PROF ED 4: CURRICULUM DEVELOPMENT
students learned.
PROF.ED.5 THE TEACHER and THE SCHOOL
CURRICULUM
CHAPTER 1: UNDERSTANDING CURRICULUM
CURRICULUM- a quality learning that must be achieve
by the students through the planned co-curricular and
extra-curricular made by the teachers and experts in the
field.
Experience inside--- CO-CURRICULAR Experience
outside--- EXTRA- CURRICULAR subject—STANDARD
PERMANENT
Philippine education system, different schools are
established in different educational levels which have
corresponding recommended curricula. The educational
levels are:
1. Basic Educational. This level includes
Kindergarten, Grade 1 to 6 for elementary, and for
secondary, Grade 7 to Grade 10, for the Junior
High School and Grade 11 and 12 and for the
senior High School. Each of the levels has its
specific recommended curriculum.
2. Technical Vocational Education. This is post-
secondary technical vocational educational and
training taken care of by Technical Education and
Skills Development Authority (TESDA). For the
TechVoc track in SHS of DepEd, DepEd and
TESDA work in close coordination.
3. Higher Education. This includes the
Baccalaureate or Bachelor Degrees and the
Graduate Degrees (Master’s and Doctorate) which
are under the regulation of the Commission on
Higher Education (CHED)
DIFFERENT TYPE IF CURRICULUM
1. Recommended curriculum stems from what
experts in education suggest. This type of curriculum
can come from a variety of different sources,
including nationally recognized researchers, policy
makers and others. (It means this curriculum is
recommended by scholars and professional
organizations.
Example: Basic Education- recommended by
DepEd Higher education- recommended by CHED
Vocational Education- TESDA).
2. Written curriculum is what is formally put down in
writing and documented for teaching. These
materials can include an educator’s instruction
documents, films, texts, and other materials they
need.
3. Taught curriculum (teachers) - lesson plan—
contains teaching and learning styles.
4. Supported curriculum involves the additional tools,
resources and learning experiences found in and
outside a classroom. (PowerPoint, modules, books
implementation of written curriculum.
5. Assessed curriculum is also known as a tested
curriculum. It refers to quizzes, tests, and other kinds
of methods to measure students’ success.
6. Learned curriculum refers to what students walk
away with from a course. This curriculum class
includes the subject matter and knowledge what the
7. Hidden curriculum is not planned, but it has a
significant impact on what students learn. It consists
of norms, values, and procedures. (The soul and the
heart of curriculum)
DEFINITION OF CURRICULUM
CURRICULUM- is a field of study with its own
foundations’ knowledge domains, research, theory,
principles, and specialists.
- can be defined in terms of subject matter
(math, science, English) or content.
- is a plan for achieving goals.
- deals with learner experience.
- is a totally of students experienced that occur
in educational process (ACAD and NON-
ACAD).
- central guide for all educators as to what is
essential for teaching and learning.
- standard based on planned experienced
where student practice and achieve
proficiency and applied learning skills.
- refer to intended learning outcomes.
CURRICULARIST
o A professional who is curriculum specialist.
o A person who is involved in curriculum
knowing, writing, planning, implementing,
evaluating, innovating, and initiating.
A teacher’s role is broader and inclusive of other
functions and so teacher is a curricularist.
What does a teacher do to deserve the label as
curricularist?
o The classroom is the first place of curricular
engagement, the first school experience sets
the tone to understand the meaning of
schooling through the interactions of learners
and teachers that will lead to learning. Hence,
curriculum is the heart of schooling.
THE TEACHER AS A CURRICULARIST
1. Knows the Curriculum. The teacher as learner
starts with knowing about the curriculum, the
subject matter or the content. It is the mastery of
the subject matter.
2. Writes the Curriculum. A classroom teacher
takes record of the knowledge concepts, subject
matter, or the content. These needs to be written
or preserved. The teacher writes books, modules,
laboratory manuals, instructional guides, and
reference materials in paper curriculum writer or
reviewer.
3. Plans the Curriculum. A good curriculum has to
planned. It is the role of the teacher to make a
yearly, monthly or daily plan of the curriculum. This
will serve as a guide in the implementation of the
curriculum. The teacher takes into consideration
several factors in planning a curriculum. The
teacher becomes a curriculum planner.
4. Initiates the Curriculum. The curriculum is
recommended to the schools from DepEd, CHED,
TESDA, UNESCO, UNICEF or other educational
agencies for improvement of quality education, the
teacher is obliged to implement.

