be able to do a similar thing.
 Anchored on the social learning of Albert Bandura, learning by
observation and imitation requires a model
 The process of learning involves four phases: attention, retention,
reproduction and motivational phases.
E. Teaching of Learning in Curriculum
One of the crucial issues raised today in education is not what the students
should learn but rather how the students should learn how to learn. The curriculum
seems to be overloaded, too many subjects to cover, too many topics to teach.
Sometimes the curriculum is fragmented or is simply boxed. Subject matter overlaps
and integrates: naturally and holistically. Teaching and learning gives life and
meaning to the curriculum. The value placed in teaching will reap the same value
when in learning, thus a good curriculum can be judged by the kind of teaching and
quality of learning derived from it.
Reference:
Development. Philippines: Lorimar Publishing, Inc.
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Unit 1: Let’s Talk about Curriculum.
Curriculum and Curriculum Development
A. Concepts of Curriculum.
1. Definitions
2. Purpose
3. Nature
B. Types of Curricula in Schools
1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
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6. Learned Curriculum
7. Hidden/Implicit Curriculum
8. 8.Concomitant Curriculum
9. Phantom Curriculum
10. Null Curriculum
C. Components of Curriculum
1. Curriculum Aims, Goals and Objectives

2. Curriculum Content or Subject Matter
3. Curriculum Experience
4. Curriculum Evaluation
Duration: Six Hours
Introduction:
Change is a constant law of nature. It brings improvements like changes in

the curriculum, it is an on-going process. Not all changes lead to improvement, but
all improvement requires change. The ability to develop, test and implement
changes in the curriculum is essential for every student, stakeholders and
administrators in an educational institution.
Objectives/Competencies:
At the end of this unit you should be able to;
1. Define and describe the concepts and scope of curriculum from different
perspectives.
2. Analyze the nature of the different types of curriculum.
Pretest:
I. Read and understand thoroughly the questions. Choose and encircle the
letter of the best answer.
1. Mr. Cruz idea of curriculum leans heavily on being a cognitive process.
Which of the following statements hold true to this conception of
curriculum?
a. Aims to make learning efficient and systematic
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b. Develops skills in analysis, deduction and speculation
c. Considers largely the full development of learners
d. The content is sources from the different academic and discipline.
2. The modern view about curriculum;
a. It comes from various disciplines.
b. The emphasis is on the fundamental intellectual discipline of
grammar and literature.
c. It is a written document or a plan of action in accomplishing goals.
d. It is the total learning experiences of the individual.
3. They are stakeholders who spend their personal money to achieve the
goals of the curriculum and their interest is on the return of their
investment trough the learning outcomes of the learners.
a. Teachers
b. Learners
c. Parents
d. Community members
4. They have shown great influence in school curriculum since they have a
voice in licensure examinations, curriculum enhancement and better
view of the industry and professions where the graduates of the
curriculum go.
a. Curriculum managers
b. Teachers
c. Professional organizations
d. Commission on Higher Education
5. School administrators as stake holders of the curriculum are tasked to;
a. Provide support to the organization
b. See to it that the written curriculum is correctly implemented
c. Provide leadership in the curriculum
d. Provide generic competency level
6. This refers to all learning experiences within the context of education.
a. Lesson plan
b. Curriculum
c. Teaching manual
d. Learning guide
7. These embody the vision and mission statements of a school.
a. Purpose of the school
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b. Organization of experiences
c. Selection of experiences
d. Evaluation of experiences
8. Which of the following situation best shows the teacher’s consideration
of the learner’s development patterns?
a. Teaching from the basic to the complex
b. Using the best strategy for the topics
c. Having outdoor activities
d. Developing the learner’s hidden abilities
9. The constitution mandates all educational institutions to inculcate the
following except;
a. Patriotism
b. Love of education
c. Love of humanity
d. Respect of rights
10. Which topic is required by the constitution to be a part of the curricula in
all schools, colleges and universities?
a. Family planning
b. Religion
c. Vocational training
d. The constitution itself
Lesson Proper/Course Methodology:
Would you consider a lesson plan as a curriculum? Justify your answer.
Let us now discuss the concepts, types and components of curriculum.
A. Concepts of Curriculum
1. What is curriculum?
Narrow Sense Broader Sense

a listing of subjects to be taught in the total learning experiences of
school individuals not only in schools but in
society as well
Curriculum is often one of the main concerns in the educational field.

Educators are concerned about what choices are to make about teaching content
and methods. As for the parents, they would like to know what their children are
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going to learn. Learners are also concerned about what kinds of content they are
going to have in class. “Curriculum” seems to be considered greatly as what
teachers are going to teach and, in other words, what learners are going to learn. In
fact, “curriculum” is also closely related to how well the learners learn—the
outcomes.
In dictionaries, curriculum is often defined as the courses offered by a school,

but it is rarely used in such a general sense in schools. Depending on how broadly
educators define or employ the term, curriculum typically refers to the knowledge
and skills students are expected to learn, which includes the learning standards or
learning objectives they are expected to meet; the units and lessons that teachers
teach; the assignments and projects given to students; the books, materials, videos,
presentations, and readings used in a course; and the tests, assessments, and
other methods used to evaluate student learning. The term curriculum refers to the
lessons and academic content taught in a school or in a specific course or program.
The concept of curriculum is as dynamic as the changes that occur in society.

In its narrow sense, curriculum is viewed merely as a listing of subject to be taught
in school. In a broader sense, it refers to the total learning experiences of individuals
not only in schools but in society as well.
The concept of curriculum is characterized as diverse, and are influenced by

the different modes of thoughts, principles, pedagogies and cultural influences. Let
us now discuss the different points of view in curriculum development.
1. Traditional Point of View
According to Robert M. Hutchins, he views curriculum as “permanent

studies”, where the rules of grammar, reading, rhetoric and logic and mathematics
for basic education are emphasized -Basic Education should emphasize the 3Rs
and college education should be grounded on liberal education.
While Arthur Bestor, believes that the mission of the school should be
intellectual training; -curriculum should focus on the fundamental intellectual
discipline of grammar, literature and writing. It should also include mathematics,
science, history and foreign language.
For Joseph Schwab’s, he views the curriculum as the discipline that is the
sole source of curriculum. He said that curriculum should consist only of knowledge
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which comes from discipline which is the sole source. This definition leads us to the
view of Joseph Schwab that discipline is the sole source of curriculum.
Lastly, in our education system in the Philippines, curriculum is divided into

chunks of knowledge we call subject areas in the basic education such as English,
Mathematics, Science, Social Studies and others. In college, discipline may include
humanities, sciences, languages and many more. Most of the traditional ideas view
curriculum as written documents or a plan of action in accomplishing goals.
2. Progressive Points of View Curriculum
On the other hand, to a progressivist, a listing of school, subjects, syllabi,

course of study, and list of courses or specific discipline do not make a curriculum.
These can only be called curriculum if the written materials are actualized by the
learner. Broadly speaking, curriculum is defined as the total learning experiences of
the individual.
This definition is anchored on 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
Marsh and Willis on the other hand view curriculum as all the “experiences in
the classroom which are planned and enacted by the teacher, and also learned by
the students.
It is defined as the total learning experiences of the individual. This definition

is anchored on John Dewey’s definition of experience and education. He believed
that reflective thinking is a means that unifies curricular. Thought is not derived from
action but tested by application.
According to Caswell and Campbell, he viewed curriculum as “all

experiences children have under the guidance of teachers”.
For Smith, Stanley and Shores they defined curriculum as a “sequence of

potential experiences set up in schools for the purpose of disciplining children and
youth in group ways of thinking and acting.”
From the various definitions and concepts presented, differentiate

traditional from progressive points of view of curriculum using the VENN
Diagram.
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Progressive Traditional
It is clear that curriculum is a dynamic process. 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. This is how curriculum
evolves.
Types of Curriculum Operating in Schools (Allan Glatthorn, 2000)
From the various concepts given, the following are the types of curriculum;
1. Recommended Curriculum
Most of the curricula are recommended. Proposed by scholars and

professional organizations. The curriculum may come from a national agency or any
professional organization who has stake in education.
2. Written Curriculum
Includes documents, course of study or syllabi for implementation. Most

written curricula are made by curriculum experts with participation of teachers. An
example of this is the Basic Education Curriculum (BEC) and the written lesson plan
of each classroom teacher made up of objectives and planned activities of the
teacher.
3. Taught Curriculum
The different planned activities which are put into action in the classroom
compose the taught curriculum. These are varied activities that are implemented in
order to arrive at the objectives or purposes of the written curriculum. It varied
according to the learning styles of the students and the teaching styles of the
teacher.
4. Supported Curriculum
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In order to have a successful teaching, other than the teacher, there must be
materials which should support of help in the implementation of a written curriculum.
Support curriculum includes material resources such as textbooks, computers,
audio-visual materials, laboratory equipment, playgrounds, and other facilities.
Support curriculum should enable each learner to achieve real and lifelong learning.
5. Assessed Curriculum
This refers to a tested or evaluated curriculum. Series of evaluations are

being done by the teachers at the duration and end of the teaching episodes to
determine the extent of teaching or to tell if the students are progressing.
Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are
being utilized.
6. Learned Curriculum
This refers to the learning outcomes achieved by the students. Learning

outcomes are indicated by the results of the tests and changes in behavior which
can be either cognitive, affective or psychomotor.
7. Hidden Curriculum
This is the unintended curriculum which is not deliberately planned but ay

modify behavior or influence learning outcomes. Peer influence, school
environment, physical condition, teacher-learner interaction, mood of the teacher
and many other factors make up the hidden curriculum.
8.Concomitant Curriculum
Things that are taught at home; those experiences that are part of a family's
experiences, or related experiences sanctioned by the family.
This type of curriculum may be received at church, in the context of religious

expression, lessons on values, ethics or morals, molded behaviors, or social
experiences based on a family's preferences.
9. Phantom Curriculum
The messages prevalent in and through exposure to any type of media.

These components and messages play a major part in the enculturation of
students into the predominant meta-culture, or in acculturating students into
narrower or generational subcultures.
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10. Null
Refers to what is not taught. Not teaching some particular idea or sets of ideas
may be due to mandates from higher authorities, to a teacher’s lack of knowledge,
or to deeply ingrained assumptions and biases. Thus, giving students the message
that these elements are not important in their educational experiences or in our
society.
ELEMENTS/COMPONENTS OF THE CURRICULUM
Curriculum plays an important role in an educational system. It is somehow a

blueprint which leads the teacher and the learner to reach the desired objectives. As
a result, authorities have to design it in such a way that it could lead the teacher and
the learner meet the desired learning outcomes.
The four components of the curriculum are:

When translated into questions, each component can be addressed by the

following:
1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and activities will be employed?
4. What method and instruments will be used to assess the results of the
curriculum?
The components of a curriculum are distinct but interrelated to each other.

These four components should be always present in a curriculum. Curriculum
experience could not be effective if the content is not clearly defined. The aims,
goals and directions serve as the anchor of the learning journey, the content or
subject matter serve as the meat of the educational journey, curriculum experience
serves as the hands –on exposure to the real spectrum of learning and finally the
curriculum evaluation serves as the barometer as to how far had the learners
understood on the educational journey.
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Aims, goals, and objectives can be simplified as “what is to be done”, the
subject matter/content: what subject matter is to be included, the learning
experience” what instructional strategies, resources and activities will be employed,
and the evaluation approaches, while curriculum evaluation is“ what methods and
instruments will be used to assess the results of the curriculum.
All schools shall aim to:
1. inculcate patriotism and nationalism;
2. foster love of humanity;
3. promote respect for human rights;
4. appreciate the role of national heroes in the historical development of the

country;
5. teach the rights and duties of citizenship;
6. strengthen ethical and spiritual values;
7. develop moral character and personal discipline;
8. encourage critical and creative thinking;
9. broaden scientific and technological knowledge and promote vocational

efficiency.
Aims of Elementary Education (Education Act 1982)
-Provide knowledge and develop skills, attitudes, values.
- Provide learning experiences.
- Promote and intensify knowledge.
- Promote work experiences
Aims of Secondary Education
-Continue to promote the objectives of elementary education
-Discover and enhance the different aptitudes and interests of students
Aims of Tertiary Education
- Provide general education program

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- Train the nation’s manpower in the skills
- Develop the professions
- Develop the professions
- Advance knowledge through research and apply new knowledge
The school’s mission statement, spells out how it intends to carry out its
vision. The mission targets to produce the kind of persons the students will become
after having been educated over a certain period of time.
The mission targets to produce the kind of persons the students will become
after having been educated over a certain period of time.
Examples of school mission
• To produce globally competitive lifelong learners
• Commits to the total development of individuals for life adjustment and to the
upliftment of the economically deprived but deserving students through quality
instruction, updated facilities and curricula responsive to the needs of the times.
The school’s vision is a clear concept of what the institution should would like
to become in the future. It provides the focal point or unifying element according to
which the school staff, faculty, students perform individually or collectively.
Examples of a school’s vision
• A model performing high school where students are equipped with

knowledge, skills and strength of character to realize their potential to the fullest.
• Commits to the Exemplary Christian Education for Life and responsive to the
needs of the total person and the world.
The school’s vision and mission are further translated into goals which are
broad statements or intents to be accomplished. Data for the sources of school goals
may include the learners, the society and the fund of knowledge.
In a curriculum, these goals are made simple and specific for the attainment
of each learner. These are called educational objectives. Benjamin Bloom and
Robert Mager defined educational objectives in two ways:
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1. explicit formulation of the ways in which students are expected to be
changed by the educative process;
2. intent communicated by statement describing a proposed change in

learners.
Examples of Goals
• Build a strong foundation of skills and concepts
• Efficient and effective administration responsive of the needs of the

university and community
Benjamin Blooms and his associates classified three big domains of

objectives. These are cognitive, affective and psychomotor domains. Each domain is
composed of specific skills, attitudes and values which are presented in hierarchy or
levels.
The curriculum aims, goals and objectives spell out what is to be done. It tries
to capture what goals are to be achieved, the vision, the philosophy, the mission
statement and objectives. Further, it clearly defines the purpose and what the
curriculum is to be acted upon and try what to drive at.
In the same manner, curriculum has a content. In here, it contains information

to be learned in school. It is an element or a medium through which the objectives
are accomplished. According to Gerome Bruner, “Knowledge is a model we
construct to give meaning and structure to regularities in experience”.
A primordial concern of formal education is primarily to transmit organized

knowledge in distilled form to a new generation of young learners.
The traditional sources of what is taught and learned in school is precisely the
foundation of knowledge, therefore, the sciences and humanities provide the basis of
selecting the content of school learning.
In organizing the learning contents, balance, articulation, sequence,

integration, and continuity form a sound content.
Subject areas in basic or general education:
• Communication Arts – skills in listening, speaking, reading and writing as

well as effective use of language in daily living.
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• Mathematics – numeric and computational skills, geometry and
measurement, algebra, logic and reasoning.
Science – branches of the natural sciences, exploration and discovery and

use of scientific method of investigation.
• Social Studies – basic elements of Geography, History, Sociology,

