Republic of the Philippines

Cebu Normal University

Osmeña Blvd. Cebu City, 6000 Philippines

College of Teacher Education

Center of Training (COT) | Center of Excellence (COE) | Level IV Accredited (AACCUP)
Telephone No.: (032) 231 8044
Email: cte@cnu.edu.ph
Website: www.cnu.edu.ph

THE TEACHER AND THE SCHOOL CURRICULUM

Unit 2: Teacher as Curriculum Designer

Lesson 2.1. Understanding the Nature and Concepts of Curriculum

There are many definitions of curriculum as there are people defining it; such that the concept of
curriculum is sometimes characterized as fragmentary, elusive and confusing. Bilbao (2012) opined that the
numerous definitions only indicate dynamism that connotes diverse interpretations of what curriculum is all
about. The definitions are influenced by modes of thoughts, pedagogies, political as well as cultural
experiences.
A critical factor in a student’s academic success is the school curriculum. Anchored on standards, any
curriculum is no less than but a comprehensive and content-rich course of study. The word ‘curriculum’ is
derived from the Latin ‘curere’ which means ‘to run a course’. It is conducted within the parameters of time
and the meetings of established criteria, including conditions and standards for conduct and completion.
Do you know what do experts say about curriculum? Tyler (1949) and Taba (1962) exemplify a linear
view of curriculum, that is, it is a plan of action or a written document that includes strategies for achieving
desired goals or outcomes. To them, there has to be a definite order in creating a curriculum. Specifically,
curriculum deals with the experiences of the students. This notion is supported by the following:
“All the experiences children have under the guidance of teachers.” (Caswell and
Campbell)
“Curriculum consists of preplanned series of educational hurdles and an entire range of
experiences a child has within the school.” (Eisner)
“Curriculum is the totality of learning experiences provided to students so that they can
attain general skills and knowledge at a variety of learning sites.” (Marsh and Willis, 2007)
“Curriculum is the reconstruction of knowledge and experience that enables the learners
to grow in exercising intelligent control of subsequent knowledge and experience.” (Tanner and Tanner,
2007).
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 (Glossary of Education Reform in Steiner, 2017). Many books have been written
about what curriculum is and how it should be developed. Traditionally, a curriculum will specify all the
planned learning experiences that an educational institution will have for its students. Such a plan needs to
specify three things: 1) the learning content that the students will acquire, 2) the learning experiences through
which the students acquire the learning content, and 3) the outcomes of the learning process.

Source: Teacher as Curriculum Designer

UNIT 2: Dr. Remedio Bacus
 Learning Content

The selection of learning content must be supported with justifications. It should contain the essentials
of teaching and learning putting primacy to the center of the educative process-the learners. Additionally, the
learning content and the learning experiences should be properly scoped and sequenced such that both the
teachers and students know what is to be taught first, what second, and so on. Grading, on the other hand,
is crucial as this will determine the extent to which the learning content is understood
and appropriate KSVs are acquired.
Learning Experiences
The enactment of K to 12 ushers the new framework to gauge teacher quality to ensure that today’s
learners acquire the quality education they deserve. More than ever, this era, is characterized by changing
educational landscape such that it cannot be doubted ‘it’s all about the teachers and the curricula’.
Henceforth, the would-be teachers are equipped with skills and competencies to design learning experiences
to teach effectively every Filipino learner under the new K to 12 system.
Teachers are expected to identify and respond to opportunities that link teaching and learning tasks in
the classroom to the experiences, interests, and aspirations of wider school community. These ideals are
embodied in the Philippine Professional Standards for Teachers (PPST) particularly in domains 2,3 and 6.
Specific indicators of a beginning teacher underscored in Domain 2, Learning Environment, include
demonstrating knowledge of managing classroom structure that engages learners, individually or in groups,
in meaningful exploration, discovery and hands-on activities within the available physical learning
environments (BTI 2.3.1) and demonstrating an understanding of supportive learning environments that
nurture and inspire learner participation (BTI 2.4.1).
While demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender,
needs, strengths, interests and experiences is highlighted in Domain 3 (BTI 3.1.1). As teachers frame learning
experiences, they are conscious of the impact the a facilitative learning environments that
are responsive to community contexts. (BTI 6.1.1)
Learning Outcomes
Curriculum implementers are conscientious in ascertaining the â shift to learning competency-based
standards/outcomes-based education in response to the 21st century Philippine Teacher Education
Framework. Accordingly, the policies, standards and guidelines (PSGs) the implementation of teacher
education curriculum is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10533), the
Philippine Qualifications Framework (EO 83, s. 2012), the Philippine Professional Standards for Teachers
(DO 42, s. 2017) and other relevant documents.
It must be pointed out that the main focus is always the outcome of education, rather than process of
education. The process should be planned and carried out with the outcome of outcome-based education in
mind. Furthermore, the approach to instruction and assessment places primary emphasis on identifying and
measuring specific learning outcomes or competencies. Unlike general goals, competencies are expressed
in terms of real-life abilities that are necessary for effective professional practice. In other words, intended
learning outcomes are framed to link workforce needs as defined by employers and/or the profession. It is

Source: Teacher as Curriculum Designer

UNIT 2: Dr. Remedio Bacus
then a teacher’s task to break large skills set into specific competencies arranged logically considering the
developmental nature of the learner.
Traditional curriculum is a more linear approach to learning. Lectures, use of educational materials,
recitations, assignments are part of the standard systems. This has been proven to be very effective as
evident from humanity’s progress when it comes to science, medicine, technology, literature, and more. It
has been widely utilized due to its tried-and tested framework. Typically, a traditional curriculum involves a
teacher conveying facts to the learners. The curriculum centers on a specific body of knowledge- moral
standards, social conduct and skills, to be transmitted to these are considered as important for the learners.
In short, it is an academic curriculum that teaches mastery of basic skills.
Progressive curriculum, on the other hand, provides more hands-on research and a chance to learn in
the field. The curriculum is defined as total learning experiences of a student. This tenet is anchored on John
Dewey’s definition of experience and education. He posited that reflective thinking is a means that unifies
curricular elements. Progressivists believe that education should focus on the whole child, rather than on the
content or teacher. Learning is rooted on the questions of students that arise through experiencing the world.

Source: Teacher as Curriculum Designer

UNIT 2: Dr. Remedio Bacus