FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 1

STUDY GUIDE FOR MODULE NO. 1

MODULE 1 Nature of the Curriculum

MODULE OVERVIEW

The term curriculum is derived from the Latin word "currere," meaning a “race course” or a
runway on which one runs to achieve a goal. Curriculum has innumerable definitions, which can be
slightly confusing. In its broad description, a curriculum may refer to all courses offered at schools or
universities. Furthermore, a curriculum is the teaching and educational program through which students
accomplish their goals, values, and life expectations. Schubert, W.H., (1987) defines curriculum as, “The
contents of a subject, concepts and tasks to be acquired, planned activities, the desired learning
outcomes and experiences, product of culture and an agenda to reform society.” Likewise, Tyler, R.,
(1957), stated that “The curriculum is all of the learning of students which is planned by and directed by
the school to attain its educational goals.” Therefore, to simplified, curriculum is a combination of all
pedagogical practices, learning experiences and learner’s performance evaluation that are intended to
establish and assess the target learning result of certain course.

In accordance with this matter, Walker, D., (1971), suggested that, "Better curriculum planning
and development will result if persons participated in the process and reached a consensus about the
final product." Thus, he introduced the Decker Walker Curriculum Model. The model that comprises of
three phases of curriculum planning – platform, deliberation and design.

In relation, according to Article XIV Section 2 The State shall: (1) Establish, maintain, and
support a complete, adequate, and integrated system of education relevant to the needs of the people
and society. Correspondingly to that context, as stated in Republic Act. No. 10533 Section 10 Standards
and Principles, the DepEd shall adhere to the following standards and principles, when appropriate, in
developing the enhanced basic education curriculum: (1) The curriculum shall use the spiral progression
approach to ensure mastery of knowledge and skills after each level; and, (2) The curriculum shall be
flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their
respective educational and social contexts.

Hence, the purpose of our discussion is to broaden students' comprehension and provide
detailed insight into the essence of the curriculum. In particular, major concepts such as the types,
components and purpose of the curriculum will be extensively discussed.
Finally, our entire target will be addressed explicitly at the end of our discourse. We also produce
tasks and assessments relevant to a curriculum to assess if our students learned about the topic.

MODULE LEARNING OBJECTIVES

At the end of the module, you should be able to:

1. Elucidate the distinction between Prescriptive and Descriptive Definition of Curriculum.

2. Determined the different types of curriculum and its significance in the field of education.
3. Illustrate the four major components of curriculum.
4. Enlightened with the purpose of the curriculum.

LEARNING CONTENTS

Meaning and Definition

Major Types of Components
Major Components of the Curriculum
The Purpose of the Curriculum

PANGASINAN STATE UNIVERSITY 1

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 1

STIMULATE: Plant Your Wisdom Tree

TOPIC: MEANING AND DEFINITION OF THE CURRICULUM
This will measure students' understanding and awareness in nature of the curriculum by using a
decision tree diagram to differentiate between Prescriptive and Descriptive Definitions of Curriculum.

TOPIC: MAJOR TYPES OF CURRICULUM

Using a retrieval map, the class will divide into groups to assess the types of curriculum and their
importance in the field of education. This type of activity uses the Cooperative Learning Strategy to enhance
students' comprehension of a topic. Fill-up the matrix below:

PANGASINAN STATE UNIVERSITY 2

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 1

ACQUIRE: LET’S MAKE THINGS CLEAR

TOPIC: MAJOR COMPONENTS OF THE CURRICULUM.
Complete the activity and all of the information related to the subject will be provided.
I. Aims goals and objectives
II. Subject matter/content
III. Learning experiences
IV. Evaluation approaches.

APPLY: I THINK WE SHOULD REFLECT!

TOPIC: THE PURPOSE OF THE CURRICULUM
In this activity we will be using a Reflection Paper to see how the students have learned about the discussion.
Guide Questions:
How these four capacities in the purpose of curriculum are takes place in teaching-learning process?
How can we determine whether these purposes are being attained or not?
As a student-teacher, do you think adding two years in the curriculum will be more effective?