5. Innovates the Curriculum. The curriculum that
remains recommended or written will never serve
its purpose.it is this role where the teacher
becomes the curriculum implementor. The teacher
is at the height of an engagement with the
learners, with support materials in order to
achieved the desire outcome.
6. Evaluates the Curriculum. How can one
determine if the desired learning outcomes have
been achieved? Is the curriculum working? Does it
bring the desired results? What do outcomes
reveal? Are the learner achieving? These are
some few questions that need the help of a
curriculum evaluator. That per son is the teacher
(evaluator).
SOME DEFINITION OF CURRICULUM
1. Curriculum is a planned and guided set of learning
experiences and intended outcomes, formulated
through the systematic reconstruction of knowledge
and experiences under the auspices of the school,
for the learners’ continuous and willful growth in
personal social competence.” (Daniel Ttanner,1980).
2. It is a written document that systematically describes
goals planned, objectives, content, learning
activities, evaluation procedures and so forth. (Pratt,
1980)
3. It is a programme of activities (by teachers and
pupils) designed so that pupils will attain so far as
possible certain educational and other schooling
ends or objectives.
CURRICULUM FROM TRADITIONAL POINTS OF
VIEW
The traditional points of view of curriculum were
advanced by Robert Hutchins, Arthur Bestor, and
Joseph Schwab.
 Robert Hutchins views curriculum as
“permanent studies” where rules of grammar,
reading, rhetoric, logic and mathematics for basic
education are emphasized. The 3Rs (reading,
writing, rithmetic) should be emphasized in basic
education while liberal education should be
emphasis in college.
 Arthur Bestor the mission of the school should
be intellectual training, hence curriculum should
focus on the fundamental intellectual discipline of
grammar, literature and writing.
 Joseph Schwab thinks that the sole source of
curriculum is a discipline. In college, academic
disciplines are labelled. He coined the word
discipline as ruling doctrine for curriculum
development.
 Phillip Phenix asserts that curriculum should
consist entirely of knowledge which comes from
various disciplines.
CURRICULUM FROM PROGRESSIVE POINTS OF
VIEW
 John Dewey believes that education is
experiencing. reflective thinking is a means that
unifies curricular elements that are tested by
application.
 Holin Caswell and Kenn Campbell viewed
curriculum as all experiences children have under
the guidance of the teacher.
 Othaniel Smith, William Stanley and Harlan
Shore a sequenced of potential experiences, set
up in schools for the purpose of disciplining
children and youth in group ways of thinking and
acting.
 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 THE SCHOOL CURRICULUM
1. Curriculum as a Content or Body of Knowledge
- It Equate a curriculum as a topic outline,
subject matter, or concepts to include in the
syllabus or books. If curriculum is equated a
content, then then the focus will be the body of
knowledge to be transmitted to students using
appropriate teaching method.
Criteria in the Selection of Content
1. Significance - Content should contribute to ideas,
concepts, principles and generalization that should
attain the overall purpose of the curriculum.
2. Validity – The authenticity of the subject matter
forms its validity. Knowledge becomes obsolete
with the fast-changing times.
3. Utility – Useful of the content in the curriculum is
relative to the learners who are going to use these.
Utility can be relative to time. It may have useful to
the past, but may not useful now or in the future.
4. Learnability – Complexity of the content should
be within the range of experience of the learners.
This is based on the psychological principles of
learning.
5. Feasibility – Can the subject content be learned
within the time allowed, resources available,
expertise of the teacher and the nature of the
learners?
6. Interest - Will the learners take interest in the
content? Interest is the one of the driving forces for
students to learn better.
1. Commonly used in the daily life
2. Appropriate to the maturity levels and
abilities of the learners
3. Valuable in the meeting the needs and
competencies of the future career
4. Related to other subject fields or discipline
for complementation and integration
5. Important in the transfer of learning to other
disciplines
BASIC PRINCIPLES OF CURRICULUM CONTENT
Balance – Content should be fairly distributed in the
depth and breadth.
Articulation - The content complexity progress with the
educational levels, vertically or horizontally, across the
same discipline smooth connections or bridging should
be provided. This will assure no gaps or overlaps in the
content.
Sequence – The logical arrangement of the content
refers to the sequence or order.
Integration – content in the curriculum does not stand