Anthropology, Economics, Civics, Political Science and Psychology.
Music – basic music theory, practice in listening, singing, playing musical

instruments and music preparations.
• Physical Education – health and physical fitness, individual and team sports,
spectatorship and music preparation.
• Vocational Education – psychomotor and manipulative skills.
Some criteria which can be used in the selection of subject matter

content or knowledge for the curriculum.
The prime guiding principle for content

selection is helping the learner attain
Self-sufficiency self-sufficiency in learning in the most
economical manner. Economy means
less teaching effort and educational
resources, less learners’ effort but more
results and effective learning outcomes
Content or subject matter is significant
if;
a.it will contribute to basic ideas,
concepts, principles and generalizations
to achieve the overall aim of the
Significance curriculum;
b.it will develop the cognitive, affective
and psychomotor skills of the learners;
c. if the cultural aspects will be
considered.
The authenticity of the subject matter.
Subject matter should be checked or
Validity verified at regular intervals to determine
if the content that was originally valid
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continues to be.
This is the key criterion for a learner-
centered curriculum. A learner will value
the content if it is meaningful to him/her.
Interest Students’ interests should be adjusted
taking into consideration maturity, prior
experiences, educational and social
value of their interest among others.
Usefulness of the content or subject
Utility matter may be relative to the learner
who is going to use it. Usefulness may
be either be for the present or the
future.
Subject matter in the curriculum should
Learnability be within the range of the experiences
of the learners.
Feasibility Content selection should be considered
within the context of the existing reality
in schools, in society and government
Other considerations that maybe used in the selection of the learning content;
a. frequently and commonly used in daily life;
b. suited to the maturity levels and abilities of students;
c. valuable in meeting the needs and competencies of a future career;
d. related with other subject areas;
e. important in the transfer of learning
BASIC Principles of Curriculum Content
Content should be fairly distributed in

the depth and breadth. This will
Balance guarantee that significant contents
should be covered to avoid too much or
too little of the contents needed within
the time collection
The content complexity progress with
the educational levels, vertically or
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Articulation horizontally, across the same discipline
smooth connections or bridging should
be provided. This will assure no gaps or
overlaps in the content.
The logical arrangement of the content
refers to the sequence or order. The
Sequence pattern usually is from easy to complex,
what is known to the unknown, what is
current to something in the future.
Integration Content in the curriculum does not
stand alone or in isolation. Contents
should be infused in other disciplines
whenever possible. This will provide a
holistic or unified view of curriculum
instead of segmentation.
Content when viewed as a curriculum
should continuously flow as it was
Continuity before, to where it is now, and where it
will in the future. It should be perennial.
It endures time. Constant repetition,
reinforcement and enhancement of
content are all elements of continuity.
For the third component, the curriculum experience, instructional strategies

and methods are the core of the curriculum. These instructional strategies and
methods will put into action the goals and use of the content in order to produce an
outcome. These will include a multitude of teaching methods and educational
activities which will enhance learning.
Educational activities like field viewing, conducting experiments, interacting

with computer programs, field trips and other experiential learning will also form part
of the repertoire of teaching.
These would convert the written curriculum to instruction. Moreover, mastery

is the function of the teacher direction and student activity with the teacher
supervision.
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Different instructional strategies provide the experiences. The instructional
strategies and methods will put into action the goals and the use of contents in order
to produce an outcome. Teaching strategies convert the written curriculum into
action. Both the teacher and the learner take actions to facilitate learning. The action
are based on planned objectives, the subject matter to be taken and the support
materials to be used.
Guides for the selection and use of methods:
• Teaching methods are means to achieve the end. They are used to translate the
objectives into action.
• There is no single best teaching method. Its effectiveness will depend on the
learning objectives, the learners and skill of the teacher.
• Teaching method should stimulate the learners desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual.
• In the choice of the teaching methods, learning styles of the students should be
considered.
• Every method should lead to the development of the learning outcomes in the
three domains: cognitive, affective and psychomotor.
• Flexibility should be a consideration in the use of the teaching methods.
For the fourth component, the curriculum evaluation is an element of an

effective curriculum. It identifies the quality, effectiveness of the program, process
and product of the curriculum.
All curricula to be effective must have the element of evaluation (Worthen and
Sanders, 1987). This refer to the formal determination of the quality, effectiveness or
value of the program, process, product of the curriculum. Evaluation is meeting the
goals and matching them with the intended outcomes. There are different evaluation
methods that can be utilized like diagnostic, placement, formative or summative
evaluation or the norm or criterion referenced evaluation.
Suggested plan of action for the process of curriculum evaluation:
• Focus on one particular component of the curriculum.

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• Collect or gather the information.
• Organize the information.
• Analyze information.
• Report the information.
• Recycle the information.
Reflection/Learning Insights:
A. There are many divergent views about the nature of curriculum. What
deﬁnition of curriculum do you support? Justify your choice.
Post-test:
I. Read and understand thoroughly the questions. Choose and encircle the
letter of the best answer.
1. If you are to test the success of a particular course or lesson, what should be your
main criterion?
a. Attainment of objectives
b. Nature of the assignment
c. Uniqueness of evaluation procedure
d. Effectiveness of teaching strategies
2. In choosing an instructional aid, what should be our primary concern?
a. It must be new and skillfully made
b. It must be updated and relevant to Filipino setting
c. Must stimulate and maintain student interest
d. Must be suited to the lesson objective
3. Which is the highest objective in the psychomotor domain?
a. To contract a muscle
b. To run a 100-meter dash
c. To distinguish distant and close sounds
49 | P a g e
d. To dance the basic steps in waltz
4. A teacher maximizes the cognitive development of students by having an

environment that gives multi sensorial stimulation. In this situation, the teacher’s role
is:
a. Molder of character
b. Facilitator of learning
c. Dispenser of knowledge
d. Evaluator of learning
5. The curriculum is designed this way to provide for individual differences
a. Some degree of flexibility is provided
b. Realistic and meaningful experiences are provided
c. Minimum learning competencies are included
d. Social skills are emphasized
6. Which among the following definitions of curriculum is considered traditional?
a. Curriculum is the total learning experiences of the individuals
b. curriculum is that body of subjects or subject matter prepared by teachers for the
student to learn.
c. curriculum refers to the experiences of children have under the guidance of

teachers
d. curriculum is the experience in the classroom planned and enacted by the

teacher and learned by the students.
7. Which of the following is not true about curriculum?
a. it is dynamic process
b. it entails alterations and modifications of existing conditions
c. it is purposeful, planned and progressive
d. it is static and permanent
8. Which of the following types of curriculum comes from a national agency to be

implemented in the schools?
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a. taught curriculum
b. written curriculum
c. recommended curriculum
d. supported curriculum
9. This refers to the authenticity of the subject matter.
a. self-sufficiency
b. significance
c. validity
d. utility
10. Which of the following elements of the curriculum are expressed in terms of
competencies in terms of knowledge, skills and attitudes?
a. objectives
b. learning activities and experiences
c. content
d. instructional procedure
11. Collections of lesson plans, curriculum guides and DepED and CHED orders
are;
a. tested curriculum
b. learned curriculum
c. written curriculum
12. Textbooks and magazines belong to;
a. taught curriculum
b. learned curriculum
c. official curriculum
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13. This type of curriculum includes documents, course study or syllabi handed
down to the schools, divisions, departments or colleges for implementation.
a. written
b. taught
c. recommended
d. supported
14. The following are the conceptions of curriculum except;
a. aims
b. content
c. perceptions
d. learning experiences
15. This curriculum comprises the different planned activities which are put into
action in the classroom.
a. assessed
b. hidden
c. taught
d. supported
ANSWER KEY
UNIT 1 (Pre-test)
1. B. develop skills in analysis, deduction and speculation
2. D. It is the total learning experiences of the individual.
3. C. Parents
4. C. Professional organizations
5. B. See to it that the written curriculum is correctly implemented
6. B. Curriculum
7. A. Purpose of the school
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8. A. Teaching from the basic to the complex
9. B. Love of education
10. D. The constitution itself
UNIT 1 (Post-Test)
1. A- Attainment of objectives
2. D- Must be suited to the lesson objective
3. D- To dance the basic steps in waltz
4. B- Facilitator of learning
5. C- Minimum learning competencies are included
6. B- Curriculum is that body of subjects or subject matter prepared by teachers

for the student to learn.
7. D-. It is static and permanent
8. C- Recommended curriculum
9. C. –Validity
10. A. –Objectives
11. C- Written curriculum
12. D- Supported curriculum
13. A- Written curriculum
14. C- Perceptions
15. 15. B- Hidden
REFERENCES
Bilbao, P., Lucido, P. et.al. (2014) Curricular Development for Teachers. Cubao,
Quezon City; Lorimar Publishing.
Andres, T. and F. Francisco (1989) Curriculum Development in the Philippine

Setting. Manila; National Bookstore
Colin J. Marsh.(2014) Key Concepts for Understanding Curriculum / ISBN 0-415-

31918-8 ;RoutledgeFalmer
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Unit Title: UNIT II - FOUNDATIONS OF CURRICULUM
Title of the Lessons:
1. Philosophical Foundations
2. Psychological Foundations
3. Historical- Sociological Foundations
4. Legal Foundations
Duration: 9 hrs
Introduction:
This unit includes the study of the fundamental research-based concepts and
principles in the foundations of curriculum such as philosophical, psychological,
historical-sociological and legal which serve as foundation to engage prospective
teachers as curricularists.
This unit shall emphasize the more active role of the teacher in planning,
implementing and evaluating school curriculum as well as in managing school
curriculum change vis-à-vis various context of teaching-learning and curricular
reforms.
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The lessons and activities in this module will help the learners to reflect on
the influence and effects of the foundations of curriculum in the Philippine
Education system.
At the end of Unit II, pre-service teachers should be able to:
a. describe each foundation of curriculum and the significance of each.
b. discuss how each foundation have shaped current conceptions in curriculum.
c. explain the influence of each foundation of curriculum in the light of present
Philippine education system.
d. gather information on how a school develops its curriculum to enrich teaching
practice.
Pretest:
Multiple Choice: Read and understand each statement, choose the item that
correctly answers each question. Write the letter of the correct answer in the blank
before each number.
_____1. The oldest and most conservative educational philosophy?

A. Essentialism C. Progressivism
B. Perennialism D. Reconstructionism
_____2. Which philosophy focuses on the importance of reforms and

rebuilding of social and cultural infrastructure to improve society?
_____3. Who was the person responsible for Progressivism?

A. Robert Hutchins C. Mortimer Adler
B. John Dewey D. Theodore Brameld
_____4. Which philosophy emphasizes on the necessities of academic

knowledge and character development?
_____5. Which of the following is NOT a characteristic of a good curriculum?

A. The curriculum is continuously evolving.
B. The curriculum is based on the needs of the people.
C. The curriculum is the result of an action plan.
D. The curriculum is democratically conceived.
_____6. Which legal basis of education provides 12 years of basic education?

A. Educational Act of 1994 C. Enhance Basic Education Act of 2013
B. Educational Act of 1994 D. Phil. Constitution of 1987
_____7. Which government in our history promoted Higher Education of

learning?
A. Spanish C. Japanese
B. American D. Present
_____8.RA 7722 is also known as:
A. Department of Education C. Commission on Higher Education
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B. Department of Education D. Technical Education and Skills
Culture and Sports Development Authority
_____9. Which legal foundation of the curriculum emphasized that quality

education should be accessible to all?
A. Phil. Const. of 1987 C. Educational Act of 1994
B. Educ’l Decree No. 6-A D. Educ’l Act of 1982
_____10. What Education Act that provides the establishment and maintenance
of an integrated system of education?
A. Phil.Const. of 1987 C. Educational Decree No.6-A
B. Educational Act of 1994 D. Educational Act of 1982
Lesson Proper/ Course Methodology:

Lesson 1 – Philosophical Foundations of Curriculum
Objective:
At the end of this lesson, the students should be able to:
1. describe the philosophical foundation of curriculum and its significance.
Activity 1 :
As a pre-service teacher, what is your perception of the top three priorities
to be included in a curriculum? Explain your answer.
Answer:
_________________________________________________________________
_________________________________________________________________
__________________________________________________
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Analysis:
What is the connection between philosophy and curriculum?
Philosophy helps us answer the following: What are schools for? Why do we
need to study? How can we learn the content of the subject? Who will teach us the
content of the subject? Philosophy provides the educators a framework for
organizing schools and classrooms, to determine the goals of education, its content,
organization, methodologies to be applied and the process of teaching and learning.
There are four philosophies of curriculum namely: Perennialism, Essentialism,
Progressivism and Reconstructionism.
Perennialism- is the oldest and most conservative educational philosophy, has its
roots in the philosophy of Plato and Aristotle. Perennialism is a teacher-centered
educational philosophy that focuses on everlasting ideas and universal truths. This
philosophy suggests that the focus of education should be the ideas and truths that
are always valid and have lasted for centuries believing the ideas are as relevant
and meaningful today as when they were written.
Essentialism – comes from the word “essential” which means the main things or the
basics. It was originally popularized in the 1930s by William Bagley and later in the
1950s by Arthur Bestor and Admiral Rickover. Essentialism is a philosophy which
instills in the students the essentials or basics of academic knowledge and character
development. Essentialism philosophy believes that teachers should instill traditional
moral values and intellectual knowledge that students need to become model
citizens.
Progressivism- is a philosophy that argues that education must be based on the
fact that humans are by nature social and learn best in real-life activities with other
people. Progressive education emphasized the need to learn by doing. Dewey
believed that human beings learn through a ‘hands-on’, approach and allow learner’s
to realize their interests and potential.
Reconstructionism- is a philosophy that favor reform and argue that students must
be taught how to bring about change. Students are to study social problems and
think of ways to improve society. One proponent of reconstructionism was George
Counts (1932).
Lesson 2- Psychological Foundations of Curriculum

Objectives:
1. describe the four psychological perspectives in curriculum and its significance.
2. Identify which of the four perspectives in curriculum is applicable to you as a
learner.
Activity 2
Identify which of the four psychological perspectives in curriculum is
applicable to you as a learner. You can choose one or more perspectives.
Justify your answer.
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Behaviorism- human behavior Humanism- The learner is
consists of reflexes and self-motivated to achieve
behaviors learned through towards the highest level
conditioning. possible
Cognitivism- The learner is Constructivism- Learners

viewed as a very active are active agents engaging
participant in the learning in constructing their own
process. knowledge.
Answer: ____________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Analysis
Psychology is a discipline devoted to the study of behavior, mind and thought.
When applied to teaching and learning, it provides the basis for understanding how
students learn and understand a body of knowledge.
There are four psychological perspectives that have had an impact on
curriculum, namely: Behaviorism, Cognitivism, Humanism and Constructivism.
Behaviorism - is the theory that human behavior consists of reflexes and behaviors
learned through conditioning. Learning occurs as a result of responses to stimuli in
the environment that are reinforced by adults and others, as well as from feedback
from actions on objects. The teacher can help students learn by conditioning them
through identifying the desired behaviors in measurable, observable terms, recording
these behaviors and their frequencies, identifying appropriate reinforcers for each
desired behavior and providing the reinforce as soon as the student displays the
behavior.
Cognitivism – focuses on the conceptualization of students’ learning processes and
address the issues of how information is received, organized, stored and retrieved by
the mind. The learner is viewed as a very active participant in the learning process. It
emphasizes also the role that environmental conditions play in facilitating learning.
Instructional explanations, demonstrations and illustrative examples are all
considered to be instrumental in guiding student learning.
Constructivism - is the psychological foundation which believe that the learner
actively constructs his or her own understandings of reality through interaction with
objects, events and people in the environment and reflecting on those interactions.
Learners are not passive recipients of information but are active agents engaging in
constructing their own knowledge.
Humanism- believes that the learner should be in control of his or her own destiny.
Since the learner should become a fully autonomous person, personal freedom,
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choice and responsibility are the focus. The learner is self-motivated to achieve
towards the highest level possible. Motivation to learn is intrinsic in humanism.
Lesson 3 - Historical- Sociological Foundations of Curriculum
Objectives:
1. describe the historical-sociological foundations of curriculum and its
significance.
2. Explain how history and society influence the curriculum.
Activity 3
Do you think history and society influence

