Chapter 1 Curriculum Essentials 2 2

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Chapter 1 Curriculum Essentials 2 2
PHYSICAL SCIENCE (Isabela State University)
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Unit I. CURRICULUM ESSENTIALS

1. Curriculum in schools
2. The teacher as a curricularist
3. The nature, scope and definitions of curriculum
4. Approaches about the school curriculum
5. Curriculum development processes and models
6. Foundations of curriculum development

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MODULE 1 – CURRICULUM IN SCHOOLS
Introduction
Have you tried comparing the set of subjects being offered in a certain course in
different schools? You might ask why is subject X in Hospitality Management course in
your school is not offered in the same course in other institutions. You might also
question the varied approaches used by the different institutions in delivering their
instructions and in giving experiences to their students. These kinds of questions and
the like, have something to do with curriculum, which according to March and Willis, are
experiences in the classroom which are planned and enacted by the teachers, and also
learned by the students. Dewey also defined curriculum as the total learning
experiences of the individual. From these definitions, curriculum can be explicated
generally as dealing with the experience of the learner inside the classroom.
Curriculum has been doing a crucial role in maintaining and improving the
students’ experiences in the classrooms, which will be instrumental and beneficial to
their survival and living. To make teaching and learning process more experiential, it is
guided by some sort of curriculum in the classroom and in the school.
Different schools in the current Philippine educational system were established on
different educational levels with a corresponding recommended curricula: Basic
Education, Technical Vocation Education, and Tertiary Education. But prior to 1994, the
Department of Education, Culture, and Sports, had the sole responsibility in planning,
supervising, making policies, and implementing programs both in public and private
institutions in all levels. It was Aquino’s administration when the congress created an
Education Committee that recommended the restructuring of educational organization
the in country through trifocalization – the education sector is under three distinct
bodies: the DECS (now DepEd) for basic education, TESDA for technical and vocational
education, and CHED for tertiary education.
Learning Outcomes
 Discuss the different curricula that exist in the schools
 Differentiate the types of curriculum
 Enhance understanding of the role of the teacher as a curricularist
 Explain the nature and importance of curriculum in schools
 Analyse the significance of curriculum and curriculum development in
the teachers classroom
Learning Content
Curriculum encompasses various definitions depending on how it is used and
perceived. Perceptions of this term may vary, but it must be recognized that curriculum
encompasses more than just a single definition. However, Allan Glatthorn described
several type of curriculum operating in the school system.

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I. Recommended Curriculum
This type of curriculum emphasizes the “oughtness” of the concepts and
skills that need to be stressed. Most of the school curricula are recommended by
recognized agencies, professional organizations, and scholars that have stake in
education like DEPED, CHED, and DOST through suggesting policies,
recommending contents and sequence of a field of study, and formulating goals
of the education sector in general.
II. Written Curriculum
Written curriculum is considered to be more concrete, comprehensive, and
specific than the recommended curriculum. This type of curriculum includes
various documents that are handed down to the schools for implementation of
the recommended curriculum.
The written curriculum includes syllabi, modules, books, lesson plans and
many more.
III. Taught Curriculum
When the written curriculum is implemented and being taught, it is called
the taught curriculum. This curriculum stresses the plans which are put into
actions in the classroom.
IV. Supported Curriculum
To have a successful teaching and a meaningful learning, it should be
supported by materials. Supported curriculum evolves on the idea of supporting
the teaching and learning process through print & non-print materials which
include books, charts, movies, power point presentation, models, mock-ups,
realias, electronic illustrations and more and facilities like audio-visual room,
speech laboratory, and science laboratory.
V. Assessed Curriculum
At the end of the teaching-learning process, to find out the extent and
success of teaching and the progress of learning, series of evaluations are being
conducted. Assessed curriculum includes pen-paper tests and performance
tests.
VI. Learned Curriculum
Through the abovementioned curricula, learned curriculum is the bottom
line – it boils down the learning outcomes achieved by the students. This
curriculum denotes the changes in values, perception, and behaviour of students
as a result of school experiences.
VII. Hidden Curriculum
This is the unintended curriculum which is not deliberately planned but has
impacts on the behaviour of the students. Peer and parental pressure, fear,

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physical condition of the surrounding, and moods of the teachers are some of the
factors that create the hidden curriculum.
It must be clear that in every classroom, not all these curricula exist
simultaneously. Many of these are deliberately planned like the recommended, written,
taught, supported, assessed, and learned curricula. But a hidden curriculum is implied
and may appear at any moment inside the classroom and a teacher may or may not
predict its possible influence in learning. It is an everyday challenge to a teacher as a
curricularist to provide a smooth and a conducive learning of his/her students to achieve
learning despite the existence of the hidden curriculum.
Teaching & Learning Activities

Activity I. Glatthorn have identified seven types of curriculum operating in the school
system. In relation to this, identify the characteristics and importance of these based on
your understanding.
Write your answer on the table below.
CURRICULUM CHARACTERISTICS IMPORTANCE
Recommended
Written
Taught
Supported

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Assessed
Learned
Hidden
Activity II. Cite a definition of curriculum from any of the experts, draw your own
definition of it based on the cited example, and try to find a situation in real classroom
setting where you can fit the drawn definition of curriculum.
EXPERT PERSONAL Hidden

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Activity III. Among the types of curriculum identified by Glatthorn, which of these is
given the least attention to base on your experience as a student and base on an
experience of a teacher – interview a teacher for this. Figure out the reasons and the
effects of this.
:_____________________
Reasons Effects
Student
Teacher
Activity IV. The types of curriculum identified by Glatthorn are all equally important. But
in this activity, try rank them according to what should be given the most attention to and
explain your answer.
1.
2.
3.

