THE NATURE OF CURRICULUM

Presented To You By
Dulhao, Arlyn D.
Barbarona, Clarice Jill
INTRODUCTION

A Curriculum is a tool that

considerably helps to teach those
standards of moral action which are
essential for a successful living in
society and true satisfaction in life.
 The Curriculum is an important element of
education. Aims of education are reflected
in the curriculum. In other words, the
Curriculum is determined by the aims of life
and society. Aims of life and society are
subject to constant change.
 The term “Curriculum” has been derived from
the Latin word “currere” which means a “race
course” or a “runway” on which one runs to
reach a goal.

 If the “teacher” is the “guide”, the

“curriculum” is the “path”.

 The Curriculum is the total structure of ideas

and activities.
DEFINITION:
Curriculum:
“Curriculum is a tool in the hands of the artist
(teacher) to mold his material (students) according to
his ideals (aims and objectives) in his studio (school)”.

- Cunningham

“A Curriculum is the offering of socially and

scientifically valued knowledge, skills, and attitudes
made available to students through a variety of
arrangements during this time they are at school,
college or university”.

- BELL (1971)
Curriculum, however, can be defined as
prescriptive, descriptive, or both.

 Prescriptive
[curriculum] definitions provide us with
what “ought” to happen, and they more often than
not take the form of a plan, an intended program,
or some kind of expert opinion about what needs to
take place in the course of study. (Ellis, 2004, p. 4).

 TheDescriptive definitions of curriculum go beyond

the prescriptive terms as they force thought about
the curriculum “not merely in terms of how things
ought to be . . . but how things are in real
classrooms” (Ellis, 2004, p. 5).
 Itshould reflect the general understanding
of the term as used by educators

 It
should be useful to educators in making
operational distinctions.
 CONCEPTS OF CURRICULUM

The concept of curriculum is dynamic as

the changes that occur in society. In its
narrow sense, the curriculum is viewed
merely as a listing of subjects 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. (Purita
P. Bilbo, Ed.D)
By Definition:
 It is as dynamic as change. (constantly changes and
progresses.)

 It is a listing of subjects to be taught in school.

(a set of subjects, content, a program of studies, a set of
materials, a sequence of courses, and a set of performance
objectives)

 It is a total learning experience for a person in and out of the

school setting. (e.g. PCSPE, SOUTELE, PCER, NCBTS)

 It is made up of foundations (philosophical, historical,

psychological, and societal foundations).
 Curriculum from Different Points of View
❖ Traditional Point of View

➢ It is the body of subjects or subject matter prepared by

the teacher for the students to learn.
➢ It is similar to a syllabus or course study.

Several proponents defined curriculum as:

Joseph Schwab defined discipline as the sole source of
Curriculum.
➢ This curriculum is divided into a chunk of knowledge
such as English, Mathematics, Science, Social Studies,
etc.
➢ In College, discipline may include humanities, sciences,
languages and many more.
Curriculum from Different Points of View
Traditional Point of View

Robert M. Hutchins views curriculum as “permanent

studies” where the rules of grammar, reading,
rhetoric, logic and mathematics for basic education
are emphasized.

Arthur Bestor believes that the mission of the school

should be the intellectual discipline of grammar,
literature, and writing. It should also include
mathematics, science, history, and foreign language.
 Curriculum from Different Points of View
❖ Progressive Point Of View
Curriculum as viewed by the progressivist is something that individuals
have actualized the written materials that provide total learning
experiences.

This is related to the following proponents:

 John Dewey believed that reflective thinking is a means that unifies
curricular elements. Thought is not derived from action but tested by
application. His famous philosophy is pragmatism.

 Caswell and Campbell viewed curriculum as “all experiences children

have under the guidance of teachers.”

 Smith, Stanley, and Shores defined “curriculum as a sequence of

potential experiences set up in schools for disciplining children and youth
in group ways of thinking and acting.”

 Marsh and Willis defined curriculum as all the “experience in the

classroom which is planned and enacted by the teacher, and also
learned by the students.
 Points of View On Curriculum Development
Related key terms:

 Dynamic process

 Connotes changes which are systematic

 This means a better chance of any alteration,

modification, or improvement

 Positive changes

 Should be Purposeful, planned, and progressive

Two Models of Curriculum Development

 Ralph Tyler Model:

The Tyler model developed by Ralph Tyler in the

1940s. He wrote down his ideas in a book
basic principle of curriculum and instruction for
the students to give them an idea about
principles for to making curriculum.
Ralph Tyler Model: Four Basic Principles

Therefore, these considerations were made:

 1. Purposes of the school

 2. Educational experiences related to the purposes

 3. Organization of the experiences

 4. Evaluation of the experiences

Two Models of Curriculum Development
❖ Hilda Taba—her advocacy was called grassroots
approach
7 Major Steps
➢ Step 1: Diagnosis of Learner’s Need & Expectations of the
Larger Society
➢ Step 2: Formulation of Learning Objectives
➢ Step 3: Selection of Learning Content
➢ Step 4: Organization of Learning Content
➢ Step 5: Selection of Learning Experiences
➢ Step 6: Organization of Learning Activities
➢ Step 7: Determination of What to Evaluate and the
Means of Doing It
TYPES OF CURRICULUM OPERATING IN SCHOOL

 RECOMMENDED CURRICULUM

➢ Proposed by scholars and professional

organizations.

➢ May come from DepEd, CHED, DOST or

any organization who has a take on
education.
WRITTEN CURRICULUM
➢ Appears in state and locally produced
documents such as state standards, district
curriculum guides, course of study or syllabi
handed down to schools for implementation.

➢ Mostly made by curriculum experts with the

participations of teachers.
Ex: Basic Education Curriculum (BEC),
written lesson plan
TAUGHT CURRICULUM

➢ What the teachers implement or deliver in

the classrooms.

➢ Refers to the different planned activities

which are put into action in the classroom.

➢ Varies according to the learning styles of

students and teaching styles of teachers.
SUPPORTED CURRICULUM

➢ Refers to resources that support or help in

the implementation of the curriculum.

➢ Includes material resources such as

textbooks, computers, audio-visual
materials, laboratory equipment,
playground, zoos and other facilities.
ASSESSED CURRICULUM

➢ Refers to a tested or evaluated

curriculum.

➢ Series of evaluation are being done by

teachers to determine the extent of
teaching or if the students are
progressing.

➢ Ex. Pencil-and paper test, state test,

district tests.
LEARNED CURRICULUM

➢ Is the bottom-line curriculum – the

curriculum that students actually learn.

➢ Refers to the learning outcomes achieved

by the students.

➢ Indicated by the results of the tests and

changes in behavior – cognitive,
affective, psychomotor.
HIDDEN CURRICULUM

➢ Is the unintended curriculum.

➢ Is not deliberately planned but may modify

behavior or influence learning outcomes.

➢ Factors: school environment, physical

condition, peer influence, teacher-learner
interaction, mood of teachers, etc.
References

 https://www.studocu.com/ph/document/western-mindanao-
state-university/foundations-of-education/nature-of-
curriculum/21506716

 https://www.sagepub.com/sites/default/files/upm-
binaries/44334_1.pdf

 https://www.slideshare.net/TCPLibrary/meaning-and-nature-of-
curriculum-
243688369?fbclid=IwAR33D14BMRY7bO9UqAZARJPaGlyUkfg-
8DzSCanA5yUe3GhcYC_UXGTwCyA