STUDY GUIDE:

Answer what is asked in the following. Place your answers in short bond papers for compilation.

1. Define curriculum. Give the importance of curriculum in the educational system.

 Curriculum it is a plan for providing sets of learning opportunities to achieve broad goals and
related specific objectives for an identifiable population served by a single school center for
persons to be educated.
The educational system runs on a certain curriculum and it can never run without
acknowledging the importance of curriculum. Without a proper curriculum, a school cannot run
smoothly. As there would be no defined idea of what the plan is to teach students studying at
the institution. What the goal of teaching a subject is there needs to be a definite goal in mind of
the administration that what do they want the children to be capable of when they complete
their academic period in that institution.

While on the other hand, if the syllabus is too difficult for most of the students. Then the
administration needs to redefine the syllabus to a less difficult version. The presently employed
curriculum needs active inclusion from the administration. Through thorough management of
the curriculum, we can move towards a more effective academic environment with skilled and
hard-working students.
2. Discuss the five basic definitions of curriculum as specified by Ornstein and Hunkins.
To discuss and narrow down a definition for curriculum, Ornstein and Hunkins (2009) through
the definition of others define curriculum in terms of these five definitions: the first definition of
curriculum, emphasizes a plan in reaching goals. This view is credited to Tyler and Taba, seen as
a “linear view of curriculum.” this second definition takes into consideration student
experiences. This definition is expressed by Dewey as a way of viewing non-academic subject
matter designed in or outside of school as the curriculum and any student experiences
The third way of defining curriculum focuses on a system for dealing with people. This definition
is considered less popular than the first two, and be directed or non-directed. The fourth
definition for curriculum is a field of study comprising its own foundations, and is concerned
with subject matter historical, philosophical or social issues. This view has been popularized by
William Reid, Schubert, and the Tanners. Lastly, curriculum can be defined in terms of subject
matter (math, science, English, history), or content (how to organize and integrate information).
This last definition of curriculum is the most accepted among schools because it does allow for
emphasis to be on subject matter dealing with facts and concepts. Each of these five definitions
will be further analyzed through the influence of six curriculum approaches.
3. List 10 personalities or experts in education with their respective definitions of the curriculum.
1.Albert Oliver (1977): curriculum is “the educational program of the school” and divided into
four basic elements: 1) program of studies, 2) program of experiences, 3) program of service, 4)
hidden curriculum.
2.Caswell and Campbell (1935): curriculum is composed of all of the experiences children have
under the guidance of the teacher.
3. David G. Armstrong (1989): "is a master plan for selecting content and organizing learning
experiences for the purpose of changing and developing learners' behaviors and insights.
 4. Harnack (1968) The curriculum embodies all the teaching-learning experiences guided and
directed by the school.
5. J. Galen Saylor, William M. Alexander, and Arthur J. Lewis (1974): "We define curriculum as a
plan for providing sets of learning opportunities to achieve broad goals and related specific
objectives for an identifiable population served by a single school center for persons to be
educated.
6. Krug (1957): Curriculum consists of all the means of instruction used by the school to provide
opportunities for student learning experiences leading to desired learning outcomes.
7. Shaver and Berlak (1968): situations or activities arranged and brought into play by the
teacher to effect student learning.
8. P. Phenix (1962): The curriculum should consist entirely of knowledge which comes from the
disciplines... Education should be conceived as a guided recapitulation of the process of inquiry
which gave rise to the fruitful bodies of organized knowledge comprising the established
disciplines.
9. Johnson (1967): Curriculum is a structural series of intended learning outcomes. Curriculum
prescribes (or at least anticipates) the results of instruction. It does not prescribe the means...
To be used in achieving the results.
10. A. Bestor (1956): The curriculum must consist essentially of disciplined study in five great
areas: 1) command of mother tongue and the systematic study of grammar, literature, and
writing. 2) mathematics, 3) sciences, 4) history, 5) foreign language

4. Enumerate and describe the different types of curricula.

1. RECOMMENDED CURRICULUM

Perhaps you have asked these questions: Why should I take all these subjects and follow the course
flow religiously? Why is there a need to implement the K to 12? The answer is simple! The Ministry
of Education, the Commission on Higher Education, or any professional organization can
recommend and implement a curriculum. For example, in the Philippines, the curriculum being
implemented by the Department of Education (DepEd) or the Commission on Higher Education
(CHEd) is an example of a recommended curriculum. In some cases, a law-making body like the
congress and the senate, or a university or a school can recommend a subject, a course, or any
academic program deemed necessary for national identity and security, for environmental
protection and sustainable development, among others.