alone or in isolation. Contents should be infused in other
disciplines whenever possible. This will provide a
wholistic or unified view of curriculum instead of
segmentation.
Continuity – Content when viewed as a curriculum
should continuously flow as it was before, to where it is
now, and where it will in the future.
2. Curriculum as a Process
- Curriculum as a process is seen as a scheme
about the practice of teaching.
- As a process, curriculum links to the content.
When accomplished, the process will result to
the various curriculum experiences for the
learners.
- When curriculum is approached as a
PROCESS, guiding principles are presented.
3. Curriculum as a Product
- The product from the curriculum is a student
equipped with the knowledge, skills and values
to function effectively and efficiently. The real
purpose of education is to bring significant
changes in students’ pattern of behaviour.
- Curriculum product is expressed in form of
outcomes which are referred to as the
achieved learning outcomes.
Curriculum Development: Processes and Models
Curriculum Development Process
Curriculum development is a dynamic process involving
many different people and procedures. Development
connotes changes which is systematic.
1. Curriculum Planning considers the school vision,
mission and goals. It is also including the
philosophy or strong education belief of the school.
2. Curriculum Designing is the way of curriculum is
conceptualized to include the selection and
organization of content, the selection and
organization of learning experiences.
3. Curriculum Implementing is where action takes
place. It involves the activities that transpire in
every teacher’s classroom where learning becomes
an active process.
4. Curriculum Evaluating determines the extent to
which the desired outcomes have been achieved.
CURRICULUM DEVELOPMENT PROCESS MODELS
1. Ralph Tyler Model: Four Basic Principles – also
known as Tyler’s Rationale, the curriculum
development model emphasizes the planning phase.
This is presented in his book Basic Principles of
Curriculum and Instruction.
Tyler’s model shows that in curriculum development, the
following consideration should be made:
1. Purpose of the school
2. Educational experiences related to the
purposes
3. Organization of the experiences
4. Evaluation of the experience
2. Hilda Taba Model: Grassroots Approach – Hilda
Taba improved on Tyler’s model. Taba begins from
the bottom, rather than from the top as what Tyler
proposed. She presented seven major steps to her
linear model which are the following:
1. Diagnosis of learners’ needs and expectation
of the larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experience
6. Determination of what to evaluate and the
means of doing it
3. Galen Saylor and William Alexander Curriculum
Model – Galen Saylor and William Alexander Curriculum
Model (1974) viewed curriculum development as
consisting of four steps.
1. Goals, Objectives and Domains. Are
identified and chosen based on research findings, are
identified and chosen based on research findings,
accreditation standards, and views of different
stakeholders.
2. Curriculum Designing. Designing a
curriculum follows after appropriate learning
opportunities are determined and how each opportunity
is provided.
3. Curriculum Implementation. Teachers
prepare instructional plans to achieve the desired
learning outcomes among students.
4. Evaluation. The last step of the curriculum
model is evaluation.
FOUNDATION OF CURRICULUM DEVELOPMENT
Foundation of Curriculum
1. Philosophical Foundations
John Dewey influenced the use of “learning by doing”, he
being pragmatist. Or to an essentialist, the focus on the
fundamentals of reading, writing and arithmetic are
essential subjects in the curriculum.
There are many philosophies in the education but we will
illustrate only those presented by Ornstein and Hunkins
in 2004.
A. Perennialism
 Aim: To educate the rational person; cultivate
intellect
 Role: Teachers assist students to think with
reason(critical thinking HOTS)
 Focus: Classical subjects, literary analysis.
Curriculum is enduring.
 Trend: Use of great books( Bible, Koran,
Classics ) and liberal arts.
B. Essentialism
 Aim: To promote intellectual growth of
learners to become competent.
 Role: Teachers are sole authorities in the
subject area
 Focus: Essential skills of the 3R’s; essential
subjects
 Trends: Back to basics, Excellence in
education, cultural literacy.
 C. Progressivism  The process emphasizes problem solving.
 Aim: Promote democratic social living Curriculum aims to educate generalists and
 Role: Teachers leads for growth and not specialists.
development of lifelong learners.
 Focus: Interdisciplinary subjects.Llearner-
7. Hilda Taba (1902-1994)
centered.Outcomes-based
 Trends: Equal oppurtunities for all,  Contributed to the theoretical and
Contextualized curriculum, Humanistic pedagogical foundations of concepts
education. development and critical thinking in social
studies curriculum.