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4.
5.
6.
7.
Recommended Learning Materials & Resources For Supplementary Reading

Try to visit this link http://dirp3.pids.gov.ph/ris/pdf/pidspn0020.PDF for the further
explanation of trifocalization of the educational structure in the Philippines.
Read Allan Glatthorn’s Curriculum renewal in this site
https://files.eric.ed.gov/fulltext/ED278127.pdf
Flexible Teaching Learning Modality (Ftlm) Adopted
Assessment Task
1. Explain the statement “In the heart of all type of curricula, the teacher has a
major role.”
2. As a teacher, how will you address the hidden curriculum inside the
classroom to prevent or to lessen its existence?
3. Does taught curriculum solely and directly affect the learned curriculum?
How?
References
Villena, V., Reyes E., & Dizon, E. 2015. Curriculum Development. Adriana
Publishing Co., Inc.

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Bilbao, P., Dayagbil, F., & Corpuz, B. (2015). Curriculum Development for
Teachers, Lorimar Publishing Inc.
Bilbao, p., Dayagbil, F., & Corpuz, B. 2000. Curriculum Development for Teachers.
http://dirp3.pids.gov.ph/ris/pdf/pidspn0020.PDF
Pawilen, G. (2015), Curriculum Development: A guide for teachers and Students,
REX Bookstore.
Reyes, E. & Dizon, E. (2015). Curriculum Development, Adriana Publishing Co.,
Inc.
MODULE 2 - THE TEACHER AS A CURRICULARIST

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Introduction
This part discusses the specific roles of the teacher as a curricularist. This
will help in the understanding of multifaceted roles of a teacher in the curriculum.
Learning Outcome
Acquire knowledge and enhance understanding to the function of a
teacher as a curricularist in the classroom and school.
Learning Content
What do teachers do as curricularists? What are their specific roles and
functions?
A curricularist is a professional who is a curriculum specialist. A teacher, as a
curricularist, has to initiate, plan, write, know, innovate, implement and evaluate the
curriculum. A teacher initiates the curriculum. Everything changes so as curriculum
does. (www.academia.edu)
Teachers do a series of interrelated actions about curriculum, instruction,
assessment, evaluation, teaching and learning. A classroom teacher is involved with
curriculum continuously all day. But very seldom has a teacher been described as
curricularist. (Bilbao et.al. 2015)
A teacher’s role is more that lecturing and discussing. The role entails other
functions thus the label, curricularist.
In the classroom, the teacher delivers his/her role in the curriculum. It is a place
where most of the teaching-learning processes are done. In this sense, the following are
the descriptions of the teacher as a curricularist:
The teacher as a curricularist…
1. knows the curriculum. Learning begins with knowing. The teacher as a
learner starts with knowing about the curriculum, the subject matter or the
content. As a teacher, one has to master what are included in the curriculum.
It is acquiring academic knowledge both formal (disciplines, logic) or informal
(derived from experiences, vicarious, and unintended). It is the mastery of the
subject matter. (Knower)
2. writes the Curriculum. A classroom teacher takes record of knowledge
concepts, subject matter or content. These need to be written or preserved.
The teacher writes books, modules, laboratory manuals, instructional guides,

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and reference materials in paper and electronic media as a curriculum writer

or reviewer. (Writer)
3. plans the curriculum. A good curriculum has to be planned. It is the role of
the teacher to make a yearly, monthly, or daily plan 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 takes into consideration
several factors in planning a curriculum. These factors include the learners,
the support material, time, subject matter of content, the desired outcomes,
the context of the learners among others. By doing this, the teacher becomes
a curriculum planner. (Planner)
4. initiates the curriculum. In cases where the curriculum is recommended to
the schools from DepEd, CHED, TESDA, UNESCO, UNICEF of other
educational agencies for improvement of quality education, the teacher is
obliged to implement. Implemetation of a new curriculum requires the open
mindedness of the teacher, and the full belief that the curriculum will enhance
learning. There will be many constraints and difficulties in doing things first or
leading, however, a transformative teacher will never hesitate to try something
novel and relevant. (Initiator)
5. innovates the curriculum. Creativity and innovation are hallmarks of an
excellent teacher. A curriculum is always dynamic, hence it keeps on
changing. From the content, strategies, ways of doing, blocks of time, ways of
evaluating, kinds of students and skills of teachers, one cannot find a single
eternal curriculum that would perpetually fit. A good teacher, therefore,
innovates the curriculum and thus becomes a curriculum innovator.
(Innovator)
6. implements the curriculum. The curriculum that remains recommended or
written will never serve its purpose. Somebody has to implement it. As
mentioned previously, at the heart of schooling is the curriculum. It is this role
where the teacher becomes the curriculum implementor. An implementor. An
implementor gives life to the curriculum plan.The teacher is at the height of an
engagement with the learners, with support materials in order to achieve the
desired outcome. It is where teaching, guiding, facilitating skills of the teacher
is expected to the highest level. It is here where teaching is a science and as
an art will be observed. It is here where all the elements of the curriculum will
come into play. The success of a recommended, well written and planned
curriculum depends on the implementation. (Implementor)
7. 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 learners achieving? Are
there some practices that should be modified? Should the curriculum be
modified, terminated or continued? These are some few questions that need
the help of a curriculum evaluator. That person is the teacher. (Evaluator)