our curriculum today? If yes, give 5
influences that you observed in our
curriculum?
Answer :
_________________________________________________________________
_______________________________________________________
Analysis
Historical Foundation of the Curriculum
There are major events in the life of the Filipinos that have great impact on the
educational system. Three colonizers dominated the Filipinos and used education in
different ways to spread their principles and beliefs. Because of this, education in our
country has undergone various changes throughout the years. Pre-Hispanic Filipinos
had no formal schools. Learning began in the home. Education was oral, practical
and hands-on. Pre-Spanish children were taught reading, writing and arithmetic by
their parents.
Spanish Government
The arrival of the Spaniards in the Philippines paved way to the
establishments of schools in the country. Religion was a compulsory subject at all
levels-from the primary schools to the universities. Establishment of normal school
for the training of teachers with a mastery of the Spanish language.
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Although, the Spanish government exerted effort to educate the Filipinos,
basic education remained inadequate and defective. The educational system was
characterized by the absence of a systematic government supervision of the
schools, over-emphasis on religion, limited and irrelevant curriculum, obsolete
teaching method, poor classroom facilities and inadequate instructional materials.
There was also racial discrimination against Filipino students and absence of
academic freedom.
American Government
There were three levels of education during the American period -the
elementary, secondary and college. Higher education was promoted by the
Americans, the Public Schools- the University of the Philippines in 1908 and the
Philippine Normal School; the Private Schools- Siliman University in1901, Centro
Escolar University in 1907 and the Philippine Women’s University in 1919 were
created and started. Americans encourage Filipino in the field of teaching.
Outstanding Filipino scholars were sent to US to train as teachers. Americans
restored damaged school houses, build new ones and conduct classes. They
infused their students the spirit of democracy and progress as well as fair play.
Japanese Government
The Japanese period recognized the important role of education in realizing
their vision of a New Order in Asia and emphasized the six basic principles. They
promoted the vocational courses and inspire people with the spirit of love and labor.
On October 14, 1943, the Japanese sponsored Republic created the Ministry of
Education. There were important changes in the curriculum this period. The class
size increased to 60, no summer vacation for students, deleted anti-asian opinions,
American symbols and banned the singing of American songs. Nihongo was used as
means of introducing and cultivating love for Japanese culture.
After World War II, in 1947, by the virtue of Executive Order no. 94, the
Department of Instruction was changed to “Department of Education”. During this
period, the regulation and supervision of public and private schools belonged to the
Bureau of Public and Private Schools.
Education after 1940
The objective of the Philippine Education was to established “integrated,
nationalistic, and democracy- inspired educational system” which include the
following:
1. Inculcate moral and spiritual values inspired by an abiding faith in God.
2. To develop an enlighten, patriotic, useful and upright citizenry in a
democratic society.
3. Conservation of the national resources.
4. Perpetuation of our desirable values.
5. Promote the science, arts and letter.
Martial Law period

The Department of Education became the Department of Education and
Culture in 1972, the Ministry of Education and Culture in 1978 and with the
Education Act of 1982, the Ministry of Education, Culture and Sports. A bilingual
education scheme was established in 1974, requiring Filipino and English to be used
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in schools. Science and Math subjects as well as English language and literature
classes were taught in English while other subjects were taught in Filipino.
From 1986 to the present

The bilingual policy in education was reiterated in the 1987 Constitution of the
Philippines. The Congress passed Republic Act 7722 and Republic Act 7796 in
1994, creating the Commission on Higher Education (CHED) and the Technical
Education and Skills Development Authority (TESDA). The institute governing basic
education was thus renamed in 2001 as the Department of Education (DepEd).
Enhance Basic Education Act of 2013 (Kto12)

Kto12 Pro’s:
The Kto12 curriculum shall provide a twelve (12) year basic education; pursue
protective employment, entrepreneurship and higher educational studies; graduates
is expected to be equipped with 21st century skills.
Kto12 Con’s:
The Kto12 curriculum was seen as a burden for average filipino family, it does
not address the basic problems of education (classrooms, chairs, books etc.)
Bases of K to 12 Implementation:
Mastery of basic competencies is insufficient due to congested curriculum.
Philippines is the only remaining country in Asia with a ten (10) year basic education
program. Use of spiral progression approach to ensure mastery of knowledge and
skills in every level.
Curriculum Tracks:
The students who will enroll in Senior High School can choose among four
tracks: •Academic •Technical-Vocational-Livelihood •Sports track •Arts and Design
track. Academic track includes the following strands: Business, Accountancy,
Management (BAM), Humanities and Social Sciences (HUMSS), Science,
technology, engineering, mathematics (STEM) General Academic Strand (GAS).
Sociological Foundations of the Curriculum

Schools are part of the society and exist for the society. Society influences
society through its curriculum. Schools, through their teaching of the curriculum, can
shape and mold society and society in turn can impact the curriculum. Schools exist
within the context of society and influence culture which in turn shapes the
curriculum. A curriculum should be able to prepare students for the present and the
future. It should address the wants and needs of the learners by responding to social
conditions locally, nationally and globally.
Lesson 4 - Legal Foundations of the Curriculum
Objectives:
1. describe the legal foundations of curriculum and its significance.
Analysis
The four dimensions of the legal bases of Philippine Education are the following:
1. The Philippine Constitution of 1987
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2. The Educational Decree 6-A
3. The Educational Act of 1982 and
4. The Educational Act of 1994
Philippine Constitution of 1987 Article XIV: Education, Science and Technology,

Arts, Culture and Sports states that:
 Quality education accessible to all.
 Complete, adequate, and integrated relevant education.
 FREE public education in the elementary and high school levels.
 Elementary education is COMPULSORY for all children of school age.
 Scholarship programs to deserving students especially to the
underprivileged.
 Non-formal, informal and indigenous learning systems.
 Training in civics, vocational efficiency, and other skills to adults, the
disabled, and out-of-school youth.
The Educational Decree No. 6-A – this decree shall be known as the Educational
Development Decree of 1972 which emphasized the following:
 To strengthen national consciousness and promote desirable cultural

values in a changing world.
 Respond effectively to changing needs and conditions of the nation
through a system of educational planning and evaluation.
The Education Act of 1982 - was an act providing for the establishment and
maintenance of an integrated system of education. ... In accordance with Section 2,
this act shall apply to and govern both formal and non- formal system in public and
private schools in all levels of the entire educational system.
The Educational Act of 1994

The Commission on Higher Education (CHED) was established by virtue of
Republic Act No. 7722 otherwise known as the Higher Education Act of 1994, which
was signed into law on May 18, 1994. The creation of the Commission abolished the
Bureau of Higher Education, and confined the jurisdiction of the Department of
Education (DepEd) to elementary and secondary levels of education. The CHED is
under the Office of the President. It covers both public and private higher educational
institutions as well as the degree granting programs in all postsecondary educational
institutions. Pursuant to Republic Act No. 7722, the CHED is mandated to:
 promote quality education
 broaden access to higher education
 protect academic freedom for continuing intellectual growth and
 ensure advancement of learning and research.
Abstraction:
Gather information on how a particular school develops its curriculum to
enrich teaching practice.
Name of School Basis for developing their Curriculum
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Application:
After learning the lessons in this module, what particular foundation/
philosophy of a curriculum can you recommend to use as basis to accommodate
and serve the students. Explain your answer.
Foundation/Philosophy of Curriculum ____________________________

Explanation:
_________________________________________________________________
_________________________________________________________________
__________________________________________________.
Reflection/ Learning Insights

Identify the influence of each major foundation of curriculum to our present
Philippine education system:
Foundations of Influence to our present Philippine

Curriculum Education System
Philosophical
Psychological
Historical-Sociological
Legal
Post Test
Multiple Choice: Read and understand each statement, choose the item that
correctly answers each question. Write the letter of the correct answer in the blank
before each number.
_____1. Which of the following is NOT a characteristic of a good curriculum?
A. The curriculum is continuously evolving.
B. The curriculum is based on the needs of the people.
C. The curriculum is the result of an action plan.
D. The curriculum is democratically conceived.
_____2. Which philosophy emphasizes on the necessities of academic
knowledge and character development?
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_____3. Who was the person responsible for Progressivism?
A. Robert Hutchins C. Mortimer Adler
B. John Dewey D. Theodore Brameld
_____4. Which philosophy focuses on the importance of reforms and
rebuilding of social and cultural infrastructure to improve society?
_____5. The oldest and most conservative educational philosophy?
_____6.RA 7722 is also known as:
A. Department of Education C. Commission on Higher Education
B. Department of Education D. Technical Education and Skills
Culture and Sports Development Authority
_____7. Which legal foundation of the curriculum emphasized that quality
education should be accessible to all?
A. Phil. Const. of 1987 C. Educational Act of 1994
B. Educ’l Decree No. 6-A D. Educ’l Act of 1982
_____8. What Education Act that provides the establishment and maintenance
of an integrated system of education?
A. Phil.Const. of 1987 C. Educational Decree No.6-A
B. Educational Act of 1994 D. Educational Act of 1982
_____9. Which government in our history promoted Higher Education of
learning?
A. Spanish C. Japanese
B. American D. Present
_____10. Which legal basis of education provides 12 years of basic education?
A. Educational Act of 1994 C. Enhance Basic Education Act of 2013
B. Educational Act of 1994 D. Phil. Constitution of 1987
Key to Correction
Pre-Test
1. B
2. D
3. B
4. A
5. C
6. C
7. B
8. C
9. A
10. D
Post Test
1. C
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2. A
3. B
4. D
5. B
6. C
7. A
8. D
9. B
10. C
Final Requirement:
Develop a one-semester curriculum program under Kto12 program.
1. You can use the DepEd Subjects, Curriculum Objectives and

Competencies as guide.
2. Identify the integration of the four philosophies of curriculum in your

developed program.
a. Philosophical
b. Psychological
c. Historical-Sociological and
d. Legal foundations.
REFERENCES:
Aleyan, C., Education act-of-1982 Published in Education, Feb 13, 2017
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism,
constructivism: Comparing critical features from an instructional design
perspective. Performance Improvement Quarterly, 26(2), 43-71.
Glo, John Arvin, Historical Foundations of Curriculum in the Philippines,
published May 6,2017,
Reyes E., Dizon E. and Villena D.K. Curriculum Development, copyright 2015,
Adriana Publishing Co.Inc.
Simborio,E. Legal Bases of Philippine Education, published October 2014
Online Sources :
https://study.com/academy/answer/what-is-behaviorism-in-philosophy-of-
education.html
https://oregonstate.edu/instruct/ed416/PP4.html
https://www.slideshare.net/johnarvin18/historical-foundations-of-curriculum-in-
the-philippines.
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https://www.google.com/search?q=2.+The+Educational+Decree+6-
A&oq=2.%09The+Educational+Decree+6-
A&aqs=chrome..69i57.2171j0j7&sourceid=chrome&ie=UTF-8
ched.gov.ph, Executive Summary-CHED,2017
Unit III: Phases and Processes of Curriculum Development
LESSON 1: Elements of Curriculum Planning
Duration: 3 Hours
INTRODUCTION
In the past lessons, we have discussed the nature of the curriculum and
other pertinent theories related to the curriculum. We have learned that the
curriculum is an integral part of every school. Having acknowledged the
importance of the curriculum, it is but natural that we should be acquainted
with the other procedures in the curriculum-making process.
Selecting and structuring experiences are the primary stage that

curriculum workers should do to provide more appropriate and properly
sequenced learning experiences to the learners. They need to identify who
will write, the kind of design, and the curriculum's expected outcome.
Teachers' involvement in this process called upon because of their knowledge
of expertise in a particular subject area. Furthermore, this activity is done
before the actual implementation of the curriculum. This process of curriculum
development is called curriculum planning.
This lesson shall present to you the definition of curriculum planning and
its sources and influences. You will learn how these influences affect the
planning of the curriculum. Moreover, two samples of curriculum models that
show the elements of curriculum planning, such as goals and objectives,
curriculum content, selecting learning resources, and assessment, shall be
discussed.
OBJECTIVES:
At the end of this lesson, you shall:
● Define what curriculum planning is;

● Demonstrate knowledge in the different elements of curriculum
planning;
● Identify sources and influences involved in curriculum planning; and
● Analyze a sample curriculum based on the elements of curriculum
planning.
PRETEST:
Identify the following.

_________________ 1. It is the specific statement of what the teacher wants
to achieve after each lesson.
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_________________ 2. It is a planned learning experience.
_________________ 3. It is the advance arrangement of learning
opportunities for a particular population of learning.
_________________ 4. These are defined as resources and support
instruction like a textbook, Flipchart, and slide presentation.
_________________ 5. It is the process of identifying the development of
each learner.
LESSON PROPER:
A. Activity
Before we start our lesson, let us answer the following questions?
1. What is your dream?

2. How will you achieve your dream?
3. What strategies do you plan to use in order to achieve your
dreams?
4. How important is planning in achieving your dreams?
B. Analysis
We must equip ourselves in the different terminologies involved in the

field of curriculum. The knowledge of these terminologies can help us
effectively participate in curriculum planning activities. Remember that
planning a curriculum is very crucial. Nevertheless, before we fully define
what curriculum planning is, let us first a short discussion on what a
curriculum plan. A curriculum plan is the advance arrangement of learning
experiences for a particular set of learners (Andres & Francisco, 1989). The
product of the curriculum plan is called a curriculum guide. In the Philippines,
the curriculum guides provided by the Department of Education (DepEd).
These guides are composed of carefully selected curriculum standards and
contents tailored to address the characteristics of each group of learners and
the demands of the society, which are the fruits of proper and appropriate
curriculum planning.
Curriculum planning is the primary stage in developing a curriculum. It

is a complex activity involving the interplay of ideas from the curriculum field
and other related disciplines. Moreover, it is a process of selecting the best
learning experiences available for the learners. Hence, the ultimate concern of
curriculum planning is on the experiences and opportunities of the learners.
According to experts in the field, like Ralph Tyler, we can say that when
we talk about curriculum, we identified three significant sources of curriculum
– subject matter, society, and learners (Pawilen, 2015). Curriculum workers
must have a thorough understanding of these sources. The nature of the
subject matter should be understood to provide knowledge and skills vital to
the discipline's nature. Understanding society's nature can provide a more
comprehensive idea of the needs, demands, and problems that we need to
address when we develop a curriculum. Moreover, as the largest member of
the school, identifying the nature of the learners is essential in curriculum
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development. We need to identify the learners' needs, nature, interests,
learning styles, learning preferences, and thinking styles. Learners are the
most critical stakeholders of the school and the direct subject of the
curriculum. Hence, it is essential to include them as one of the curriculum
sources, particularly in selecting the curriculum (Tyler, 1949).
Subject Matter
The subject matter is the topics or content knowledge that we want our
learners to learn. It can also be called discipline. Tyler (1949) stated that the
nature of subject matter or discipline as one of the primary sources of the
curriculum. He reiterated that each subject is unique in terms of design and
content. Each subject matter targets a particular skill which is different from
the other subject. On the other hand, some subjects target the same skills,
concepts, and strands that may be possible points for integration (Pawilen,
2015).
In the Philippines, the trifocal of education consists of the Department

of Education (DepED), Commission on Higher Education (CHED) and
Technical Education Skills Development Authority (TESDA). Each department
provides different subject matter or discipline according to their target clientele
or learners. For example, the Department of Education (DepEd) provides the
subject matter for the primary level. For educators to fully understand the
nature of the subject matter for this department, they need to study the
curriculum framework, curriculum goals, descriptions, standards, and
competencies. Doing this may help educators to understand what and how
subject matters should teach.
CHED prescribed guidelines in different courses. The curriculum is