D. Reconstructionism 8. Peter Oliva (1992-2012)

 Aim: To improve and reconstruct the society.
 He described how curriculum change is a
 Role: Teachers acts as agent of change and
reforms cooperative endeavor.
 Focus: Present and future educational  Teachers and curriculum specialist
landscape constitute the professional core of planners.
 Trends: School and Curricular reform, global
education, collaboration and convergence,
standards and competencies. 3. Psychological Foundation of Curriculum

Psychology provides a basis to understand the teaching

2. Historical Foundations and learning process.it unifies the elements of the
learning process.
The historical foundations will show to us the
chronological development along a time line. Here are Association and Behaviorism
eight among the many; we consider having great
contributions/theories and principles. 1. Ivan Pavlov (1849-1936)
2. Edward Thorndike (1874-1949)
1. Franklin Bobbit (1876-1956) 3. Robert Gagne (1916-2002)
 He started the curriculum development
movement. Cognitive Information Processing Theory
 Curriculum is a science that emphasizes
student’ needs. 1. Jean Piaget (1896-1980)
 Curriculum prepares learners for adult life 2.Lev Vygotsky (1896-1934)
 Objective and activities should group 3.Howard Gardner
together when task is clarified. 4. Daniel Goleman
 Emotions contain the power to affect
2. Werret Charters (1875-1952) action.
 He posited that curriculum is science and  He called this Emotional Quotient
emphasizes students’ needs.
 Objectives and activities should match.
Subject matter or content relates to Humanistic Psychology
objectives.
1. Gestalt
 Gestalt Theory
3. William Killpatrick (1875-1952)
 Learning is explained in terms of “
 The purpose of the curriculum is child
wholeness” of the problem.
development and growth. He introduced this
 Human beings do not respond to
project method where teacher and student
isolated stimuli but to an organization or
plan a activities.
pattern stimuli.
 Curriculum Develops social relationships
 Keys to Learning
and small group instruction.
 Learning is complex and Abstract
 Learners analyze the problem.
4. Harold Rugg (1886-1960)
 Curriculum should develop the whole child.
2. Abraham Maslow (1908-1970)
It is child centered.
 He advanced the Self-Actualization
 Emphasized social studies and suggested
Theory and classic theory of human
that the teacher plans curriculum in
needs
advance.
 He put importance to human emotions,
based on love and trust.
5. Hollis Caswell (1901-1989)
 Key to learning
 Curriculum is organized around social
 Produce a healthy and happy learner
functions of themes, organized knowledge
who can accomplish, grow and actualize
and learners’ interests.
his or human self.
 Curriculum is a set of experiences. Subject
matter is developed around social functions
3. Carl Rogers (1902-1987)
and learners’ interests.
 Nondirective and therapeutic Learning
 He established counselling procedures
6. Ralph Tyler (1902-1994)
and methods for facilitating learning.
 Curriculum is always related to instruction.
 Key to Learning
Subject matter is organized in terms of
 Curriculum is concern with process, not
knowledge, skills and values.
product.
SOCIAL FOUNDATION OF CURRICULUM

1. School and Society

 Society as source of damage
 Schools as agents of change
 Knowledge as an agent of change

2. John Dewey (1859-1952)

 Considered two fundamental elements (school
and civil society) to be major topics needing
attention to encourage experimental intelligence
and plurality

3. Alvin Toffler
 Wrote the book Future Shock
 Believed that knowledge should prepare
students for the furture