1 The definition suggests that curriculum is the permanent or the traditional subjects offered int the school curriculum su

2 This refers to what scholars propose as the most appropriate curriculum for the learners.
3 This definition includes a list of learning competencies or standards that students should learn in school.
4 It deals with the study of life
5 This is a set of learning that is assessed in teacher-made classroom tests, curriculum-referenced tests and in standardiz
6 It includes the different ways and tools used for evaluating whether or not the curriculum intents realized.
7 It is where curriculum workers find themselves aligning their ideas with two or more curriculum conceptions.
8 He identified three major sources of curriculum
9 Knowledge about the learners is one of the major sources of the curriculum.
10 It views schooling as a complex system that can be analyzed into its constituent components.
11 This refers to the curriculum that is reflected on a shaped by the resources allocated to support or deliver the official c
12 It seeks to develop a repertoire of cognitive skills that are applicable to a wide range of intellectual problems.
13 The definition includes students' curricular and co-curricular activities and the learning experiences they encounter ins
13 Studies on the nature and value of knowledge
15 It refers to the macro contents of arranging the elements and contents of the curriculum
16 Requires that all subjects or disciplines in the school curriculum be put together using a single theme.
17 Includes the merging of two related disciplines or subjects.
18 The presence of technology, especially the internet enables students and teachers to access almost all the information
19 It is considered as the most influential among the different curriculum influences especially in designing the implemen
20 They are equally influential in basic education and in higher education.
21 Helps us to understand the different disciplines, subjects, and academic fields.
22 Usually, this type of integrated curriculum design is used in preschool where subjects are combined using curriculum th
23 The curriculum is organized in terms of subjects like Math, Science, Filipino and other subjects
24 us understand that curriculum must respond to the nature, needs, interest, learning styles and thinking preferences of
25 They are the fundamental basis in developing the four elements of curriculum.
26 These are specific learning outcomes
27 It is powerful in developing school culture.
28 It includes the hidden curriculum or those things learned by the students as a result of their experiences in the school w
29 This type of curriculum refers to the actual implementation of the curriculum or what the teachers in the school teach.
30 It is defined that it has its own principles, theories and practices.
31 It includes the school culture
32 This refers to the result of the curriculum or what students actually learned in school.
33 This refers to the official curriculum embodied in approved state curriculum guides.
34 This includes documents specifying contents, objectives, or general ideas of what students should know in schools or in
35 This refers to the various skills, knowledge, and attitudes that students learn in school as a result of their interaction w
36 A foundation of curriculum that helps curriculum workers in understanding the nature of knowledge and what subject
37 Implementing the school curriculum and being accountable for higher learning outcomes
38 Formulating national educational policies
39 Assigned to specific subject areas in basic education.
40 The most visible among the curriculum workers.
41 It is where actual teaching and learning takes place.
42 Takes place after the situational analysis and selection of goals and objectives
43 A famous curriculum scholar who published the book The Educational Imagination where he presented his idea on how
44 Involves planning, decision-making and the actual development of the curriculum.
45 It refers to the influences outside of the instructor’s immediate control that cause adjustments in the course plans such
46 It prescribes a cyclical or continuous process of curriculum development.
47 . This model prescribes a sequential and logical approach to curriculum development to provide a useful and easy-to-u
48 This model does not include situational analysis nor needs analysis.
49 It is rational and descriptive, stressing the development of standards as the first activity in curriculum development.
50 This model argued that curriculum development should follow a sequential and logical process
51 It prescribes a rational step-by-step procedure for curriculum development starting with objectives.
52 Three curriculum sources according to Tyler.
53 The model was intended for developing curriculum standards for any discipline from basic education to higher educati
54 It is used to improve, to refine, and to validate curriculum standards
55 It is used to visualize the entire curriculum process.
56 A phase in Print’s model that includes the task of developing the curriculum.
57 A model in which each element of the curriculum is related and interdependent.
58 . It describes how curriculum workers develop curricula in various educational contexts. These are usually school-based