designed based on the policies mandated by the government for different
institutions. The curriculum requirements followed on the department's
memorandum or the CHED Memorandum Orders (CMOs) issued for different
courses like the course title, description, and credit.
Society
At present, we are living in a 21st-century society. This society

demands individuals who are not just literate but functionally literate. People
should be knowledgeable in solving and finding problems, formulating
solutions to problems, creative and critical thinkers are among the skills
needed to survive. Hence, there is a need to understand the nature of society
when developing a curriculum. Curriculum workers should consider providing
a curriculum adapted to the changes in society and new forms of knowledge
that produce a world-class workforce (Pawilen, 2015).
Aside from the fact that society is changing, let us not forget that as
curriculum workers, we need to understand the primary considerations when
we talk about society as an essential curriculum source. Teachers, as part of
curriculum workers, should have a full understanding of the culture,
socioeconomic, and political condition of the people in the community when
selecting curriculum goals and objectives, content, and learning experiences
(Oliva, 2005; Pawilen, 2015). Their full understanding of these considerations
may lead them to provide a curriculum that is relevant and responsive to
society.
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Learners
Knowledge about the nature of the learner is one of the critical sources
of the curriculum. Learners are different from each other. They are different in
terms of nature and needs. They come from different contexts, cultures,
languages, learning styles, types, and levels of motivation, even
socioeconomic status and educational background (Pawilen, 2015). Wraga
(2017) added that learners' characteristics are one of the ingredients in
developing a curriculum. Hence, curriculum workers must closely align the
curriculum with the attributes of learners to provide responsive and relevant
learning experiences.
The element of Curriculum Planning
Planning a curriculum is a crucial stage in curriculum development. It

involves the process of identifying and creating learning goals, opportunities,
resources, and expected outcomes. To do so, professionals in the different
fields, particularly in education, need to work together to create a relevant and
responsive curriculum tailored to the needs and characteristics of the
learners, demands of the society, and nature of the subject matter.
In 1940, Ralph Tyler developed a prototype model of curriculum

development in the scientific approach. This model is one of the best-known
models in this field. In his model, he presented four fundamental questions
that guide curriculum works in planning a curriculum. He believes that
answering these questions provide purpose and direction.
1. What educational purposes should the school seek to attain?
2. What can educational learning experiences provide that are likely to
attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes taught?
These questions may be expressed into a four-step process: stating

the objectives, selecting learning experiences, organizing learning
experiences, and evaluating the curriculum. These steps will be discussed
below:
Defining Objectives of the Learning Experience
Tyler recommended that curriculum workers should identify general

objectives gathered from different sources. After identifying numerous general
objectives, they need to filter the most important objectives to include in the
curriculum. The selected objectives are popularly known as instructional
objectives. The term can refer to as "goals," "educational ends," "educational
purposes," and "behavioral objectives" (Oliva, 2009).
The fundamental source of identifying the objective, according to Tyler,

is the learner. He emphasized the importance of finding out the interests of
the learner, the problem that he encounters, and what purpose he has in mind
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can provide the information needed for formulating objectives (Maheshwari,
2015). Furthermore, he was interested in knowing how learning related to
society's issues and believed studies of contemporary life provided
information for learning objectives. The educational objective should have
originated from the three sources: learners, society, and subject matter. After,
the objectives extracted from the three sources will be classified into two: the
school's educational philosophy and knowledge of the psychology of learning,
which results in a final set of educational objectives.
Defining Learning Experience
Once the learning objectives are selected and refined, we will proceed
to the next step: the selection and organization of learning experiences. The
term "learning experience" refers to the interaction between the learner and
the external conditions in the environment to which he can react. The learning
experience is not the content that the teacher presented to the learners. Tyler
argued that it deals with the learning that takes place through the active
behavior of the learners. They can learn if they actively work on the learning
experience and not on the activities performed by the teacher. It is more about
the interaction of learners to their environment.
There are several principles in determining learning experiences:

1. Learners experience must be appropriate to the goals you want to
achieve;
2. Each learning experience must satisfy the learners;
3. Each design of learner learning experience should involve learners;
and
4. In one learning experience, learners can reach different objectives.
Organizing of Learning Activities for Attainment of the Defined Goals
Organizing and sequencing the learning activities are important

because they greatly influence the efficiency of instruction and the degree to
which significant educational changes brought about in the learners.
According to Tyler (1949, as mentioned by Maheshwari, 2015), there are
three primary criteria in organizing learning experiences: continuity, sequence,
and integration. Learners need concrete experiences to which subject matters
are meaningfully connected. Through discussion on the arrangement of
learning experiences will be discussed in the next lesson of this unit.
Evaluation and Assessment of the Learning Experiences
After presenting learning experiences to the learners, the teachers must

determine what learners have learned from the experience. Evaluation is the
process of determining to what extent the curriculum's educational objectives
are realized (Maheshwari, 2015). Tyler stated that identified learning
objectives not only used for selecting learning experiences but also to
determine which part of the curriculum and instruction should be appraised or
revised. It is matching the initial objective with the outcomes achieved by the
learners.
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An evaluation has two functions. These are called summative and formative
functions. The summative is the evaluation used to obtain data on the
educational goals achieved by the learners. Simultaneously, the formative is
the evaluation used to measure the learning process's effectiveness.
Teachers must remember that the process of assessment is critical to Tyler's
Model. The results gathered from the evaluation can have implications for the
curriculum.
Hilda Taba, in 1962, presented a curriculum model as a reaction to

Tyler's Model. According to her, the curriculum should be designed by its
users. For example, teachers should have significant contributions to the
curriculum development process. They should begin by creating specific
teaching-learning units for their learners. The inductive approach to curriculum
development should be used by teachers - starting with specifics and building
to a general design instead of the traditional deductive approach.
Taba's Model modified Tyler's Model and presented seven steps that
curriculum workers can use in developing a curriculum.
● Diagnosis of needs or Needs analysis - In this model, the curriculum

workers start the process by identifying the needs of the learners for whom
the curriculum implemented. Identifying the needs of other sources like
society and other stakeholders can be useful in developing the curriculum.
● Formulation of objectives - After identifying the needs that require attention,

it is now for the curriculum workers to determine the specific objectives
accomplished.
● Selection of content - In this step, curriculum workers select the subject

matter that they want to include in the curriculum based on the stated
objectives per unit lesson. Further, they have to consider the validity and
significance of the content to be included.
● Organization of content - In this step, curriculum workers need to organize

and sequence the identified content accurately. They have to consider the
cognitive maturity of the learners, their academic achievement, and interest
areas.
● Selection of learning -activities - Depending on the content and its

sequence, curriculum workers, need to identify the suitable and appropriate
instructional methodologies that will help the learners involve themselves with
the content.
● Organization of learning-activities - The learning activities organized to

allow continuity of learning. There are pre-require for each activity. It provides
the learners with a challenge without compromising what the learners are
capable of.
● Evaluation - Evaluation purports to monitor learner's progress throughout the

year and how much of the objectives could achieved. The evaluation results
can help both the teachers and learners plan and adapt learning activities to
meet the objectives.
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The samples above showed us the essential elements of curriculum
planning. These elements include the identification of learning objectives,
content, learning experiences, and evaluation. As curriculum workers, we
need to know and become familiar with these elements to create a responsive
and relevant curriculum for our learners. Likewise, the curriculum should
follow different sources that affect the entire curriculum.
C. ABSTRACTION
Curriculum planning is part of the curriculum development process that

directly affects curriculum planning. These are the learners, society, and
subjects-matter. The learners' attributes, including their interests, learning
styles, learning preferences, and motivation, should be considered. Society is
continuously changing, and these changes become demanding. Hence, when
planning a curriculum, we need to consider the needs and demands of
society. With this, we can produce individuals that are suited to these
demands. Last, different subject matters have a different nature. Knowing the
nature of each subject matter can lead us to create an appropriate curriculum.
In our discussion, we have seen the different elements of curriculum

planning from the Tyler Model and Taba Model. Each model is unique but has
similarities. The models showed us the various elements needed for planning
a curriculum. In a nutshell, we can say that curriculum planning should involve
identifying objectives, selecting content, organizing content, and evaluating
content. However, Taba Model pointed out the importance of the diagnosis of
needs. It can help us to identify the needs of the learners as well as the needs
of society.
D. APPLICATION
Using the internet, search on the DepEd Curriculum Guide applicable

to your program. Analyze the curriculum based on the elements of curriculum
planning and sources. Write the result of your analysis in your learning
journal.
REFLECTION/ LEARNING INSIGHTS
Write a one-page reflection paper on what we have learned from this

lesson. Focus on how it can affect you in the future as teachers and as
curriculum workers.
POST-TEST
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Read the following statements. Write the letter of the correct answer in
the space before the number.
___________ 1. A complex activity involving the interplay of ideas from the

curriculum field and other related disciplines.
a. Curriculum c. Curriculum Development

b. Curriculum Planning d. Curriculum Evaluation
___________ 2. It targets a certain skill which is different from the other

subject.
a. Subject matter c. Objective

b. Society d. Evaluation
___________ 3. Its purpose is to monitor the learner’s progress and

development.
a. Content c. Evaluation
b. Learning activities d. Objectives
___________ 4. According to Hilda Taba, it one of the essential steps in

planning a curriculum because it helps curriculum workers to identify the
needs of the learners and society.
a. Evaluation c. Objectives
b. Organization of Content d. Diagnosis of needs
___________ 5. Prescribed curriculum guide for primary level.
a. Commission on Higher education

b. Bureau of Elementary Education
c. Technical Education Skills Development Authority
d. Department of Education
___________ 6. It is the interaction, course, program, and others' experience

in which learning occurs.
a. Learning experiences c. Learning modules

b. Content d. Subject Matter
___________ 7. The following are the principles of learning experiences

EXCEPT.
a. Each learning experience must satisfy the learners.

b. In one learning experience, learners can reach different objectives
c. Each design of learner learning experience should involve teachers
d. Learners experience must be appropriate to the goals you want to
achieve
___________ 8. It provides the learners with a challenge without conceding

what the learners are capable of.
a. Selection of Learning Activities c. Organization of

Learning
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Activities
b. Evaluation of Learning Activities d. Diagnosis of
Learning
Activities
____________ 9. He is considered as “The Father of Curriculum
Development” because of his great contributions to the field.
a. Hilda Taba c. Peter Oliva

b. Ralph Tyler d. Rafael Taba
____________ 10. In this step, curriculum workers have to consider the

learners' cognitive maturity, academic achievement, and interest areas.
a. Organization of content c. Selection of content
b. Selection of learning-experiences d. Organization of

learning
experiences
References:
Maheshwari, V.K. (2015). Ralph W. Tyler – Curriculum Model. Retrieved

August 12, 2020, from http://www.vkmaheshwari.com/WP/?p=1894
Pawilen, G. T. (2015). Curriculum Development: A guide for teachers and

students. Manila: REX Bookstore.
Oliva, P. F. (2005). Developing the Curriculum, 7th Ed. US: Pearson

Education, Inc.
Tyler, R. (1949). Basic Principles of curriculum and instruction. Chicago:

University of Chicago Press.
LESSON 2: Curriculum Design and Organization
Duration: 3 hours
INTRODUCTION
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Curriculum design is a term used to show the systematic organization
of the four elements of the curriculum. These elements are the goals, aims,
and objectives, content, learning activities, and evaluation. Designing a
curriculum is not an easy task for curriculum workers or teachers to do. It is a
complicated process that needs careful thought decision-making strategy. The
success of the curriculum relies on selecting the appropriate decision on
arranging the curriculum components.
In this lesson, you shall provide knowledge regarding curriculum design

and organization. Specifically, you will learn about the approaches in
curriculum designing, types of curriculum design, elements of designing, and
components of curriculum design.
OBJECTIVES:
At the end of this lesson, you shall:

● Define curriculum design;
● Identify the different approaches in curriculum designing;
● Discuss the types of curriculum design;
● Discuss the different elements of curriculum design; and
● Analyze the various components of curriculum design.
PRETEST
Write your understanding of the different concepts:
1. Design
______________________________________________________________
______________________________________________________________
______________
2. Subject-centered
______________________________________________________________
______________________________________________________________
______________
3. Sociology
______________________________________________________________
______________________________________________________________
______________
4. Horizontal organization
______________________________________________________________
______________________________________________________________
______________
5. Balance
______________________________________________________________
______________________________________________________________
______________
LESSON PROPER
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A. Activity
Form two groups of students with three members each.

Conduct a debate on the implementation of the K to 12 Curriculum in the
Philippines.
Assign which group is Pro and Anti through Jack and Poy.
Give each one minute each for each point they want to say.
B. Analysis
APPROACHES IN CURRICULUM DESIGNING
Curriculum design refers to the arrangement of the elements of a

curriculum. The curriculum elements should properly be organized because
they are the essential building blocks of any curriculum. From the organization
of different curriculum, elements emerge various curriculum designs. The
design of the curriculum differs based on the understanding of the curriculum
workers. For example, how do they understand education and learning?
There are different approaches involved in designing the curriculum -
philosophy, sociology and culture, and psychology. The approaches are the
foundation for developing a responsive and relevant curriculum.
Philosophy
This approach is fundamental to all curriculum foundations. It is concerned

with making sense of what we encounter in our lives (Print, 1993). The
understanding of philosophy and comprehension of one's educational
philosophy is essential to create useful and intelligible statements about
experiences that eventually can be passed to the next generation. Indeed, the
principal area of philosophical influence in the curriculum found in the way
curriculum workers handles the philosophical issues.
One of the issues concerning teaching is what knowledge is most worth. In
the curriculum design process, we select and organize knowledge and
content. The challenge is what should be selected to foster learners becoming
literate and thinking individuals. Hence, curriculum workers need careful
reflection on how our selected design and related educational materials
facilitate symbol processes in knowledge development. Unfortunately, most
schools are playing with the symbols they are putting in schools via textbooks.
Let us always remember that mastering codes are not synonymous with
knowledge (Orstein & Hunkins, 2013)
Sociology and Culture
Our society is composed of different cultures. Learners who come to school

bring with them different cultures. They are diverse in religious belief, race,
gender, ethnicity, status, age, and disabilities. Hence, when designing a
curriculum, one of the critical factors are society and culture. Curriculum
workers are planning education that suits our multicultural society. That will
help every child from every different background live, work, and go on to lead
successful lives in our melting pot of society. Different related issues are
emerging regarding the role of educational institutions in society. Society's
expectations for its higher education institutions and these institutions'
responses to society will reflect in the curriculum. Every stakeholder has a
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different view on the relationship of the curriculum to the society. There are
times wherein a curriculum is appropriate to one society but not with another
society. For example, in the Philippines, a subject like sex education has
profound difficulty in our curriculum because of the resistance from some
religious groups. They will not tolerate a curriculum that does not follow their
belief system. However, some groups believe that including sex education to
the educational system will be beneficial to the leaners. In this case, we can
say that society has both positive and negative influences on the curriculum.
On the other hand, culture plays a significant role in curriculum

development. Few topics of discourse have caused the maximum amount of
controversy in education because of the curriculum. The challenge with the
concept of culture is that it is not easily understandable to organizational
participants because people define culture differently. Additionally, cultural
impediments are often tougher to spot than structural impediments, and so,
more challenging to beat Culture influences the educational change process
at the institutional and departmental levels.
Psychology
The contribution of psychological sources to the foundation of the curriculum

is significant and growing. Psychology provides information about the
teaching and learning process. It finds answers on how a curriculum is
organized to achieve children's learning at the maximum level and what
amount of information they can absorb in learning the curriculum's different
content.
The curriculum
can draw upon psychology for at least five areas of information:
Educational objectives – Psychology helps curriculum workers to