LEARNING ACTIVITY 1

APPLY: I THINK WE SHOULD REFLECT!

TOPIC: THE PURPOSE OF THE CURRICULUM
In this activity we will be using a Reflection Paper to see how the students have learned about the discussion.
Guide Questions:
How these four capacities in the purpose of curriculum are takes place in teaching-learning process?

PANGASINAN STATE UNIVERSITY 3

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 1

How can we determine whether these purposes are being attained or not?
As a student-teacher, do you think adding two years in the curriculum will be more effective?

In this activity, we will evaluate your comprehensive knowledge about

Unit 1: Nature of the Curriculum and you will be asked to write an Essay about the Topic.
A. Write an essay about the concepts of curriculum and its effect in teaching and learning.
The following is a list of the guide questions:
Explain what is meant by effective teaching and learning.
Explain the premise of “valid knowledge” in society and the many influences on curriculum development.
https://www.youtube.com/watch?v=9p1MvxGAolw

B. In your own perspective interpret Cunnigham's definition of curriculum.

According to Cunningham, “curriculum” is the tool in the hands of an artist to mold his material, according to
his ideals in his studio”

SUMMARY

The term curriculum refers to the lessons and academic content taught in a school or in a specific
course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is
rarely used in such a general sense in schools. Depending on how broadly educators define or employ the
term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the
learning standards or learning objectives they are expected to meet; the units and lessons that teachers
teach; the assignments and projects given to students; the books, materials, videos, presentations, and
readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.
An individual teacher’s curriculum, for example, would be the specific learning standards, lessons,
assignments, and materials used to organize and teach a particular course.
Curriculum may also encompass a school’s academic requirements for graduation, such as the courses
students have to take and pass, the number of credits students must complete, and other requirements, such
as completing a capstone project or a certain number of community-service hours. Generally speaking,
curriculum takes many different forms in schools—too many to comprehensively catalog here.
It is important to note that while curriculum encompasses a wide variety of potential educational and
instructional practices, educators often have a very precise, technical meaning in mind when they use the
term. Most teachers spend a lot of time thinking about, studying, discussing, and analyzing curriculum, and
many educators have acquired a specialist’s expertise in curriculum development—i.e., they know how to
structure, organize, and deliver lessons in ways that facilitate or accelerate student learning. To
noneducators, some curriculum materials may seem simple or straightforward (such as a list of required
reading, for example), but they may reflect a deep and sophisticated understanding of an academic discipline
and of the most effective strategies for learning acquisition and classroom management.

REFERENCES

The Perspective of William H. Schubert (1987) and Ralph W. Tyler’s (1957) in the definition of curriculum.
The Decker Walker’s curriculum model (1971) suggested the better curriculum planning and development.
Article XIV of the 1987 Philippine Constitution, Education, Science And Technology, Arts, Culture And Sports
Republic Act No. 10533 Section 10, in relation to the standards and principles.

http://www.homeofbob.com/pedagogy/plan/curDev/defList.htm
https://hibahnaaz.wordpress.com/tag/schuberts-definition-of-curriculum/#:~:text=%C2%B7%20Schubert
%20(1987)%20defines%20curriculum,an%20agenda%20to%20reform%20society.
https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-philippines/the-
1987-constitution-of-the-republic-of-the-philippines-article-xiv/
https://www.slideshare.net/resanoel85/decker-walkers-curriculum-model-1971?
fbclid=IwAR3kgKG5n4UpHmaurZKypPNeKXiVFgXvnvn6xSNrQbQNE4IczfE1VJaaDE8#:~:text=4.,consensus
%20about%20the%20final%20product
https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/?
fbclid=IwAR1jnmncXhLMeVovoVudLyGMgNDot0Qr1Tmj8uAHNsZaBX7Sx6rvl6YIzxQ#:~:text=(a)%20Act
%20refers%20to%20Republic,Basic%20Education%20Act%20of%202013.%E2%80%9D

PANGASINAN STATE UNIVERSITY 4