59 A phase that suggests that curriculum workers bring with them their individual beliefs, knowledge and values.
60 This model includes a situational analysis that involves gathering of data from the school, society, and learners.
61 Refers to the relationship between one variable to the other.
62 Aims to gather, interpret and apprise curricular attainments not just the end of an implementation of a curriculum.
63 Provides useful information in helping the students improve their performance and helps teachers identify the strengt
64 The process of delineating, obtaining, and providing information useful for making decisions and judgments about curr
65 Includes memoranda, policies, guidelines and from the DEPED, CHED, TESDA
66 Monitoring the utilization of funds provided by the national government and the local government units to the schools
67 Developing regional educational standards with a view toward benchmarking for international competitiveness
68 The chief academic officer of each division.
69 The chief academic and administrative officer of the school
70 Its weakness is it has a strong tendency to of the curriculum development to be stuck at phase 2.
71 The learners are exposed to different lessons in problem solving involving real-life problems.
72 It is prescribed by the state through the Department of Education or the Commission on Higher Education.
73 This design principle suggests sequencing of content according to chronology if events like History.
74 Focuses on the spiral progression of curriculum contents
75 Aims to provide a uniform type of education based on a certain philosophy or educational theory.
76 This type of design is organizes the curriculum in terms of disciplines.
77 This definition views curriculum as a series of topics under each subject areas.
78 It is the curriculum prescribed by the government.
79 It reveals whether the students learned and whether the schools are successful in attaining their curriculum goals and
80 It is where academic freedom among faculty members in college may also influence how professors plan and impleme
81 This refers to various curriculum contents or topics that must not be taught to the students.
82 It deals with about understanding human behavior
83 It refers to what the people or the general society believed the learners should expect to learn in the educational syste
84 Pointed out that knowledge about the society and its culture is important in selecting the content of the curriculum.
85 The goal of this design is the development of a well- rounded individual
86 It aims to develop the potentials and abilities of the learners and making the curriculum relevant and responsive to the
87 This design suggests the thematic approach to integration.
88 The curriculum is composed of topics and learning experiences that focus on the holistic development of an individual
89 Includes time allotment, sequence of steps, social climate, and community flow.
90 Most basic kind of evaluation (Stufflebeam). Its purpose is to provide a strong rationale for determining curriculum obj
 91 The means of determining whether the program is meeting its goal.
92 The faculty is the most important assets of each school, college or university.
93 Must be considered at the school level especially when selecting the specific contents and learning experiences for all
94 Enhanced Basic Education Act of 2013
95 It provides a qualitative way of evaluating a curriculum. This model does not have methodical procedures compared w
96 Aims to provide information for determining how resources are utilized to achieve curriculum objectives.
97 The process of delineating, obtaining, and providing useful information for judging decision alternatives.
98 These are the need and demand of the society that the curriculum must respond to
99 Setting the mission, vision, goals, and objectives of the school
100 It consists of a province or a city
101 Promulgating national educational standards.
102 Focuses on the actual implementation of the curriculum from the national level to the local school context.
103 He believed that there is a need to develop a new theory that recognizes the artistry of teaching that is useful in helpin
104 The author developed this model as one of the major outputs of his doctoral dissertation in the University of the Philip
106 Includes selecting learning activities, organizing instructional plans, and selecting instructional materials to be used in t
107 It describes the dynamics of how various curriculum workers strive to do their functions.
108 Responsible for supervising the implementation of the curriculum in the district level.
109 Work at the national level or at the Central Offices of CHED and DEPED.
110 Developing and implementing division education plans
111 Curricula supervision
112 The process of examining the goals, rationale, and structure of any curriculum.
113 Includes the theories and research from different areas and professional organizations in the academe that are also infl
114 Is defined as the process of making objective judgment to a curriculum - its philosophy, goals and objectives, contents,
115 The process of assessing the merit and worth of a program of studies, a course, or a field of study
116 The broad and continuous effort to inquire into the effects of utilizing content and processes to meet clearly defined go
117 whether the students learned or mastered the desired outcomes and objectives of the curriculum