formulate and phrase appropriate learning goals and objectives. It can help
them determine if the goal or objective is suitable to the various
developmental levels and ages of the learners and, hence, attainable and not.
Learner characteristics – Understanding the uniqueness of learners

can assist curriculum workers in curriculum decision-making. The study of
individual differences of the learners can tell if learning experiences are
responding in different ways. Likewise, understanding of individual differences
is most useful to the curriculum workers. Remember that the more effective
curricula in schools can accommodate and address differences in learner
skills and abilities.
Learning process – Possibly, the best contribution of psychology to

the curriculum is understanding how people learn. The curriculum worker who
understands learning and learning theory is in a command position to devise
an appropriate curriculum for learners. Moreover, the knowledge of learning is
essential to the valid selection of appropriate learning and teaching strategies.
Teaching methods – In school, understanding psychology is essential

in selecting appropriate learning experiences and conditions for learning. In
selecting learning experiences, the curriculum workers should have taken the
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accounts of psychological factors such as learning theories, individual
differences, teaching methodology, and learning styles.
Evaluation procedures – Psychology provides direction for

undertaking the evaluation of learner and teacher performance. Educational
psychologists have developed a vast array of techniques for measuring the
degree of children learning, attitudes towards learning/teaching, and others,
as well as the extent of teacher effectiveness.
TYPES OF CURRICULUM DESIGN
When we talk about curriculum design, there are three essential

elements of curriculum design. These are subject-centered design, child-
centered design, and problem-centered design. However, Print (1988, as
mentioned by Pawilen in 2015) added another curriculum called the core
learning design. Let us discuss the significance of each one of them to
curriculum development.
Subject-centered design
This design organized based on the subject. It revolves around the teaching
of an established body of content derived from the accumulated wisdom of the
academic discipline. The design is not learner-centered because it is not
concerned with the learners' attributes, such as the learning style compared to
other designs. In this design, the learners expected to acquire the content of a
distinct subject. However, this design is the most popular compared with the
three other curriculum designs.
There are three specific designs under the subject-centered design. These
are the subject design, academic discipline design, and integrated design.
Subject Design
This design is probably the oldest and most widely used form of
curriculum organization found in school. The design is classified and
organized based on school subjects like Science, English, Mathematics,
Filipino, and others, which commonly offered at the elementary level (Pawilen,
2015). The subjects are fragmented, and the integration is not the primary
concern. Learners expect to learn general knowledge for each subject.
Academic Discipline Design
This design is similar to the subject design. The curriculum's

organization is arranged based on academic disciplines like Biology, Physics,
Chemistry, Literature, Economics, and Philippine History. This type of design
commonly used in high school or college level.
Broad Field Design
This design developed to address the perceived weakness in the

subject design. It is based on the principles of integration or combining two or
more related subjects into a single broader and integrated field of study to
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avoid fragmentation and compartmentalization of subjects. Print (1988)
reiterated that this design is more suited for younger learners and those who
are less able to cope with the rigors of subjects and academic discipline.
There are three types of integration: interdisciplinary, multidisciplinary, and
core. Interdisciplinary involves combining two or more subjects or disciplines
into one activity, for example, Science and Health. Multidisciplinary involves
integrating three or more related subjects or disciplines, for example, History,
Geography, and Culture. While the core requires all the subjects in the school
curriculum to be put in one using a single theme, for example, "My
Community."
Learner-centered design
This design contrasts with the subject-centered design because it

revolves around the needs, interests, and goals of the learners. It
acknowledges the individuality of each learner and that each of them is
unique and not uniform. This design aims to empower the learners to develop
their potentials from a relevant and responsive curriculum.
There are two forms of learner-centered design: activity/experiences
design and the humanistic design.
Activity/experience design
This design is base on the learners' genuine needs and interests of

learners that will be the basis of the curriculum. Learners provided with
activities that they do because of the belief that children learn when they
experience. In doing these activities, they will develop skills such as
communication, problem-solving, critical and creative thinking skills, and
collaborative skills, which are essential for them to acquire and learn.
Humanistic design
The humanistic design focused on the meeting of individual needs in a

conducive and supportive learning environment. The curriculum is composed
of learning experiences that revolve around the holistic development of
individuals. The aim of this design is the development of a well-rounded and
self-propelling individual.
Problem-centered design
Problem-centered design is a design that directs the attention of the learners

in solving real-life problems, both individual and social. The learners are
required to use what they have learned from different subjects or disciplines in
solving problems like persistent life situations, pollution, illegal drug abuse,
peace and order, traffic, garbage, and many others. Under this design are two
kinds – the thematic design and the problem design.
Thematic design
This design focuses on the theme. It suggests a thematic approach to

integration. Themes are classified based on human activities or different
topics that are interesting to learners. These are either concepts, guided
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questions, activities, standards, or skills which the purpose is to provide
holistic learning experiences relevant and related to the learners' lives.
Problem design
This design argues that learners should encounter substantial real-life

problems in order to understand the real world. Learners exposed to different
problems, and by doing the activity, they can identify and formulate solutions
to the problems.
Core learning design
This curriculum design focuses on learning a set of familiar subjects,

disciplines, courses, skills, or knowledge necessary for the learners to master
(Pawilen, 2015). The aim is to provide a uniform type of education based on a
specific educational philosophy. Further, it aims to provide education that is
transformative and relevant to all types of learners.
Core design
This design focuses on a set of collective learning, such as knowledge,

skills, and values that learners need to study before they graduate from
college or move to a different level.
National Core Design
This design is a set of subjects that learners are required to learn, and
teachers are required to teach in the whole country. For example, for primary
level DepEd has its national curriculum guide for kinder to grade 12, CHED
released memorandum for the different programs for the tertiary level.
There are two types of organizations in designing a curriculum. These

are the horizontal and vertical organization.
Horizontal organization
This organization refers to the arrangements of topics, themes, or

courses offered in the same period. It is concerned with the scope and
horizontal integration, which sometimes referred to as integration. This
organization is the side-by-side arrangement of curriculum elements. For
example, a Chemistry class might require learners to take Algebra II to
balance the molecules. For the primary level, Social studies curriculum is the
integration of different subjects such as History, Geography, Civics, and
Culture.
Vertical organization
This organization focuses on the spiral progression of curriculum

content. It establishes skills and knowledge which are used and further
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developed across a whole program of study. The organization of content
centers on sequence and continuity. For example, the skills and knowledge of
Mathematics taught in Kinder to Grade 6. The contents in the curriculum for
Mathematics distributed for Kinder to Grade 6 curriculum.
ELEMENTS OF CURRICULUM DESIGN
In the previous part of this lesson, you have learned about the various
approaches and elements of curriculum design. In designing a curriculum, it is
necessary to consider how its parts are interrelated. Thinking about the
curriculum plan and the arrangement of its part addresses the essence of
curriculum design. The parts should promote the wholeness of the curriculum
(Oliva, 2005).
When designing a curriculum, we always have to consider the philosophical
and learning theories to determine if our design is related to our belief
concerning people, what and how they learn, and how they should use their
acquired knowledge. Curriculum design deals with the nature and
arrangement of four necessary parts: objectives, content, learning
experiences, and evaluation—a discussion on these components already
done in the previous lessons.
As curriculum workers, we should always remember the connection of

components to each other. To see the relationship between the four
components, we can then use the following questions as a guide (Oliva,
2005).
1. What should be done?

2. What subject matter should be included?
3. What instructional strategies, resources, and activities should
be employed?
4. What methods and instruments should be used to appraise
the result of the curriculum?
Curriculum design involves philosophical, theoretical, and practical issues.

The design of the curriculum is very much affected by the beliefs of the
curriculum worker. These ideas greatly influence our interpretation and
selection of objectives, selection and organization of content, how to teach or
deliver the curriculum content, and the judgment about how to evaluate the
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entire curriculum. To clarify the ideas of workers when designing a curriculum,
they must consider several sources that can use as a foundation. These
sources are science, society, eternal truths, and divine will be identified by
Ronald Doll.
COMPONENTS OF CURRICULUM DESIGN
Curriculum design addresses the relationship between different

components. These components are scope, sequence, continuity, integration,
articulation, and balance.
Scope
The scope is all the educational experiences that engage learners in

learning. Domains such as cognitive, psychomotor, and affective learnings are
the prime considerations in deciding on the scope. When we say educational
experiences, it includes all the content, topics, learning experiences, and
organizing threads. Curriculum designers should consider the breadth and
depth of the content. Hence, teachers, as curriculum designers, should make
careful decision-making in what included in the curriculum's scope. The scope
can be a full year scope, monthly, or weekly, but sometimes it is divided into
units or lessons organized in a certain period of hours.
Sequence
Sequence refers to the arrangement of contents and experiences

based on either logic of the subject matter or the developmental patterns of
growth of the cognitive, affective, and psychomotor domains. Ornstein and
Hunkins (2013) stated that curriculum workers could use well-accepted
principles in sequencing contents as introduced by Smith, Stanley, and Shore.
● Simple-to-complex learning
It indicates that content is optimally organized in a sequence proceeding
from simple subordinate components to complex components, highlighting
interrelationships among components.
● Prerequisite learning
It is similar to part-to-whole learning. It works on the assumption that bits
of information must be grasped before other bits can be comprehended.
● Whole-to-part learning
It receives support from cognitive psychologists. They urged the
curriculum to arrange so that the content or experience presented in an
overview provides learners with a general idea of the information or situation.
● Chronological learning
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It refers to content whose sequence reflects the times of real-world
occurrences. History, political science, and world events frequently are
organized chronologically.
Continuity
It is the vertical repetition of curriculum components. This element

enables learners to strengthen the steadiness of learning and development
skills. Ideas and skills that teachers believe learners should develop over time
reappear over the curriculum (Ornstein and Hunkins, 2013). Jerome Bruner
calls continuity a spiral curriculum. He reiterates that the curriculum should be
organized consistently with the interrelationships among the essential ideas
and structures of every primary subject.
Integration
Everything in the world is integrated and interconnected. It is the main

essence of integration as an element of curriculum design. Integration refers
to the connection of all types of knowledge and experiences contained within
the curriculum plan. It links all the curriculum pieces for the learners to
understand and understand knowledge as unified rather than isolated. In
other words, subject matter content erased, and isolation eliminated.
Articulation
This component refers to the vertical or horizontal interrelatedness of

various facets of the curriculum. Vertical articulation is the sequence of
content from one grade level to another. While horizontal articulation happens
simultaneously, social studies in grade six are related to science in grade 6.
Articulation is challenging to achieve, and few school districts have developed
procedures by which the interrelatedness among subjects clearly defined.
Balance
This component refers to giving appropriate weight to every aspect of

the planning. In an exceedingly balanced curriculum, learners can acquire and
use knowledge in ways in which advance their personal, social, and
intellectual goals. However, Doll (n.d.) detected that achieving balance is
difficult because we strive to localize and individualize the curriculum while
trying to keep up a typical content. Keeping the curriculum balanced requires
continuous fine-tuning also as a balance in our philosophy and psychology of
learning.
C. ABSTRACTION
Curriculum design is the arrangement of the elements of the curriculum. It

is one of the essential stages of curriculum development. There are several
approaches to curriculum design that contribute to the success of the
curriculum. These approaches are philosophy which deals with the various
ideas on how individuals learn and acquire knowledge, sociology and culture
provide the basis of content for curricula. Thus the school curriculum reflects
the nature of society. On the other hand, culture-induced bias is the primary
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concern of curriculum developers and last, psychology, which includes the
educational objectives, learner's characteristics, learning processes, teaching
methods, and evaluation procedures.
Four types of curriculum designs are unique to each other. These are
subject-centered design, learner-centered design, problem-centered design,
and core design. Design forces in the curriculum are referred to as horizontal
organization and are concerned with the arrangement of curriculum
competencies at any one point in time. In contrast, the vertical organization
addresses the relationship between curriculum components over the entire
duration of the curriculum's application.
The different parts of any curriculum are known as curriculum elements.

They are the essential building blocks of any curriculum that may be arranged
in various ways to produce different designs. In designing a curriculum,
various components should be involved. These components are scope,
sequence continuity, integration, articulation, and balance.
D. APPLICATION
Examine the DepEd K to 12 Curriculum guides according to your program.

Identify the design and how the components of the design articulated in the
curriculum.
Write your answer in a short bond paper or submit it online.
REFLECTION
In a short bond paper, write a short reflection about our discussion

about curriculum design.
POST-TEST
Identify the following statement.

Write your answer on the space before the number.
------------------1. It is a term used to describe the purposeful, deliberate, and

systematic organization of curriculum within a class or course.
------------------2. It is a condition in which various elements are equal or in the
correct proportion.
------------------3. This design is more suited for younger learners and to those
less able to cope with the rigors of subjects and academic discipline.
------------------4. This design emphasizes individual development, and their
approach to organizing the curriculum emerges from the needs, interests, and
purposes of learners.
------------------5. It is an element of the curriculum that intended behavioral
change that a learner expected to exhibit after undergoing a learning
experience.
------------------6. It is concerned with making sense of what we encounter in
our lives.
------------------7. It refers to the connection of all types of knowledge and
experiences contained within the curriculum plan.
------------------8. The organization of content centers on sequence and
continuity.
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------------------9. This element enables learners to strengthen the steadiness of
learning and development skills.
------------------10. This organization refers to the arrangements of topics,
themes, or courses offered in the same period.
REFERENCES
Oliva, P. F. (2005). Developing the Curriculum, 7th Ed. US: Pearson

Education, Inc.
Ornstein, A.C. & Hunkins, F.P. (2013). Curriculum Foundations, Principles,

and Issues. US; Pearson Education Inc.
Pawilen, G. T. (2015). Curriculum Development: A guide for teachers and

students. Manila: REX Bookstore.
Print, M. (1993). Curriculum Development and Design, 2 nd Ed. Australia: Allen

& Unwin.
Tyler, R. (1949). Basic Principles of curriculum and instruction. Chicago:

University of Chicago Press.
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Answer Key
Lesson 1
PRE-TEST
1. Objective
2. Curriculum
3. Curriculum Plan
4. Instructional Materials
5. Evaluation
POST-TEST
1. B
2. A
3. C
4. D
5. D
6. A
7. C
8. C
9. B
10. A
Lesson 2
POST-TEST
1. Curriculum Design
2. Balance
3. Broad fields design
4. Learner-Centered Design
5. Objective
6. Philosophy
7. Integration
8. Vertical Organization
9. Continuity
10. Horizontal Organization
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LESSON 3: Curriculum Implementation
Duration: 3 hours
Introduction:
After you have laid your plans and deign in your curriculum, the next thing to
do is to implement it. As a teacher this is a major role that you do in the school. Many
of the curricula that you use may have been recommended or written down. Your
task is to implement such. Daily, your plans should be ready for implementation. The
success of learning depends on your implementation effort.
There is a miniscule curriculum like your lesson plan or a big one like the K –
12 Curricula. You will be both an implementer and a manager of this curricula. You
will put action to what has been planned and designed. It is you, a teacher, who will
add more meaning to the various activities in the classroom. This is what we call
teaching styles. You have to make the day of learners interesting, engaging and
unforgettable. No curriculum should stop at planning and designing phase. It has to
be implemented.
Objectives
At the end of this lesson, you should be able to:
 Define Curriculum Implementation
 Analyze what is change process in curriculum implementation
 Explain the process of Curriculum Implementation
Lesson Proper/Course Methodology
Activity
We hear teachers say: “Here goes again, another curricular change. We are already
overloaded! Why do we have to do this?”
This is a common voice that we hear from teachers and implementers. But as
we mentioned earlier, change is inevitable from curriculum development. To be
relevant, we need to change – a change for better and it can be obviously seen
through implementation.
As future teachers, what changes do you foresee in the curriculum after 5 years?
State your basis.
Analysis
Curriculum Implementation Defined
Following the Curriculum Models of Tyler, Taba, Saylor, and Alexander and
Lewis, is the next step to curriculum designing which is curriculum implementing.
This is the phase where teacher action takes place. It is one of the most crucial
process in curriculum development although many education planners would say: “A
good plan is work half done”. If this is so, then the other half of the success of
curriculum development is rests in the hands of implementer who is the teacher.
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Curriculum implementation means putting into practice the written curriculum
that has been design in syllabi, course of study, curricular grades and subjects. It is
the practice where the learners acquire the planned or intended knowledge, skills
and attitudes that are aimed at enabling the same learners to function effectively in
society. (SADC MoE Africa, 2000)
Ornstein and Hunkins in 1998 defined curriculum implementation as the
interaction between the curricula that has been written and planned and the
persons(teachers) who are in charged to deliver it. To them, curriculum
implementation implies the following:
 Shift from what is current to a new or enhanced curriculum
 Changed in knowledge, actions and attitudes of persons involved.
 Change in behavior using new strategies and resources.
 Change which requires efforts hence goals should be achievable.
Loucks and Lieberman defined it as the trying out of a new practice and what it
looks like when actually used in school system. It simply means that implementation
should bring desired change and improvement.
In the classroom context, curriculum implementation means “teaching” what has
been written in lesson plan. Implementing means using the plan as a guide to
engage with the learners in the teaching-learning process with end in view that
learning has occurred and learning outcomes have been achieved. It involves the
different strategies of teaching with the support instructional materials to go with the
strategy.
In a larger scale, curriculum implementation means putting the curriculum into
operation with the different implementing agenda. Curriculum implementation takes
place in a class, a school, a district, a division or the whole educational system. In
higher education, curriculum implementation happens for the course, the degree
program, the institution or the whole higher education system. It requires time,
money, personal interaction, personal contacts and support.
Abstraction
Force Field Analysis in Curriculum Change
Driving Forces Restraining Forces
Government Interventions Fear of the unknown
E
Q
Society’s Values U Negative attitudes to change
I
L
Technological Changes I Tradition values
B
R
I
Knowledge Explosions U Limited resources
M
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Administrative Support Obsolete equipment

According to Levin, change will be better if the restraining process shall be
decreased, rather than increasing the driving force. As Curricularist, how would you
do this?
Let us look first at the different changes that occur in the curriculum. It is
important to identify these as part of understanding of curriculum implementation.
Categories of Curriculum Change
1. Substitution- Replace the present with a new one
2. Alteration- Introduce minor changes or modification on the current one
3. Restructuring- Introduce major modification of the current curriculum
4. Perturbation- Changes happen within a fairly short time
5. Value Orientation- Respond to shift in emphasis within the vision/mission of
the school
Regardless of the kind of change in curriculum and implementation, the process
of change may contain three important elements. As a process, curriculum
implementation should be developmental, participatory and supportive.
Developmental – should develop multi-perspective and make learning
autonomous, create a climate of openness and trust and appreciate and affirm
strengths of the teacher. There should be teacher support in trying new task,
reflection in the new experiences and challenge.
Participatory – for curriculum implementation to succeed, it should be
participatory, especially because other stakeholder like peers, school leader, parents
and curriculum specialist necessary.
Supportive - curriculum implementation is required in the process of change.
Material support like supplies, equipment, conductive learning environment like
classroom, laboratory should make available.
Time is an important commodity for a successful change process. For any
innovation to be fully implemented, period of three to five years to institutionalized a
curriculum is suggested. Time is needed by the teachers to plan, adapt, train or
practice, provide the necessary requirements and get support. Time is also needed
to determine when the implementation starts and when it will conclude, since
curriculum implementation is time-bound.
Support from peers, principals and external stakeholders will add to the success
of implementation. When the teachers share idea, work together, solve problems,
create new materials and celebrate success, more likely that curriculum
implementation will be welcomed.
Application
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K – 12 is the current reform in our national basic education curriculum. There are
driving forces as well as restraining forces that affect its implementation. In other
words, there are factors that will make K – 12 succeed but there are also factors that
will make K – 12 fail.
1. What factors make the K – 12 succeed? Write those on the right column A.
You may not fill up all the boxes.
2. What factors make the K – 12 difficult to succeed? Write those on the right
column B. You may not fill up all the boxes.
3. You see that the middle portion is the word equilibrium or balance.
A. Driving Forces/Factors B. Restraining
E Forces/Factors
Q
U
I
L
I
B
R
I
U
M
1. If A is more than B, there will be a successful curriculum change

2. If B is more than A, there will be an unsuccessful curriculum change
3. If A and B are equal, there will be status quo.
Reflection:
As a future teacher, what would be your response in curriculum implementation as
part of curriculum change? Are you willing to take part in the implementation? Why?
Why not?
Quiz
In column A are concepts about curriculum implementation. Connect a line
from the box on the left (A) to the arrow on the right (B) of the correct match.
Match the descriptions in Column A to its correct term in curriculum implementation
in Column B. Write your answer on the space provided before the number.
Column A Column B
____1. Minor curriculum change like the use of
e-portfolio instead of portfolio as an artifact Implementing
____2. Progressive steps from orientation to
reflection about curriculum that is a Restructuring
characteristics of a curriculum implementation.
____3. Major curriculum change like shifting Developmental
from face to face to online in the delivery of an
academic program. Alteration
____4. Curriculum process of putting into action
what has been planned and designed Change Process
____5. Process that ensures that the curriculum
brings about something different and before
than before in the desired learning outcomes
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REFERENCES
Bilbao, Purita P., Dayagbil, Filomena T., & Corpuz, Brenda B. (2015) Curriculum
Development for Teachers. Quezon City: Lorimar Publishing, Inc.
http://www.fnbaldeo.com/EDCI547/Resource%20Materials/Philosophical
%20Foundations%20of%20Curriculum%202.pdf
Lesson 4: Curriculum Evaluation
Duration: 3 hours
Introduction:
Curriculum evaluation is a component of curriculum development that
responds to public accountability. It looks into educational reforms or innovations that
happen in the teacher’s classroom, the school district, division or the whole
educational system as well. It is establishing the merit and worth of a curriculum.
Merit refers to the value and worth of the curriculum. Test results will only be used as
one of the piece evidence of evaluation. For in the end, the purpose of evaluation is
to improve and not to prove.
Curriculum evaluation is premised on the concept of alignment of planned,

written and implemented curriculum. It is an attempt to answer two big questions as:
1. Do planned courses, programs, activities as written and implemented produce
desired outcomes?
2. How can these school curricula be improved?
This lesson is all about curriculum evaluation on the context of its definition and
the role of the teacher as an evaluator. It will present the ways of evaluating the
curriculum as written, planned or implemented. It will reference popular curriculum
models currently used in educational programs here and abroad.
Objectives
 Acquired clear understanding of what is curriculum evaluation
 Explain the need to evaluate the curriculum and how it’s being done
 Expanded knowledge about different curriculum evaluation models
Pretest
Match the descriptions in Column A to its correct term in curriculum
implementation in Column B. Write your answer on the space provided before the n
Column A Column B
_____1. Curriculum Program Sponsors, Managers and Identifying primary
Administrators, School Heads, Participants (Teachers and audiences
Students) Content Specialist; other stakeholders Identifying critical issues/
_____2. Outcomes (expected, desired, intended) Process
problems
(implementation) Resources (inputs)
_____3. People (Teachers, students, parents, curriculum Identifying data source
developers) Existing documents; Available records; Identifying techniques for
Evaluation
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e collecting data
_____4. Standardized Tests, Informal Test; Samples of Identifying established
students Work; Interviews: Participants, Observations, standards and criteria
Checklists, Anecdotal records Identifying techniques in
_____5. Standards previously set by agency (DepEd, data analysis
_____6. Content Analysis. Process Analysis, Statistics, Preparing modes of display
Comparison, Evaluation Process number
_____7. Written; Oral; Progress; Final; Summary;
Descriptive, Graphic, Evaluative and Judgmental; List of
Recommendation
_____8. Case Studies; Test Score Summary; Testimonies;
Activity
Multimedia Representation; Product Display (exhibits);
Technical Report
The use of face shields has been mandatory in places with stricter community
quarantine protocols. Draw three designs of face shields that you would like to sell to
people. Specify the materials that you are going to use to make your products and
then set prices for each.
Design 1 Design 2 Design 3
Once done, you are going to assume that you are the customer. You are going to
buy one among the available designs. List down the factors that you will consider in
choosing the best product.
Analysis
Curriculum Evaluation: A Process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about?
Is it anonymous to assessment of learning? Analysis of the various definitions
reveals that evaluation is both a process and a tool. As a process it follows a
procedure based on models and frameworks to get to the desired results. As a tool,
it will help teachers and program implementers to judge the worth and merit of the
program and innovation or curricular change. For both process and a tool, the results
of evaluation will be the basis to IMPROVE curriculum.
Let’s look at how curricularist define curriculum evaluation. Read what each of
them say.
Persons Definition
Ornstein and Hunkins Curriculum evaluations is a process done in order to
(1998) gather data that enables one to decide whether to accept,
change, eliminate the whole curriculum of a textbook
Evaluation answers two questions: 1. Do planned learning
McNeil, J. (1977) opportunities, programs, courses and activities as
developed and organized actually produced desired
result? 2. How can a curriculum best be improved?
Evaluation is to identify the weaknesses and strengths as
Gay, L. (1985) well as problems encountered in the implementation, to
improve curriculum development process. It is to
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determine effectiveness of and the returns on affected
finance.
It is a process of delivering, obtaining and providing useful
Oliva, P. (1988) information for judging alternatives for purpose of
identifying or eliminating the curriculum.
Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes
presented by Tyler, Taba and others at the end of the line or cycle undergo an
evaluation. All of them agree that planning, designing and implementing are less
useful unless there is evaluation. Here some specific reasons:
 Curriculum evaluation identifies the strengths and weaknesses of an existing
curriculum that will be the basis of the intended plan, design or
implementation. This refers to as the needs assessment.
 When evaluation is done in the middle of curriculum development, it will tell if
designed or implemented curriculum can produce or is producing the desired
results. This is related to monitoring.
 Based on some standards, curriculum evaluation will guide whether the
results are equaled or exceeded the standards, this can be labelled as
success. This is sometimes called terminal assessment.
 Curriculum evaluation provides information necessary for teachers, school
managers, curriculum specialists for policy recommendations that will
enhance achieve learning outcomes. This is the basis of decision making.
In curriculum evaluation, important processes were evolved such as (a) needs
assessment, (b) monitoring, (c) terminal assessment and (d) decision making
Curriculum Evaluation Models
Curriculum Models by Ralph Tyler and Hilda Taba and with evaluation.
Evaluation is a big idea that collectively tells about the value or worth of something
that was done.
How can merit or worth of an aspect of a curriculum be determined?
Curriculum specialists have proposed an array of models which are useful for
classroom teachers and practitioners. Let us look at some of these.
1. Bradley Effectiveness Model
In 1985, L.H. Bradley wrote a handbook on Curriculum Leadership and
Development. This book provides indication that can help measure effectiveness
of a developed or written curriculum. For purpose of classroom teachers, some of
the statements were simplified.
First, you have to identify what curriculum you will evaluate. Example:
Elementary Science Curriculum, Field Study Curriculum. Then find out if
curriculum you are valuating answers Yes or No. Answering yes to all the
questions, means good curriculum as described by Bradley.
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Bradley’s Effectiveness Model for Curriculum Development Indicators
Indicators Descriptive Questions Yes
or
No
 Does the curriculum reflect the format (i.e K to 12,
Vertical OBE, Inquiry, etc.) that enables teachers quickly
Curriculum access what is being taught in the grade/year levels
Continuity below or above the current level? (Example: If
you’re looking at Science 5, below means Science 4
and above means Science 6)
Horizontal  Does the curriculum provide content and objectives
Curriculum that are common to all classes of the same grade
Continuity level? (Example: All English 101 for all 1 st Year
College Students)
Instruction  Are lessons plans/syllabi/course design derived
Based on from the curriculum and strategies? Are materials
Curriculum used correlated with the content, objectives and
activities?
Broad  Is there evidence of involvement of the different
Involvement curriculum stakeholders in the planning, designing
and implementation and review of the curriculum?
Long  Is review cycle followed within the period of planning
Range and implementation of the curriculum?
Planning
Positive  Did the initial thoughts about the curriculum come
Human from teachers, principals, curriculum leaders and
Relations other stakeholders?
Theory-Into  Is there clarity of vision, mission, graduation
Practice outcomes, program philosophy, learning outcomes
in the curriculum?
Planned  Are there tangible evidence to show that the internal
Change and external publics accept the developed
program?
If any of the indicators is answered with a “No”, actions should be made to
make it Yes.
2. Tyler Objectives Centered Model

Ralph Tyler in 1950, proposed a curriculum evaluation model which until now
continues to influence many curriculum and assessment process. His Monograph
was entitled Basic Principles of Curriculum and Instruction.
In using the Tyler’s Model, the following curriculum components and
processes are identified in curriculum evaluation.
Curriculum Elements Evaluation Process Action Taken:
Yes or No
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1.  Pre-determined intended learning
Objectives/Intended outcomes or objectives
Learning Outcomes
 Identify the situation/context that gives
2. Situation or Context opportunity to develop behavior or
achieve objectives
3. Evaluation  Select, modify and construct evaluation
Instruments/Tools instruments/tools. Check its objectivity,
reliability and validity.
4. Utilization of Tool  Utilize the tools to obtain results
 Compare the results obtained from
several instruments before and after to
determine the change.
5. Analysis of Result  Analyze the result obtained to
determine strengths and weaknesses.
Identify possible explanation about the
reasons for the particular pattern.
6. Utilization of  Use the results to make the necessary
Results modifications.
Using all the steps to evaluate the curriculum and obtaining all YES answer
would mean the curriculum has PASSED the standards. Tyler’s Model of evaluating
the curriculum is relatively easy to understand which many teachers can follow.
3. Daniel Stufflebeam’s Context, Input, Process Product Model (CIPP)
The CIPP Model of Curriculum Evaluation was a product of Phi Delta Kappa
Committee chaired by Daniel Stufflebeam. The model made an emphasis that the
result of evaluation should provide data for decision making. There are four stages of
program operation. These include (1) CONTEXT EVALUATION (2) INPUT
EVALUATION (3) PROCESS EVALUATION and (4) PRODUCT EVALUATION.
However, any evaluator can only take any of the four stages as the focus of
evaluation.
 Context Evaluation – assesses needs and problems in the context for
decision makers to determine the goals and objectives of the
program/curriculum.
 Input Evaluation – assesses alternative means based on the inputs for
the achievement of the objectives to make the decision makers to
choose option for optimal means.
 Process Evaluation – monitors the processes both to ensure that the
means are actually being implemented and make necessary
modification.
 Product Evaluation – compares actual ends with intended ends and
lead to a series of recycling decision
For all the four stages, the six steps are suggested.
Stages of CIPP Model Steps Taken in All Stages
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1. Context Evaluation
Step 1: Identify the kind of decision to be
made.
2. Input Evaluation Step 2: identify the kinds of data to make

that decision
Step 3: Collect the data needed

3. Process Evaluation
Step 4: Establish the criteria to determine
quality of data
Step 5: Analyze data based on the criteria