2. WRITTEN CURRICULUM

The written curriculum refers to a lesson plan or syllabus written by teachers. Another example is
the one written by curriculum experts with the help of subject teachers. This kind of written
curriculum needs to be pilot tested or tried out in sample schools to determine its effectiveness.

3. TAUGHT CURRICULUM

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

4. SUPPORTED CURRICULUM

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

5. ASSESSED CURRICULUM

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

6. LEARNED CURRICULUM

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

7. HIDDEN CURRICULUM

The hidden curriculum refers to the unplanned or unintended curriculum but plays a vital role in
learning. It consists of norms, values, and procedures.

6. Enumerate and discuss the characteristics of a good curriculum.

1. The Curriculum is continuously evolving. • It evolved from one period to another, to the
present. • For a curriculum to be effective, it must have continuous monitoring and evaluation. •
Curriculum must adapt its educational activities and services to meet the needs of a modern and
dynamic community.
2. The Curriculum is based on the needs of the people. • a good curriculum reflects the needs of
the individual and the society as a whole. • The curriculum is in proper shape in order to meet
the challenges of times and make education more responsive to the clientele it serves.
3. The Curriculum is democratically conceived. • A good curriculum is developed through the
efforts of a group of individuals from different sectors in the society who are knowledgeable
about the interests, needs and resources of the learner and the society as a whole. • The
curriculum is the product of many minds and energies.
4. The Curriculum is the result of a long-term effort. • a good curriculum is a product of long and
tedious process. • It takes a long period of time in the planning, management, evaluation and
development of a good curriculum.
5. The Curriculum is a complex of details. • A good curriculum provides the proper instructional
equipment and meeting places that are often most conducive to learning. • It includes the
 student-teacher relationship, guidance and counseling program, health services, school and
community projects, library and laboratories, and other school- related work experiences.
6. The Curriculum provides for the logical sequence of subject matter. • Learning is
developmental. • Classes and activities should be planned. • A good curriculum provides
continuity of experiences.
7. The Curriculum complements and cooperates with other programs of the community
. • The curriculum is responsive to the needs of the community.
• The school offers its assistance in the improvement and realization of ongoing programs of the
community.
• There is cooperative effort between the school and the community towards greater
productivity.
8. The Curriculum has educational quality.
• Quality education comes through the situation of the individuals intellectual and creative
capacities for social welfare and development. • The curriculum helps the learner to become the
best that he can possibly be. • The curriculum support system is secured to augment existing
sources for its efficient and effective implementation.
9. The Curriculum has administrative flexibility. • A good curriculum must be ready to
incorporate changes whenever necessary. • The curriculum is open to revision and development
to meet the demands of globalization and the digital age.

6. Discuss the roles of a teacher as a curricularist.

Knower

The teacher as a curricularist knows the curriculum. Learning starts with knowing. The teacher as a
student begins with knowing about the curriculum, the subject matter, and the content. As a teacher,
one has to chiefly learned what are incorporated in the curriculum. It is gaining scholastic knowledge
both formal (discipline or logic) or informal (derived from experiences, secondhand, and unintended). It
is the mastery of the content.

Writer

The teacher as a curricularist writes and even reviews the curriculum. As a curriculum writer or
reviewer, the knowledge concepts, subject matte or content that has been recorded by the teacher
need to be written or preserved through books, modules, laboratory manuals, instructional guides, and
reference materials in paper or electronic media

Planner

The teacher as a curricularist plans the curriculum. A good curriculum has to be planed yearly, monthly,
or daily (lesson plan). This will function as a guide in the enactment of the curriculum. As a curriculum
planner, the teacher will take into attention several factors which include the learners, the support
material, time, subject matter or content, the desired outcomes, the context of the learners among
others in planning the curriculum.