118 The result of evaluation serves as basis for improving curriculum and for suggesting innovations to improve learning
119 Includes data on students, teachers, the curriculum to be evaluated and the community context.
120 Refers to the degree of alignment between what was desired and what was actually achieved.
121 Encompass the student’s learning in the form of understandings, skills and values or attitudes as well as the effects of t
122 Focuses on providing periodic feedback while the curriculum is being implemented.
123 Includes various school facilities required for the Implementation of each program
124 Including interests, are considered when the school develops academic policies and, in the preparation, of course sylla
125 Creating an environment within the school that is conductive to teaching and learning
126 providing professional and instructional advice and support to the school heads and teachers/facilitators of school and
127 Is concerned with giving value or making judgments.
128 Establishment of Commission on Higher Education
129 Developing a regional basic educational plan
130 planning and managing the effective and efficient use of all personnel, physical, and fiscal resources of the division, inc
131 Monitoring, evaluating, and assessing regional learning outcomes.
132 Formulating a national educational plan.
133 Professors and individual experts from different disciplines and fields that assist the CHED in developing curriculum, fo
134 Manages the programs and projects of the DEPED in the Regional Level
135 It is intended to help curriculum workers develop curriculum that is relevant and appropriate to the Philippine context
136 . Phase where the developed curriculum standards are used to select subjects or courses to be included in the curriculu
137 Involves the actual implementation of the curriculum by faculty members.
138 The success or failure of any curriculum depends on the people working for its implementation.
139 Individuals with a rich experience on doing curriculum projects related to curriculum planning, curriculum developmen
140 The final phase, where the goals and objectives of the curriculum, including the design and selection of all curriculum e
141 He came up with a model that for developing a school-based curriculum in Australia.
142 This model is an open-ended process or a form of a dynamic model.
143 Starts with analyzing the context in which the curriculum is developed
144 . When using this model, the curriculum workers may start at any phase. However, each phase is interrelated and follo
145 It reflects the realities of how curriculum workers plan and develop a curriculum.
146 It includes processes that are followed when designing courses.
147 This model is very teacher-centered.
148 He developed a model for curriculum development and first published it in 1971.
149 A phase where it involves identifying which facts are needed for means and ends, generating alternatives and consider
150 He contended that curriculum developers do not follow the prescriptive approach of the rationale-linear sequence of c
151 Phase of Print’s model that recognizes the nature of curriculum workers involved in the development of the curriculum
152 The model emphasizes the cyclical nature of curriculum development and according to this model curriculum developm
153 It recognizes the important role and influence of various curriculum workers involved in different curriculum activities.
154 It encompass faculty members’ background and associated disciplinary and educational beliefs.
155 It usually starts with situational analysis that serves as the basis for all the proceeding process.
156 Phase of Print’s model that includes the actual application that incorporates three major activities.
157 This model appeared in the book Shaping the college curriculum written by Stark and Latucca and published in 1997.
158 A cyclical model which was developed by Nicholls and Nicholls in 1978.
159 The linear nature of this model is one of its weaknesses.
160 This model was developed by Wiggins and McTighe.
161 He published his model in his book Curriculum Development and Design in 1988.
162 He originally developed the Systematic Design model in the early 1960s
163 This is also called as the Backward Design for putting emphasis on starting with the goals and objectives in designing cu