4. Product Evaluation
Step 6: Organize needed information
needed for decision makers
4. Stake Responsive Model. Responsive model is oriented more directly to

program activities than program intents. Evaluation focuses more on the
activities rather than intent or purpose.
Robert Stake (1975) recommends to the curriculum evaluate the
following steps:
The Curriculum evaluate follow the steps before
Step 1 Meet with stakeholder to identify their perspective and intentions regarding
curriculum evaluation
Step 2 Draw from step 1 documents to determine the scope of evaluation.
Step 3 Observes the curriculum closely to identify the unintended scene of

implementation and any deviations from announced intents
Step 4 Identifies the stated real purpose of the program and the various audiences.
Step 5 Identifies the problem of the curriculum evaluation at hand and identifies an
evaluation design with needed data
Step 6 Selects the means needed to collect data or information
Step 7 Implements the data collection procedure.
Step 8 Organizes the information into themes
Step 9 Decide with stakeholders the most appropriate formats for the report.
5. Scriven Consumer Oriented Evaluation. Michael Scriven in 1967 introduce
this evaluation among many others when education products flooded the
market. Consumers of educational products which are needed to support an
implemented curriculum often use consumer-oriented evaluation. These
products are used in schools which require a purchasing decision. These
products include textbooks, modules, educational technology like soft wares
and other instructional materials. Even teachers and school themselves
nowadays write and produce these materials for their own purposes.
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Consumer-oriented evaluation uses criteria and checklist as a tool for either
formative or summative evaluation purposes. The use of criteria and checklist
was proposed by Scriven for adoption by educational evaluators.
An example of Instructional Material Review Form by Marvin Patterson of
Florida State University is adapted for better understanding.
Preliminary Information Recommendation
Title ___Retain for further review
Author(s) ___Rejects (comments)
Copyright date
Material Evaluator
Use the following codes to rate the material

(+) means yes or good quality (-) means no or poor quality
(o) means all right but not good quality (NA) means not applicable
Yes Alright No or poor Not
Criteria or but not Applicable
good good
1. Content covers a significant
portion of the course
competencies
2. Contents are up-to-date
3. Reading level is appropriate for

most students who will use the
material
4. Intended learning outcomes,
competencies are stated
5. Formative and summative
assessment are included
6. Activities are varied to meet the
needs of students
7. Teacher’s guide is included with
management suggestions
8. Materials are presented in logical
order
9. Learning outcomes,
competencies and/or tasks
10. Degree of match between
learning activities and intended
learning outcomes
11. Quality of test items and degree
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of match with intended learning
outcomes
12. Quality in decision of how
students will process through the
material
13. Quality of drawing, photographs
and/or other materials
14. Overall design of the learning
activities for individual instruction
15. Quality of management
procedure for teachers (TGs)
16. Optional (List course maps
competencies covered by the
instructional material)
Using the checklist for instructional material review or evaluation may help
any curricularist make decision as to which textbook, modules or any instructional
support material will be used, revised, modified or rejected.
Abstraction
A Simple Way of Curriculum Evaluation Process
For a very simple and practical way of curriculum evaluation, responding to
the following questions will provide an evaluation data for curriculum decision. Just
ask the following questions and any NO answer to an item will indicate a need for a
serious curriculum evaluation process.
1. Does the curriculum emphasize learning outcomes?
2. Does the implemented curriculum require less demand?
3. Can this curriculum be applied to any particular level? (kindergarten,
elementary, secondary and tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c)
supported (d) tested and (e) learned?
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide for quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for decision making?
10. Are the findings of evaluation available to stakeholders?
Application
Let us try! Be a Curriculum Material Evaluator

1. You are asked by your Principal to review a book for a decision.
2. Get a textbook in elementary or high school. This book is a curriculum product
3. Use a Consumer-oriented Evaluation Approach by Scriven and adapted from
the original work of Marvin Patterson showed above.
4. Make a matrix similar with that Marvin Patterson.
5. Review the whole textbook from cover to cover and reflect your answer on the
matrix itself.
6. What are your major comments?
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7. What decision would you like to recommend to your principal?
Reflection:
Reflect on your current and past experiences on the different curriculums you went
through from the time you entered school up to the present.
Pause for some moments and read the “I wonder if . . .” incomplete sentence.
Based on your reflection, choose a number and write your answer on the box
provided then based on your response on “I wonder if . . .”, complete the sentence, “I
think . . .”
I wonder if . . .
1. My teachers have reviewed the textbooks we used in high school.
2. The instructional materials we are using now will not be used in the future.
3. What I have learned now still be relevant in the future.
4. Evaluation of a curriculum will still be a task of a teacher.
5. There is really a need to evaluate the curriculum.
I wonder if
________________________________________________________________
I think
___________________________________________________________________
Post-test
What Can I Remember?

Persons Evaluation/Model and Short Description
1. L. H. Bradley
2. Michael Scriven
3. Robert Stake
4. Daniel Stufflebeam
5. Ralph Tyler
REFERENCES
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http://www.fnbaldeo.com/EDCI547/Resource%20Materials/Philosophical
%20Foundations%20of%20Curriculum%202.pdf
LESSON 5: Curriculum Improvement
Duration: 3 hours
Introduction:
Curriculum designers need to enhance the curriculum and propose curricular
innovations to respond to the changing educational landscape in the country as well
as in the other parts of the globe. It is most necessary that as future curricularist and
a teacher, you should be familiar with what is happening and will happen in our
curriculum. There is no substitute for being READY and INFORMED.
In this lesson, you will have a comprehensive knowledge on curricular reforms
initiated in the Philippines and abroad to improve the quality of teaching and
learning. Let’s study them one by one.
Objective

1. Gain comprehensive understanding of K – 12 Basic Education Curriculum
Reform
Pretest
List down ten ideas or concepts about K-12 curriculum in the Philippines.
Activity
What do you think are the goals of the K-12 curriculum?
Analysis
Curriculum designers need to enhance the recommended curriculum and
propose curricular innovations to respond to the changing landscape in education
regionally and globally. Are you aware of some curricular reforms in the Philippines
and other countries? Are they familiar to you?
Republic Act 10533, otherwise known as the Enhance Basic Education Act of
2013, is the latest educational reform in Philippine Education signed into law by
President Benigno Aquino III last May 15, 2013. It is an act enhancing Philippine
Basic Education system by strengthening its curriculum and increasing the number
of years for basic education appropriating funds therefore and for purposes. The
Enhance Basic Education Act of 2013 popularly known as K – 12 includes one (1)
year of kindergarten education, six (6) years of elementary education and six (6)
years of secondary education. The six-year secondary education includes four (4)
years of Junior High School and two (2) years of Senior High School. With K to
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12, the existing 10 years of basic education is increased with 12 years with
kindergarten education as a prerequisite to entry in Grade 1.
Why K to 12?
K to 12 makes the Philippine education system at par with the international
standard of 12-year basic education thereby contributing to a better educated society
capable of pursuing productive employment, entrepreneurship and higher education
studies. After going through kindergarten, elementary, junior high and a specialized
senior high school program, every K to 12 graduate is ready to go into different paths
– higher education, middle level skills development, employment or
entrepreneurship. The K to 12 graduates are also expected to be equipped with 21 st
Century skills like information, media and technology skills, learning and innovation
skills, effective communication skills and life and career skills.
When K to 12 was launched in 2012, many Filipinos are apprehensive
because of the addition of two (2) more years in secondary schooling. Some said,
the additional two years are added burden for the average Filipino family. Other said,
the K to 12 program is doomed to fail since it does not address the basic problems in
education like lack of classrooms, chairs, books, teachers, quality teaching and
many more. Amidst criticism, the Department of Education pushed K to 12 program
implementation. What could be the reasons?
Let’s consider these existing realities in Philippine education that became the
bases of K to 12 program implementation:
1. Mastery of basic competencies is insufficient due to congested
curriculum
In international examination, the Philippines performed poorly as revealed in
2003 TIMSS (Trends in International Mathematics and Science) scores. In grade 4
Science and Math, the Philippines ranked 23 out of 25particpating countries. In High
School II Science, the Philippines rank 43 out of 46 and in math ranked 34 out of 38.
Even with only the science high schools participating in the Advance Mathematics
category in 2008 TIMSS, the country’s ranking did not improve. In fact, it ranked the
lowest (10) among ten participating countries.
One of the factors that contribute to the low performance in achievement test is
the congested basic education curriculum. What other countries teach in twelve (12)
years, the Philippines teach only in ten years. The 10 years would not be enough to
master the competencies. Adding 2 years would make possible the decongestion of
the curriculum for comprehensive acquisition of basic competencies and the 21 st
Century skills.
2. The Philippines is the only remaining country in Asia with a 10-year

basic education program
The Philippines is the only country in Asia that has ten-year basic education
program. The short duration of basic education program also puts million overseas
Filipino workers, especially the professionals, and those who intend to study abroad
at a disadvantage. Graduate of Philippine Schools are not automatically recognized
as professionals outside the country due to the lack of two years in basic education.
Bologna Accord imposes twelve (12) years of education for university admission and
101 | P a g e
practice of profession in European countries. Washington Accords prescribes twelve
(12) years of basic education as an entry of recognition of engineering professionals.
With K to 12, Filipino professionals would have the same competitive edge with
professionals from the other countries having gone through 12 years of basic
education.
Employability of Filipino high school graduates
The K to 12 curriculum prepares the students for the world of work, middle
level skills development, entrepreneurship and college education. As early as Grade
7 and Grade 8, the student is made to explore at least 8 subjects in the four areas of
Technology and Livelihood Education (TLE) namely: Home Economics, ICT,
Industrial Arts and Agriculture and Fishery Arts. In Grade 10 and Grade 12, the
student is supposed to have obtained a National Certificate (NC) Level and NC Level
II from TESDA. NC I and NC II make a Grade 12 graduate employable.
The short duration of basic education in the Philippines resulted as 15-year-
old graduate who are not legally employable. With the implementation of K to 12, the
graduates of senior high is 18-years old who is legally employable.
Let’s pause and answer this question.
Are the existing realities enough for justification for the implementation of the
K – 12 Program? Why and Why not? Write your answers.
Abstraction
The K to 12 Curriculum
Section 5 of the Enhance Basic Education Act of 2013, stipulates the following
curricular standards which the curriculum developers adhered to in crafting the K to
12 Curriculum:
a) The curriculum shall be learner-centered, inclusive and developmentally
appropriate;
b) The curriculum shall be relevant, responsive, and research-based;
c) The curriculum shall be culture-sensitive;
d) The curriculum shall be contextualized and global;
e) The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative;
f) The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) which starts from where the
learners are and from what they already knew proceeding from the known to
the unknown; instructional materials and capable teachers to implement the
MTB-MLE curriculum shall be available;
g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
h) The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective
educational and social contexts. The production and development of locally
produced teaching materials should be encouraged and approval of these
materials shall devolve to the regional and division education units.
The Senior High School Curriculum
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There are four tracks in Senior High School. These are Academic
track, TechVoc track, Sports track and Arts and Design track. The Academic
Track has four strands namely: STEM (Science, Technology, Engineering,
Mathematics), HUMSS (Humanities and Social Sciences), ABM (Accounting,
Business and Management) and GAS (General Academic Strand). This
means that at Grade 11, student chooses which track to pursue and if he/she
chooses the academic track he/she must also choose the strand. If the
student intents to go to college after Grade 12, then he/she must take the
academic track. The college program which he/she wants to enroll in
determines which strand to take – STEM, HUMSS, Sports and Arts and
Design. If a Grade 12 Graduate wants to pursue TechVoc courses in
Technological Education Skills Development Authority (TESDA), he/she takes
the TechVoc track. He/she who is interested in Arts and Design will pursue
the Arts and Design Track. The sports track will be for any sports-minded
Grade 12 Graduate.
i) Figure 1 – Tracks in Senior High School
Grade 11 Academic
TechVoc
Sports
Grade 12 Arts and Design Grade 1
Figure 2 – Academic Track – 4 Strands
STEM HUMSS
General
ABM Academic
Academic
Track
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The Senior High School Curriculum has a total of thirty-one subjects.
31 subjects are grouped into 15 core subjects, 7 contextualized subjects and
9 specialization subjects.
The following are the core subjects to be taken by all students
regardless of track. There are also common subjects for different tracks and
the highly specialized courses for each track:
Core Subjects
Oral Communicaton
Reading & Writing
Language Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang
Pilipino
Pagbasa at Pagsusuri ng iba’t ibang Teksto tungo sa Pananaliksik
21st Century Literature from the Philippines and the World
Humanities
Contemporary Philippine Arts from the Regions
Communication Media and Information Literacy
General Mathematics
Mathematics
Statistics and Probability
Earth and Life Science Lecture and Laboratory
Science
Physical Science Lecture and Laboratory
Personal Development/Pansariling Kaunlaran
Social Science
Understanding Society and Culture
Philosophy Intro to the Philosophy of the Human Person/Pambungad sa
Pilosopiya ng Tao
PE and Health – Physical Education and Health
Application
The Philippines has implemented the K to 12 Curriculum Program from
Kindergarten to Grade 3 in elementary and Grade 7 to 9 in the junior high. Conduct a
survey among teachers handling those grade levels. Ask them what they like and
what they do not like about the curriculum. Ask their suggestions on how to improve
the curriculum implementation.
Reflection:
Reflect on the statement below and comment:

“The K – 12 is bound to fail because it is implemented hurriedly without
through planning.”
Post-test
What do I know? What do I tell?
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If you will be interviewed about K to 12, what ten ideas or concepts can you tell?
REFERENCES
UNIT IV – TRENDS AND ISSUES ON CURRICULUM AND CURRICULUM

DEVELOPMENT
Title of the Lessons:

1. Contextualization of the Curriculum
2. Curriculum Indigenization
3. Curriculum Localization
Duration: 9 hrs
Introduction:
This unit focuses on how the curriculum context involve in the field of
education as well as the indigenization and localization. Teachers are also known as
curricularists because they implement curriculum inside the classroom and they are
the ones who also give contribute in the curriculum and so they should be more
aware of this matter.
This unit shall emphasize the development of the curriculum, including the
indigenization and how is it going as well as the localization of the curriculum and
how are these factors affect the production of the curriculum.
The lessons and activities in this module will help the learners to reflect on
the formation and contextualization, indigenization and localization of the curriculum
especially in the Philippine Education System.
At the end of Unit II, pre-service teachers should be able to:
a. Describe the contextualization, indigenization and localization of the
curriculum.
b. discuss how these factors affect the development of the curriculum.
c. explain the flow or process of each factor in the curriculum.
Pretest
Multiple Choice: Encircle the letter of the correct answer.
1. It helps students learn language skills by teaching the skills using the
authentic contexts in which students must use those skills in the real world.
a. Curriculum Localization
b. Curriculum Indigenization
c. Contextualized Curriculum
d. School-Based Curriculum
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2. One of the processes for contextualizing curriculum.
a. lack of resources
b. lack of competent staff
c. put new skills into action in the real world.
d. teachers’ attitudes and potential resistance
3. When embarking this process, educators at all levels in an education system
are required to adopt additional responsibilities, new roles and to perform
familiar tasks in different ways.
a. Contextualized Curriculum
b. Curriculum Localization
c. Curriculum Indigenization
4. If the education system is seen as a learning organization and the individuals
within it as learners, their roles becomes one of facilitating change and
building capacity throughout the system.
a. policy maker and implementer
b. teacher and school principal
c. teacher and curriculum
d. learners and teachers
5. The agency wherein Tertiary Education occurs.
a. Basic Education Department
b. Department of Education
c. TESDA
6. The agency wherein the primary and secondary education occurs.
a. Commission on Higher Education
b. TESDA
c. Basic Education Department
7. It supports policy formulation and standard setting for reform of the curriculum
and the impact of this on teacher skills and knowledge.
a. Curriculum Indigenization
c. School-Based Curriculum
d. Curriculum Contextualization
8. It is a distinct process that needs to be practiced in its own right, and the two
should not be merged together in policy or practice.
a. Indigenization
b. Multiculturalism
c. Localization
d. Contextualization
9. This refers to the lessons and academic content taught in a school or in a
specific course or program.
a. Curriculum
b. Academic Evaluation
c. Certificate of Grades
d. Transcript of Records
10. This does not require abandoning multiculturalism, both can be practiced
side-by-side.
a. Localization
b. Contextualization
c. Curriculum
106 | P a g e
d. Indigenization
Lesson Proper/ Course Methodology:

LESSON 1 – CONTEXTUALIZATION OF THE CURRICULUM
Objectives:
1. describe the contextualization of a curriculum and how it is done
2. explain the contextualization and its effect in the development of curriculum
3. illustrate the contextualization of the curriculum.
Activity:
As pre-service teacher, what do you think is/are the subject/s that the
learners need to be focused on and the least to be focused? Explain and write
your answers on the blanks.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Analysis:
Contextualized curriculum
Contextualization refers to the educational process of relating the curriculum

to a particular setting, situation or area of application to make the
competencies relevant, meaningful, and useful to all learners.
To contextualize curriculum, teachers use authentic materials, activities,

interests, issues and needs from learners’ lives to develop classroom
instruction. Contextualized curriculum helps students learn language skills by
teaching the skills using the authentic contexts in which students must use
those skills in the real world. Contextualizing curriculum is effective both for
community-based and workplace classes. For example, students in a
workplace education such as English for Speakers of Other Languages
(ESOL) class can practice clarifying questions using actual situations they
encounter with their supervisors. Students in a community-based ESOL class
can learn how to respond to discriminatory behavior using scenarios based on
107 | P a g e
their real experiences. A good curriculum helps students learn, practice and
evaluate specific skills and competencies, and contextualized lessons are
effective tools for accomplishing this. An effective curriculum also elicits
students’ experiences and knowledge, and affirms and Contextualized
Curriculum for Workplace Education: An Introductory Guide. Written by Jenny
Lee Utech of the MA Worker Education Roundtable for the MA Dept. of
Education, Adult and Community Learning Services, 2008. 8 builds on them.
Finally, it should create room for students to pose problems and issues and
develop strategies together for addressing them.
The process for contextualizing curriculum includes these steps:

1. Identify learners’ needs, issues and themes.
2. Gather information and materials.
3. Create and teach lessons; practice skills in the classroom.
 “Chunk” and sequence material.
 Adapt authentic materials if needed.
4. Put new skills into action in the real world.
5. Reflect on and evaluate the contextualized lessons.
6. Revise and add new information or skills.
References: Contextualized Curriculum for Workplace Education: An

Introductory Guide. Written by Jenny Lee Utech of the MA
Worker Education Roundtable for the MA Dept. of Education,
Adult and Community Learning Services, 2008.
https://www.slideshare.net/rtipolo/contextualization-
presentation#:~:text=Key%20Concepts%20Contextualization
%20refers%20to,and%20useful%20to%20all%20learners.
Quiz
Inside the box, illustrate using graphic organizer that you prefer explaining how the
contextualization of the curriculum occurs.
108 | P a g e
Rubrics for scoring
Relevance of the idea to the question - 5 points
Clearly illustration - 3 points
Writing legibly and neat - 2 points
TOTAL POINTS - 10 points
LESSON 2: CURRICULUM INDIGENIZATION

Objectives:
1. describe curriculum indigenization and its significance in the development of
curriculum.
2. express one’s idea about curriculum indigenization.
3. identify the importance of curriculum indigenization in the field of education.
Activity:
View the video Aboriginal Worldviews and Perspectives in the Classroom:

Moving Forward.[2] Although it was created for the K–12 system, write all the
things that you learned from watching this video especially about the need for
Indigenization for all students/learners. Write the answers on the blanks.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Analysis
Difference between Indigenization and Multiculturalism
When talking about Indigenization, it is important to keep in mind that this
process and approach to working in post-secondary institutions is different
from approaches that place multiculturalism at the center. While
multiculturalism approaches are also necessary and relevant, they differ from
Indigenization at a philosophical, political, and systemic level. A question we
often hear when trying to include Indigenous perspectives into the curriculum
is: “Why are we not including other ethnic groups if Canada is a culturally
109 | P a g e
diverse country?” In response to this question, it is important to remember the
following:
 Indigenization does not require abandoning multiculturalism; both

can be practiced side-by-side.
 While multiculturalism as a law and as policy also recognizes
Indigenous Peoples, it does not address the social injustices and
racist policies to which Indigenous Peoples have been subjected.
The history and current situation of Indigenous Peoples in Canada
differs in significant ways from immigrants and minority settlers.
These differences must be acknowledged to form respectful
relationships.
 We all live on Indigenous lands, many of which were never ceded
but were stolen by settler governments. Those of us who are
settlers are considered to be visitors in the lands of Indigenous
Peoples. Out of respect, we must come to know, understand, and
value Indigenous culture. This means learning about local cultures,
languages, and protocols.
While multiculturalism presents a valuable approach to honoring diversity,

Indigenization is a distinct process that needs to be practiced in its own right,
and the two should not be merged together in policy or practice.
The benefits of Indigenization
Indigenization is not an “Indigenous issue,” and it is not undertaken solely to

benefit Indigenous students. Indigenization benefits everyone; we all gain a
richer understanding of the world and of our specific location in the world
through awareness of Indigenous knowledge and perspectives. Indigenization
also contributes to a more just world, creating a shared understanding that
opens the way toward reconciliation between Indigenous and non-Indigenous
people. It also counters the impacts of colonization by upending a system of
thinking that has typically discounted Indigenous knowledge and history.
Mi’kmaq educator Marie Battiste (2002) emphasizes that we should view

Indigenous and Western knowledge systems not as oppositional binaries, but
rather as concepts that complement each other, with Indigenous knowledge
as a source to fill the gaps within Eurocentric models of teaching, learning,
research, and education processes. Similarly, Elder Albert Marshall from the
Eskasoni Mi’kmaq First Nation (2012) describes Etuaptmumk, the approach
of two-eyed seeing, as a way to learn to appreciate both Indigenous and
Western knowledges and ways of knowing, and he says that using these two
perspectives can be to our benefit. He contends that by fostering an active
engagement with both ways of seeing, we are providing all students with
support systems to move toward a decolonized academy.
References:
110 | P a g e
https://opentextbc.ca/indigenizationcurriculumdevelopers/chapter/the-
need-to-indigenize/
Aboriginal Wordviews and Perspectives in the Classroom: Moving

Forward: https://youtu.be/dZjshXqEk8o ↵
Quiz
Answer the following questions. Write the answers on the blanks.
1. What is curriculum indigenization?

2. What is/are the importance of indigenization in the field of curriculum and
education?
3. If you are the curricularist, do you believe that indigenization must be
considered in doing the curriculum? Why did you say so?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Rubrics for scoring

Relevance of the answer to the question - 5 points
Clearly stating the idea and writing legibly
and neat - 5 points
LESSON 3 – CURRICULUM LOCALIZATION

Objectives:
1. explain curriculum localization and its importance in the production of
curriculum.
2. express one’s idea about curriculum localization.
3. analyze the importance of curriculum localization in the field of education.
111 | P a g e
Activity:
What is your idea about curriculum

localization? Does this necessary in
implementing and creating a curriculum? Why
did you say so? Write the answers on the
blanks.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________
Analysis
Curriculum Localization
Relevance of curriculum content is a crucial dimension of quality education.

The promotion of localized curricula is a way of encouraging such relevance
in very different local, cultural and socio-economic contexts. It is an important
component of the decentralization of education, governance and
management.
The localization of the curriculum can allow learning to become more

meaningful and relevant. It supports policy formulation and standard setting
for reform of the curriculum and the impact of this on teacher skills and
knowledge. Localization will involve the use of local materials both as the
112 | P a g e
subject and object of instruction. Localization will also involve making the local
culture an integral part of the curriculum.
However, there are a number of constraints in the devolution of responsibility

for curricula to local levels, including lack of local technical expertise and
material resources, fear of the unknown and resistance to change among
teachers and local educators. These constraints are often managed through:
 Developing a curriculum framework, including a clear set of curriculum

standards, at the central level;
 Ensuring compliance with these standards in local and school
developed curriculum, either through paper-based accreditation or
endorsement processes or through supervision and monitoring
processes (or both);
 Providing training of local and school-based curriculum developers;
and
 Ensuring clear and open communication exists between central and
localized authorities.
Challenges and opportunities
As we have seen, while important, the process of localizing curricula is

challenging on a number of levels. This section seeks to explore some of
those challenges and to consider approaches which may help to address
them.
When embarking on a process of localization, educators at all levels in an

education system are required to adopt additional responsibilities, new roles
and to perform familiar tasks in different ways. The role and definition of
“expert” is changed as the system and the individuals within it become
learners to varying extents. It is important to acknowledge in advance that
such a process will be stressful, frustrating, and at times difficult, but one
hopes, ultimately rewarding and positive.
If the education system is seen as a learning organization and the individuals

within it as learners, the role of the policy maker and implementer becomes
one of facilitating change and building capacity throughout the system.
Effective localization processes demand both a clear articulation of policy and
a sympathetic understanding of the new demands on individuals and
organizations. Areas where capacity is not adequate to deal with new
demands need to be identified in advance and given the support necessary to
fulfil the expectations of policy makers and of the public.
Four main areas where practical difficulties may arise can be identified:
 Lack of competent staff

 Teachers attitudes and potential resistance
 Fear of the unknown
113 | P a g e
 Lack of resources
Reference:
http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/R
esource_Packs/TTCD/sitemap/Module_4/Module_4_2_concept.html
Quiz
Create your own version of curriculum localization. You may choose any of the
subjects and grade level that you wish to do (e.g. Mathematics Grade 3). You may
do your curriculum localization by using an illustration or graphic organizer or it can
be in an essay form depending upon your preference. You may use the space
provided below.
Rubrics for scoring
Relevance of the idea to the question - 5 points
Clearly illustration - 3 points
Writing legibly and neat - 2 points
Post Test
Multiple Choice: Encircle the letter of the correct answer.
1. It helps students learn language skills by teaching the skills using the
authentic contexts in which students must use those skills in the real world.
a. Curriculum Localization
b. Curriculum Indigenization
c. Contextualized Curriculum
2. One of the processes for contextualizing curriculum.
a. lack of resources
b. lack of competent staff
c. put new skills into action in the real world.
d. teachers’ attitudes and potential resistance
3. When embarking this process, educators at all levels in an education system
are required to adopt additional responsibilities, new roles and to perform
familiar tasks in different ways.
a. Contextualized Curriculum
c. Curriculum Indigenization
4. If the education system is seen as a learning organization and the individuals
within it as learners, their roles becomes one of facilitating change and
building capacity throughout the system.
114 | P a g e
a. policy maker and implementer
b. teacher and school principal
c. teacher and curriculum
d. learners and teachers
5. The agency wherein Tertiary Education occurs.
a. Basic Education Department
b. Department of Education
c. TESDA
6. The agency wherein the primary and secondary education occurs.
a. Commission on Higher Education
b. TESDA
c. Basic Education Department
7. It supports policy formulation and standard setting for reform of the curriculum
and the impact of this on teacher skills and knowledge.
a. Curriculum Indigenization
c. School-Based Curriculum
d. Curriculum Contextualization
8. It is a distinct process that needs to be practiced in its own right, and the two
should not be merged together in policy or practice.
a. Indigenization
b. Multiculturalism
c. Localization
d. Contextualization
9. This refers to the lessons and academic content taught in a school or in a

specific course or program.
a. Curriculum
b. Academic Evaluation
c. Certificate of Grades
d. Transcript of Records
10. This does not require abandoning multiculturalism, both can be practiced
side-by-side.
a. Localization
b. Contextualization
c. Curriculum
d. Indigenization
Key to Correction (UNIT IV)
Pre-Test
1. C
2. C
3. B
4. A
5. D
6. D
115 | P a g e
7. B
8. A
9. A
10. D
Post Test
1. C
2. C
3. B
4. A
5. D
6. D
7. B
8. A
9. A
10. D
116 | P a g e

The Teacher & The School Curriculum

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THE TEACHER & THE SCHOOL CURRICULUM

Course Title : The Teacher & the School Curriculum

No. of Units : 3 units

At the end of the course, students should be able to:

1. Apply the foundational statements of the university specifically the College of

Module 1: Curriculum and Curriculum Development

A. Concepts, Nature and Purpose of Curriculum

TRADITIONAL POINT OF VIEW

How is curriculum defined from a traditional perspective? Who were the

If the word curriculum is defined as a written document or a plan of action to

The Advocates of Curriculum

The following theorists are the advocates of the curriculum concept. Their

PROGRESSIVE POINT OF VIEW

The progressivists disagree with the way curriculum is defined by the

The Advocates of Curriculum

HOLLIS CASWELL AND DOAK CAMPBELL

B. OTHANEL SMITH, WILLIAM O. STANLEY, AND J. HARLAN SHORES

COLIN J. MARSH AND GEORGE WILLIS

In a nutshell, progressivism comes from the word progress, which means making

C. Types of Curricula in Schools

1. Recommended Curriculum – is a type of curriculum mostly used by schools.

D. Four Major Foundations of Curriculum

1. Philosophical Foundation of Curriculum

Four Educational Philosophies:

2. Historical Foundation of Curriculum

WERRET CHARTERS (1875-1952)

WILLIAM KILPATRICK (1871-1965)

HAROLD RUGG (1886-1960)

HOLLIS CASWELL (1901-1989)

RALPH TYLER (1902-1994)

3. Psychological Foundation of Curriculum

The following are some psychological theories in learning that

Education in the 20th century was dominated by behaviorism. The

Cognitive theorists focus on how individuals process information,

Humanism is taken from the theory of Gestalt, Abraham Maslow’s

A more advanced, more comprehensive curriculum that promotes

4. SOCIOLOGY AND CURRICULUM

There is a mutual and encompassing relationship between society and

Therefore, schools must be relevant by making its curriculum more

However, it is also imperative that a country must have maintained a

Something to reflect on:

 Why is it that we are required to do projects, solve problems, and work in

Now, would you like to become one someday?

© 2014 December 2 M. G. Alvior

Module 2: Curriculum Development in the Philippines

Definition of Curriculum Development

Curriculum development is defined as planned, a purposeful, progressive,

The fundamental purpose of curriculum development is to ensure that

“the inhabitants were a civilized people, possessing their system of writing,

-Fr. Pedro Chirino, a Spanish

 Survival, conformity, enculturation

 Informal education, practical training, theoretical training.

 Show and Tell, observation, trial and error, imitation, suggestion

 More vocational than technical, Code of Kalantiao&Maragatas

 People from the Barangay, Babaylan, tribal tutors, parents

SPANISH-DEVISED CURRICULUM (1521 - 1869)

When Spain began to colonize the Philippines, the Spanish Missionaries

-Fr. Modesto de Castro, Author of Urbana and

 Promote Christianity, promotion of Spanish language, imposition of Spanish

 Formal education, religious education, Catechism, doctrine, vocational

 Dictation, memorization (Banking-Concept), theater presentation

 Parochial or convent schools3

 Basic (The 3 Grade Level: Entrada, Ascenso, Termino)