TYPES OF CURRICULUM

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.

This type of curriculum stems from what experts in education suggest. Recommended
curriculum can come from a variety of different sources, including nationally recognized
researchers, policy makers and legislators, and others. It focuses on the content, skill sets
and tools educators should prioritize in the classroom.

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.

A written curriculum is what is formally put down in writing and documented for
teaching. These materials can include an educator’s instruction documents, films, text and
other materials they need. These materials come from the larger school district or the school
itself. Often, they contract or employ a curriculum specialist to develop a plan that meets
specific goals and objectives.
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
and learning styles to address the students’ needs and interests.

This type of curriculum refers to how teachers actually teach. This is a less predictable
and less standardized type of curriculum because how an educator delivers material can vary
from one to the next. It can also change based on the types of tools a teacher has at their
disposal. This can include experiments, demonstrations and other types of engagement
through group work and hands-on activities. Taught curriculum is extremely critical
for students in special education or those who require another kind of specialized support.

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.

A supported curriculum involves the additional tools, resources and learning

experiences found in and outside a classroom. These include textbooks, field trips, software
and technology, in addition to other innovative new techniques to engage students. Teachers
and other individuals involved with the course are also a component of the supported
curriculum.

5. ASSESSED CURRICULUM

When students take 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.

An assessed curriculum is also known as a tested curriculum. It refers to quizzes, tests

and other kinds of methods to measure students’ success. This can encompass a number of
different assessment techniques, including presentations, a portfolio, a demonstration as well
as state and federal standardized tests.

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.

A learned curriculum refers to what students walk away with from a course. This
includes the subject matter and knowledge they learned from a course, but it can also include
additional changes in attitude and emotional wellbeing. Teachers need to shrink the gap
between what they expect students to learn and what students actually do learn.

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.

A hidden curriculum is not planned, but it has a significant impact on what students
learn. This type of curriculum is not always communicated or formally written down and
includes implicit rules, unmentioned expectations, and the norms and values of a culture.

A hidden curriculum is often challenging for students from different backgrounds or

cultures, who can struggle to adjust or feel negatively judged. A hidden curriculum can also
be influenced by how money, time and resources are allocated within a school or school
district. For example if students are taught French as part of their coursework, instead of
Spanish or Arabic, their takeaway may be that French is a more valuable language to learn.
Excluded Curriculum

The excluded curriculum is also known as the null curriculum. It refers to what content
is not taught in a course. Often an educator or curriculum specialist believes that a certain
skill or concept is less important or does not need to be covered. Sometimes what is left out,
intentionally or unintentionally, can shape students as much as what is included. For example,
students might not be taught about an ongoing debate among experts in the field or not
encouraged to think critically about a text.