THE TEACHER AND THE SCHOOL CURRICULUM

(A Modular Approach)

By
Dr. Narcisa R. Figuerres

August 2021
 Module 1 : CURRICULUM CONCEPTS , NATURE AND TYPES
This Module presents the concepts , nature and types of curriculum. Read on and reflect
on some of the experiences you have had in school to match it with what curriculum is and
how you see it in the context of your learning experiences.

The duly accomplished Learning Tasks are to be submitted via E-Mail

deanfiguerres@yahoo.com

MODULE 1

CURRICULUM : CONCEPTS , NATURE AND TYPES

I. INTRODUCTION
Curriculum is the central guide for all educators as to what is essential for teaching and
learning , so that every student has access to rigorous academic experiences. Whether
curriculum is taken in its narrow view as a listing of subjects to be taught in schools or
broadly as the sum total of all learning experiences that individual undergo while in school ,
we cannot deny the fact that the nature , concepts and types of curriculum should be
 understood not only by teachers but by all stakeholders. Therefore , in order to have a high
quality curriculum , it is important to develop a common understanding about curriculum.

This module presents the concepts , nature , and purposes of curriculum. Read on and
reflect on some of the experiences you have had in school to match it with what curriculum
is and how you see it in the context of all teaching and learning experiences provided to
you by your Teacher Training Institution.

II. LEARNING OUTCOMES

After completing this Module , pre-service teachers should be able to:
1. gain deeper understanding of the concepts , nature and purposes of curriculum;
2. differentiate between the traditional points of view of curriculum and the progressive
view of curriculum ;
3. identify and contextualize the types of curriculum operating in the schools ; and
4. accomplish the different learning tasks relative to the topic.

III. TOPICS AND KEY CONCEPTS

Having set out our learning outcomes , let us now proceed with the discussion of the
topics under consideration. In this part of the Module , we shall explore the nature ,
concepts and types of curriculum.

A. Definition of Curriculum from Traditional Point of View

In the early years of the 20 th century , the following definitions of curriculum were
developed and advanced by Robert Hutchins , Arthur Bestor and Joseph Schwab :
1. It is a body of subjects or subject matter prepared by the teacher for the students to
learn. It was synonymous to the “course of study” and “syllabus”.
2. According to Robert Hutchins , a curriculum is a “permanent studies” where the
rules of grammar , rhetoric . logic and mathematics for basic education are
emphasized. Basic Education should emphasize 3Rs (reading , ‘riting and
‘rithmetic) and College Education should be grounded on Liberal Arts. He believed
that in order to educate students for freedom , they must be educated in the liberal
arts.

3. Arthur Eugene Bestor Jr. believes that the mission of schools should be intellectual
training. Hence , curriculum should focus on the fundamental intellectual disciplines
of grammar , literature and writing. It should include mathematics , science , history
and foreign language. He articulated his ideal high school curriculum in his book
entitled “The Restoration of Learning” , where he prioritized the functions of
secondary schools as follows :
3.1 intellectual training in the fundamental disciplines , which should be geared to
the serious student and targeted at the upper two-thirds of ability ;
3.2 special opportunities for academically superior students ;
3.3 balancing programs for the top third of students with programs for the bottom
third;
 3.4 physical education
3.5 vocational training ; and
3.6 extra - curricular activities

4. Joseph 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 , he 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.

B. Definition of Curriculum from Progressive Point of View

A progressive view of curriculum is the total learning experiences of the individual .
This definition is articulated in the works of the following advocates of progressive
curriculum :
1. The progressive view that the curriculum is the sum total of all learning
experiences of the individual is anchored on John Dewey’s definition of experience
and education. He defines curriculum as a continuous reconstruction , moving from
the learner’s present experience out into that represented by the organized bodies
of truth we call studies …, the various studies are themselves experience. In other
words , he sees the curriculum as the “learner’s present experience” and the
“subject – matter of studies”.
2. David G. Armstrong views curriculum as a master plan for selecting content and
organizing learning experiences for the purpose of developing learner;s behaviour
and insights.
3. Daniel Tanner and Laurel Tanner define curriculum as the reconstruction of
knowledge and experiences systematically developed under the auspices of the
school , to enable the learner to increase his control of knowledge and experience.
4. Holin Caswel and Kenn Campbell defines curriculum as all experiences children
have under the guidance of teachers.

C. Types of Curricula Operating in Schools

There are several types of curricula operating in schools. In every teacher’s
classroom , not all these curricula maybe present at one time. According to
Bilbao ,many of them are deliberately planned like the recommended , written , taught ,
supported assessed and learned curricula. However , a hidden curriculum is implied ,
and the teacher may or may not be able to predict its influence on learning. All of these
have significant role in the life of the teacher as a facilitator of learning and have direct
implication to the life of the learners. As cited by Bilbao , P. et. al . let us find out how
Allan Glatthorn (2000) describes the seven types of curricula operating in the schools.

