CURRICULUM
assessment as.
Limited Definitions of Curriculum
 A set of courses constituting an area of
specialization. Is an identification of
proper goals.
 Can be considered as a system of
dealing with people and the process.
 Is a means of attaining the aims or
philosophy of education
 Planned learning experiences.
Broad Definitions of Curriculum
 Is a plan of action or written document
which includes strategies for achieving
desired goals or ends.
 Serves as the operational medium
through which the school displays and
coordinates the patterns of
transmission, translation, and
transposition of the educative
experiences for which it assumes
responsibility.
Types of Curricula in Schools
1. Recommended Curriculum - These
are recommendations in the form of
memoranda or policy, standards and
guidelines that came from government
agencies such as TESDA, CHED,
UNESCO, etc.
2. Written curriculum - Includes
documents based on the recommended
curriculum.
3. Taught curriculum - The teacher and
the learners will put life to the written
Curriculum. Skills of the teacher,
instructional materials and facilities are
necessary.
4. Supported curriculum - These are
support materials that the teacher needs
like print materials (books, charts, work
sheets, etc) and non-print materials (ppt,
electronic illustrations)
5. Assessed curriculum - This is the
curriculum that is evaluated after it has
been taught. It can either be
assessment for, assessment of, or
6. Learned curriculum - These are
measured by tools in assessment, which
can indicate the cognitive affective and
psychomotor outcomes.
7. Hidden/implicit Curriculum - This is
the unwritten curriculum- peer influence,
school environmet, media, parental
pressures, societal changes, etc.
Curricularist Is a professional who is a
curriculum specialist.
What does it take to be a curricularist?
1. Initiator (Initiates the curriculum)
Implementation of a new curriculum
requires the open minded of the teacher
and the full belief that the curriculum Will
enhance learning.
2. Innovator (Innovates the curriculum)
Creativity and innovations are hallmarks
of an excellent teacher. Think outside of
the box.
3. Implementer (Implements the
curriculum)
An implementer gives life to the
curriculum plan. It is where the teaching,
guiding, facilitating skills of the teacher
are expected at the highest level.
4. Evaluator (Evaluates the curriculum)
Determines if the desired learning
outcomes have been achieved
5. Knower (Knows the Curriculum)
As a teacher, one has to master what
are included in the Curriculum.
6. Writer (Writes the curriculum)
A classroom teacher takes record of
knowledge, concepts, subject matter or
content.
7. Planner (Plans the curriculum)
A teacher's role is to make yearly,
monthly or daily plan of a o the
curriculum which serves as a guide in
the implementation of the curriculum.
Curriculum Views
TRADITIONAL
1. Robert Hutchins
2. Arthur Bestor
3. Philip Phenix
PROGRESSIVE
1. John Dewey
2. 2 Holis Caswell & Kenn Campbell
3. 3. Collin Marsh & George Willis
1. Robert Hutchins - Views curriculum as
"permanent studies" where rules of grammar,
reading, rhetoric logic and math are
emphasized (3Rs) in basic education, while
Liberal education should be emphasized in
college.
2. Arthur Bestor - Believes that the mission of
the school should be intellectual training which
include Math, Science, History and Foreign
Language.
3. Phillip Phenix - Curriculum should consist
entirely of knowledge which comes from
various disciplines.
Progressive Views
1. John Dewey - Believes that education is
experiencing. Reflective thinking is a means to
unify curricular elements that are tested by
application
2. Hollis Caswell and Kenn Campbel -
Viewed curriculum as all experiences children
have under the guidance of teachers.
3. Colin Marsh and George Willis - Viewed
curriculum as all the experiences in the
classroom which are planned and enacted by
the teacher and also learned by the students.
Approaches to Curriculum
1. Curriculum as a Content or Body of
Knowledge- Knowledge to be transmitted
2. Curriculum as a Process - What actually
happens in the classroom when the curriculum
is practiced
3. Curriculum as a Product - Learning
outcomes desired
Six Criteria in the Selection of Knowledge
1. Significance - information explosion
2. Validity- measures what it intends to
measure.
3. Usefulness -practicality
4. Learnability-within the range of your
learner's experiences
5. Feasibility - within the allotted time
6. Interest - interested in the content
PRINCIPLES OF CURRICULUM CONTENT
1. Balance- equitable assignment of
content, time, experiences and other
elements.
2. Articulation-curriculum is arranged
vertically or horizontally
3. Scope-content topics, learning
experiences and organizing the
threads of an educational plan
4. Integration - Curriculum is
integrated and interconnected
5. Continuity-vertical repetition and
recurring approaches of content
Curriculum Development: Processes & Models
Curriculum development- is a dynamic
process involving many different people and
procedures.
1. Ralph Tyler Model: Four Basic
Principles
2. Hilda Taba Model: Grassroots Approach
3. Galen Saylor and William Alexander:
Curriculum Model
Ralph Tyler Mode;: Four Basic Principles
Also known as Tyler's Rationale. This model
emphasizes the PLANNING PHASE
1. PURPOSE of the School
2. Educational Experiences related to the
purposes
3. Organization of the experiences
 4. Evaluation of the experiences
Hilda Taba Model: Grassroots Approach
Hilda Taba improved on Tyler's model. She
believed that teachers should participate in
developing a curriculum
7 Major Steps in Curriculum
1. Diagnosis of learners' needs
2. Formulation of Learning Objectives
3. Selection of Learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate
and the means of doing it.
Galen Saylor and William Alexander:
Curriculum Model - Described curriculum as a
"plan for providing sets of learning
opportunities to achieve board educational
goals and related specific objectives for an
identifiable population served by a single
school center.
1. Goals, Objectives, and Domains
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
Types of Curriculum Design Models
1. Subject-Centered
2. Learner-Centered
3. Problem-Centered
Subject-Centered - Its curriculum design has
variations which are focused on the individual
subjects, specific discipline, and a combination
of subjects or disciplines thus interdisciplinary.
Types of Subject Centered Design
1. Subject design
2. Discipline design
3. Correlation design
4. Broadfield/Interdisciplinary
Learner-Centered - The learner is the center
of the educative process
Types of Learner Centered Design
1. Child-Centered Design
2. Experience Centered Design
3. Humanistic Design
Problem-Centered - This design draws on
social problems, needs, interest, and abilities
of the learners.
Types of Problem Centered Design
1. Life-situation design
2. Core problem design
Curriculum implementation - Means putting
into practice the written curriculum that has
been designed in CP syllabi, course studies,
curicular guides and subjects
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 - abrupt changes happen with
in a fairly short time
5. Value Orientation - Respond to shift in
emphasis within the vision/mission of the
school
Stakeholders in Curriculum Development
1. Learners- core of the curriculum
2. Teachers-are the curicularist
3. School Leaders/Administrators-
Curriculum managers
4. Parents- Significant school partners
5. Community- serves as curriculum
resource and learning environment
6. Other Stakeholders- LGUs, etc.
2 Ways of Looking at Curriculum Evaluation
1. Curriculum Program Evaluation -
Focus on the over-all aspect of a
curriculum. It refers to big curriculum
program.
2. Curriculum Program Component
Evaluation- it includes separate
evaluation of (a) achieved learning
outcomes (b) curriculum process and (c)
instructional materials