164 She suggested that curriculum development could be made successful if there was a diagnosis of needs
165 It recognized teacher's inputs in the development of standards.
166 It is an example of a linear and rationale curriculum development model.
167 He developed the standard-based curriculum development model
168 It recognizes the importance of using multiple sources in developing curriculum standards
169 He developed the first model of curriculum development.
170 A follower of Tyler which presented her model in her book Curriculum Development: Theory and Practice in 1962.
171 This model states that curriculum development should be logical and systematic.
172 This model is a modified version of Tyler's model.
173 This is traditionally applied to disciplines Like Math, Language or Science. The topics are arranged in a progressive man
174 These are based on a clear and consistent understanding of various scholars of the nature of curriculum as a discipline
175 This principle is followed in subjects and courses that largely consist of laws and principles like Geometry, Algebra and
176 Content can be sequenced according to the idea or principle that a student can learn most effectively if the concept or
177 . It is often referred to as the scope and horizontal integration that is concerned with the arrangement of curriculum co
178 This is a deductive approach to designing contents. One must see the big picture of ideas to understand the specific co
179 This is a set of common subjects, disciplines, courses that are required for students to study before the graduate or mo
180 These curriculum designs focus on understanding and finding solutions to individual and social issues and problems
181 Almost all models advocate this approach, the only thing that is different is the main focus of the theme.
182 These curriculum designs focus on learning a set of common subjects, discipline, courses, skills or knowledge that is ne
183 . This is a set of subjects or courses that are required to be taught to all students across the country.
184 It focused on the needs, nature, and interest of the learners in the curriculum.
185 It also addresses the needs and nature of the learners
186 This concentrates on activities that are meaningful and interesting to the learners.
187 This type of design is mostly used in high school or in college.
188 Includes the integration of three or more related disciplines
189 This curriculum design is based on the principle that learners learn in an integrated manner.
190 Majority of the curricula used in schools are arranged or organized in terms of subjects.
191 This type of curriculum design tried to merge two or more relates subjects.
192 Deals with organizing content of a specific subject or discipline.
193 It is the most popular among the four types of curriculum designs.
194 Refers to the arrangement of the elements of a curriculum.
195 The subjects are organized in a fragmented manner.
195 Results from situational analysis.
196 It is the function of curriculum organization
197 Helps us to realize that a curriculum must be made relevant and responsive to the needs and demands of the society
198 . Deals with arranging or organizing the total curriculum from the philosophy down to the contents of different subject
199 They are useful in providing quality education, especially in implementing the curriculum
200 Provides professional help to students with various personal and psychological and physiological concerns
201 Guides the students in organizing activities and provides all forms of support for academic and personal development o
202 They are the most influential in curriculum planning and development.
203 Provides financial assistance to deserving students
204 They are very helpful in donating money to support programs for students, faculty scholarships, professorial chairs, fac
205 It serves as an extension program or mission program or the churches and religious orders that established them.
206 Responds to various health-related concerns of the students through a clinic with full-time health workers
207 Helps in the spiritual nourishment of the students in sectarian schools.
208 These policies set the standard of what kind of students are admitted and what are the things they need to do as stude
209 The needs of the society that is very influential in planning and developing curriculum
210 They play an important role in providing curriculum leadership in schools, colleges and universities.
211 They bring with them their educational background, experiences, expertise, and personal, professional and political vie
212 It is one of the main sources of curriculum.
213 It refers to these three factors that are very influential in curriculum development
214 Studies on culture, society, and human activities
215 ) They identified three major factors that influence curriculum development
216 It is an important source of curriculum
217 She observed that all curricula, no matter what design they have, are composed of certain elements.
218 This may include values, concepts, skills, or skills that are important for the learners to learn.
219 Studies about the learners and learning theories
220 This includes all instructional strategies that are useful for the implementation of the curriculum.
221 . It includes what is hoped to be achieved by the entire curriculum.
222 It is the term used by Print(1993) to mean the direction of curriculum developers wish to take as a result of participatin
223 Stresses the idea that curriculum or education is an instrument for developing the full potential of individuals.
224 These are statements more specific than aims.
225 These are the broad statements of social or educational expectations.
226 It is preoccupied with the development of means to achieve curriculum or educational goals.
227 Considered as the oldest among the curriculum conceptions
228 . It views the school as an agency of social change.
229 . A curriculum conception where it stresses the importance of different bodies of knowledge
chool curriculum such as Mathematics, Language, Science, Music, Arts and others.

hool.

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versity of the Philippines, Diliman.
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ded in the curriculum.
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ublished in 1997.

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ly if the concept or skill is related or relevant to own personal experience.
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ndividuals.