1. Recommended Curriculum
 Almost all curricula operating in our schools are recommended. In the context of
the tri - focalized system of education in the Philippines , the recommended
curricula come from national agencies like the Department of Education (DepEd)
for Basic Education ; the Commission on Higher Education (CHED) for Higher
Education , the Technical Education Skills Development Authority (TESDA) for
Technical-Vocational Education or any professional organization or agency who
has stake in education.

2. Written Curriculum
This includes documents based on the recommended curriculum. They come in
the form of course of study , syllabi , , modules , books or curriculum guides which
are handed down to the schools for implementation. A packet of this written
curriculum is the teacher’s lesson or learning plans. Most of the written curriculum
are made by experts with participation of teachers. These were pilot-tested or tried
out in sample schools or population. The most recent curriculum for Philippine
Basic Education is the K-12 or Republic Act No. 10533 entitled “ An Act Enhancing
the Philippine Basic Education System by Strengthening its Curriculum and
Increasing the Number of Years for basic Education , Appropriating Funds Therefor
and for Other Purposes” or otherwise known as the “Enhanced Basic Education Act
of 2013”.

3. Taught Curriculum
From what has been recommended . written and planned , the curriculum has to
be implemented or taught. These are the varied teaching and learning activities that
are implemented in order to achieve the outcomes or purposes of the
recommended and written curricula. The skill of the teacher to facilitate learning
based on the recommended and written curricula with the aid of instructional
materials and facilities will be necessary. The taught curriculum will depend largely
on the teaching style of the teacher and the learning style of the learners.

4. Supported Curriculum
There must be instructional materials which should support or help in the
implementation of the recommended and written curricula. These include print
materials like books , charts , posters . worksheets or technology-based
instructional materials. Supported curriculum also includes facilities where learning
occurs outside or inside the four-walled school building. These include the
playground , laboratories . museums and other appropriate places in the
community. Supported curriculum should enable each learner to achieve real and
lifelong learning.

5. Assessed Curriculum
 Taught and Assessed curricula have to be evaluated to find out if the teacher has
succeeded or not in facilitating learning. This refers to a tested or evaluated
curriculum. At the duration and end of the teaching episodes , series of evaluations
or assessments are being done by the teacher to determine the extent of teaching
or to tell if the students are progressing. Appropriate assessment tools are being
utilized. If the process is to find the progress of learning , then the assessed is for
learning . but if it is to find out how much has been learned or mastered , then it is
assessment of learning. Either way , such curriculum is the assessed curriculum.

6. Learned Curriculum
How do we know if the students has learned? We always believe that if a student
changed behaviour he/she has learned. For example , from a non-reader to a
reader or from being disobedient to being obedient. The positive outcome of
teaching is an indicator of learning. We also believe that the quality of teaching
done by the teacher is closely related to the quality of learning achieved by the
learners. Learned curriculum will also demonstrate the development of higher
order thinking , critical and lifelong learning skills.

7. Hidden Curriculum
This curriculum is not deliberately planned , but has a great impact on the
behaviour and value system of the learner. This curriculum may modify behaviour
or influence learning outcomes. Peer influence , school environment , teacher-
learner interaction , media , societal changes , cultural practices are some factors
that create a hidden curriculum. Teachers should be sensitive and aware of this
hidden curriculum. They must have good foresight to include these in the written
curriculum , in order to bring to the surface what is hidden.

IV. LEARNING TASKS

Now that you have gained theoretical understanding of the basic concepts, nature and
types of curriculum , it is then necessary to apply these theories and concepts in the context
of your future role as a teacher. Accomplish the following learning tasks according to the
timeframe specified in the course syllabus.

Learning Task No 1
Direction : Now that you have done reading the key learning points about the nature and
types of curriculum , you are now requested to share your insights focusing on the learning
that you gained from this Module.
What are the significant learning or How will these learning or insights be of
insights I gained from this Module ? help to me as a future teacher?

Learning Task No. 2

Direction : Write an Acrostic. Take the word CURRICULUM , and think of the key words or
key learning points that we have discussed relative to the nature and types of curriculum ,
using word/s beginning with each of those letters.

C ___________________________________________________

U ___________________________________________________
R ___________________________________________________

R ____________________________________________________

I _____________________________________________________

C ____________________________________________________

U ____________________________________________________

L ____________________________________________________

U _____________________________________________________

M ____________________________________________________

Learning Task No. 3

Direction : Multiple Choice Test. Encircle the correct answer. The following are statements
to check your understanding of the concepts and types of curricula:

1. The traditionalists considered curriculum synonymous to these except

a. Subject matter c. Course of Study
b. Syllabus d. Total Learning Experiences
2. This is the type of curriculum which is common to most schools
a. Written curriculum c. Recommended curriculum
b. Taught curriculum d. Supported curriculum
3. This curriculum refers to the learning outcomes achieved by the students
a. Assessed curriculum c. Supported curriculum
b. Learned curriculum d. Hidden curriculum
4. This curriculum comprises the different planned activities which are put into action in
the classroom
a. Assessed curriculum c. Taught curriculum
b. Hidden curriculum d. Supported curriculum
5. He sees the curriculum as an on - going development and construction of the learner’s
educational experiences
a. David Armstrong c. John Dewey
b. Joseph Schwab d. Arthur Bestor
6. This type of curriculum will determine if the learners are progressing in their school
performance
a. Hidden curriculum c. Assessed curriculum
b. Learned curriculum d. Written curriculum
7. The use of technology-based instructional materials in teaching and learning is
reflective of this type of curriculum
a. Assessed curriculum c. Hidden curriculum
b. Supported curriculum d. Taught curriculum
8. The ability of the learner to critically analyse situations is the concern of this type of
curriculum
a. Hidden curriculum c. Learned curriculum
b. Supported curriculum d. Recommended curriculum
9. For the traditionalists , this is considered the least priority in education
a. Grammar c. Literature
b. Vocational training d. extra-curricular
10. The inclusion of an additional two-year basic education in the Philippines is an
example of this type of curriculum
a. Written curriculum c. Recommended curriculum
b. Taught curriculum d. Learned curriculum
11. The different school-based and community-based relationships developed from among
the stakeholders is a manifestation of this type of curriculum
a. Written curriculum c. Supported curriculum
b. Hidden curriculum d. Learned curriculum

Learning Task No. 4

Direction : Using the internet as your source of information , identify three proponents or
contributors in the development of curriculum concepts and theories (not mentioned in the
module). Give a brief personal and educational background as well as his/her contribution in
curriculum development.

1.
 2.

3.

Learning Task No. 5

Direction : Using your school experiences as your frame of reference , apply the concepts ,
theories and principles ( that you have learned from this module ) in teaching and learning.

1. Cite at least two (2) examples of plans and programs prescribed or recommended by
the Department of Education for implementation in schools offering basic education.
Give a brief description of the said plan or program.

Title of Plan/Program : __________________________________________________

Description :
 Title of Plan/Program : _________________________________________________
Description :

2. The Taught Curriculum contains varied teaching and learning activities that are
implemented by the teacher in the classroom. Using your experiences as your frame of
reference , cite specific examples of activities utilized and implemented before , during
and after the presentation of the lesson.

Examples of Classroom Activities Utilized/Implemented by the Teacher BEFORE the

Presentation of the Lesson
 Examples of Classroom Activities Utilized/Implemented by the Teacher DURING the
Presentation of the Lesson

Examples of Classroom Activities Utilized/Implemented by the Teacher AFTER the

Presentation of the Lesson

3. The Written Curriculum includes documents based on the recommended curriculum.

They come in the form of course of study , syllabi , learning plans , curriculum guides ,
etc., which are handed down to the schools for implementation. Using available
resources (like interview or internet) place here an example of the format used in the
preparation of the following written curriculum

Main Components of a CURRICULUM GUIDE (Prescribed by DepEd)

 Format/Parts of a COURSE SYLLABUS

Format/Parts of a LEARNING PLAN

4. The Assessed Curriculum contains appropriate assessment tools to find out the extent
of teaching or to tell if the students are progressing. Using available resources (like
DepEd Orders) place the description and example of formative and summative
assessment. The sample test must be related to your area of specialization.

Brief Description of FORMATIVE ASSESSMENT:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 ____________________________________________________________________
____________________________________________________________________
__________________________________________________________________

Sample Formative Test:

Brief Description of SUMMATIVE ASSESSMENT:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________________

Sample Summative Test:

5. The Supported Curriculum contains appropriate instructional materials which should

support or enhance the implementation of the curriculum. Using available resources
examples of technology – based instruction materials as well as print instructional
materials.

List of Technology-Based Instructional Materials

 List of Print –Based / Paper-Based Instructional Materials

V. REFERENCES

Bilbao , P. , Dayagbil F. and Corpuz B. , (2015) Curriculum Development. Cubao , Quezon

City . Lorimar Publishing Inc.

Bilbao P., Corpuz , B., Llagas , A., and Salandanan , G., (2012) . The Teaching Profession.
Cubao , Quezon City. Lorimar Publishing Inc.

Bilbao P., Lucido P., Iringan and Iringan , J., (2008) Curriculum Development. Cubao , Quezon
City. Lorimar Publishing Inc.

Glatthorn , A. , Boschee , F., and Whitehead , B. (2006) Curriculum Leadership Development

and Implementation. USA . Sage Publication
Glatthorn , Allan. (2000) . The Principal as Curriculum Leader. 2 nd edition. Corwen Press ,
Goodland. McGraw Hill.

Figuerres , Narcisa , et. al. 2018 LET Reviewer. Published by The Philippine Association of
Teachers and Educators , Region 3 Chapter (PAFTE 3).

Shawal , Malik . yourarticlelibrary.com

Wiles , John. (1999). Curriculum Essentials : A Resource For Educators. USA. University of
North Florida.