Initiator
The teacher as a curricularist initiates the curriculum. The teacher is obliged to implement when a
curriculum is recommended to the schools from, DEPED, CHED, TESDA, UNESCO, and other educational
agencies for improvement of quality of education. Delivery of a new curriculum requires the
broadmindedness of the teacher, and the full conviction that the curriculum will augment learning. A
transformative teacher will never hesitate to something novel or relevant even if there will be many
obstacles and complications in doing things first (leading).

Innovator

The teacher as a curricularist innovates the curriculum. As curriculum is always dynamic, an outstanding
teacher will always be creative and innovative in order to keep at pace with the changes in the
curriculum.

Implementer

The teacher as a curricularist implements the curriculum. It is in this role that the teacher gives life to
the curriculum plan. Implementation of the curriculum by the teacher will define the success of the
recommended, well-written and planned curriculum.

Evaluator

The teacher as a curricularist evaluates the curriculum. These are some questions that will guide the
teacher as evaluator: How can one conclude if the intended learning outcomes have been met or
attained? Is the curriculum operational? Does it convey the intended results? Wha do results divulge?
Are the learners accomplishing? Are there some practices that should be revised or improved? Should
the curriculum be reformed, terminated, or sustained?

7. Compare and contrast the approaches to curriculum

First, is to approach it as content or a body of knowledge to be transmitted. Second, is to approach as a

product or the learning outcomes desired of learners. Third, is to approach it as a process or what
actually happens in the classroom when the curriculum is practiced.

8. How would you prepare yourself to become a teacher, using the three approaches to

curriculum?

The priority areas the teacher needs to prepare for are the curriculum content i.e. what is to be taught.
This will also be identified by the learning outcomes/objectives which have been set.

Teachers also need to get to grips with the assessment tasks, as this will signal how to prepare
assessment briefs and assessment criteria.

Explanation:

As a future teacher, there are many aspects of the curriculum that you will simply NOT be responsible
for.
For example, at no point, as a new teacher will you evaluate the curriculum. Those decisions are usually
made at the state level.

What you will have to do as a teacher is take the state or county mandated curriculum and teach it.
Planning and pacing will be far more important for you on a daily, weekly, or yearly timescale.

You will most probably be assigned a team of teachers to work within some capacity, and you will
collectively decide things like order of presentation and pace, depending on your topic. Regardless,
whether you are working alone or with a team, your primary responsibility at the classroom level will be
to decide if you want the curriculum to be a process or a product. There is no one clear answer here. It
depends on goals, resources, students (Gifted? Advanced? Special Ed?) state curriculum, your
preference, your ability, ect

Curriculum as a product will have a defining parameter of what students will be capable of doing when
they leave your class. Curriculum as a process is just the range of products you have exposed them to
over the year. Mastery is not necessarily a consideration for pass-fail, but whether or not they have
participated.

Your preparation should be focused on what and who you will be teaching, recognizing that you will
have almost zero choices in choosing the curriculum, and your time is better spent maximizing your co-
planning and intrapersonal skills.

8. Is it necessary for teachers to learn about school curriculum? Why?

Yes, it is very important for the teacher to learn and understand about the school curriculum. As
every teacher comes with different experience and background. A school curriculum will always
help the teacher to adjust in the environment better. Every school has different set of
curriculum and different pedagogies. A school always ensure giving training to its teachers. We
must understand that a good curriculum is one thing but achieving it may requires many
resources and teachers are the primary resource that help in the good floatation of the
curriculum.
A teacher must understand that curriculum is content, but when contextualized, it comes alive
for students. The role of teachers in the curriculum process is to help students develop an
engaged relationship with the content and the absolute learning process. Active learning will
increase the focus and retention of the curriculum, resulting in an exciting learning
environment. Teachers must build lessons that include simulations, experiments, case studies
and activities to deliver curriculum. This interactive approach intertwines curriculum and
practical experiences that immerse students in learning. The curriculum process provides
opportunity for teachers to be creative and put their unique stamp on the classroom
experience.