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The seven different roles are those which a responsible teacher does in the
classroom everyday! Doing these multi-faceted work qualifies a teacher to be a
curricularist.
To be a teacher is to be a curricularist even if a teacher may not equal the
likes of John Dewey, Ralph Tyler, Hilda Taba, of Franklin Bobbit. As a curricularist
a teacher will be knowing, writing, implementing, innovating, initiating and
evaluating the curriculum in the school and classrooms just like the role models
and advocates in the curriculum development who have shown the way.
Teaching and Learning Activities

Oral Report (online presentation)
Brainstorming
Interview
-Students will look for at least 5 teachers each to interview to find out:
a. How do teachers prepare for their lessons throughout the school year?
b. Do they implement what is planned for their lessons? (Details)
c. Do they modify or adjust activities according to the learners’ needs? (Explain)
d. Do they implement new curriculum too?
e. How do they prepare for their IMs?
f. How do they improve their teaching and learning in the classroom?
Recommended learning materials and resources for supplementary reading.

Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon City,
Lorimar Publishing, Inc.
Flexible Teaching Learning Modality (FTLM) adopted

Example:
Online (synchronous)
Google classroom
Remote (asynchronous)
module

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Assessment Task
Give at least three (3) sample activities/ manifestations that a teacher as a
curricularist does in each of the following descriptions.
1. Knows the curriculum
2. Writes the curriculum
3. Plans the curriculum
4. Initiates the curriculum
5. Innovates the curriculum
6. Implements the curriculum
7. Evaluates the curriculum

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References:
Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon
City, Lorimar Publishing, Inc.
Bago, Adelaida L. (2008). Curriculum Development: The Philippine
nd
Experience 2 Edition. Queazon City. C&E Publishing
MODULE 3 - THE TEACHER AS A KNOWER OF CURRICULUM
Introduction
This part is focused on definition, nature and scope of school curriculum
which a teacher as a knower should know. This provides a comprehensive view on
curriculum approach, curriculum development process, curriculum models, and
foundations.
Learning Outcome
Define curriculum from different perspectives and describe the nature and
scope of curriculum.
Learning Content
As the country has started implementing the K to 12 Curriculum, approaches on
academic endeavours have consistently claimed the attention of the community. This
has become a subject of debates since confusions arise as to which aspect is more
important for learners to acquire: Content or lifelong skills.
For this, it is important to point out specific descriptions and nature and scope in
various perspectives.

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Curriculum may be regarded as listing of courses or skills to be acquired by

learners. This leads to an understanding that it has to be understood by teachers and
stakeholders. Curriculum affects the community as a whole. Thus, the involvement of
students, parents, teachers, professionals, government officials and the like.
Like many concepts in education, there seems to be no common definition of
‘curriculum’. Because of this, the concept of curriculum is sometimes characterized as
fragmentary, elusive and confusing. However, the word originates from the Latin word
curere referring to the oval track upon which Roman chariots raced. The New
International Dictionary defines curriculum as the whole body of a course in an
educational institution or by a department while the Oxford English Dictionary defines
curriculum as courses taught in schools or universities. Curriculum means different
things to different people. Sometimes educators equate curriculum with the syllabus
while a few regard it as all the teaching – learning experiences which the student
encounters while in school. Numerous definitions indicate dynamism which connotes
diverse interpretations as influenced by modes of thoughts, pedagogies, philosophies,
political as well as cultural perspectives.
Definitions 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
wilful growth in personal social competence. (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned, objectives,

content, learning activities, evaluation procedures and so forth. (Pratt, 1980)
3. 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 make up a curriculum. (Schubert, 1987)
4. A curriculum includes “all of the experiences that individual, learners have in a

program of education whose purpose is to achieve broad goals and related
specific objectives, which is planned in terms of a framework of theory and
research or past and present professional practice.” (Hass, 1987)
5. 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. (Grundy, 1987)

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6. It is a plan that consists of learning opportunities or a specific time frame and

place, a tool that aims to bring about behaviour changes in students as a result of
planned activities and includes all learning experiences received by students with
the guidance of the school. (Goodland and Su, 1992)
7. It provides answers to three questions: 1. What knowledge, skills and values are
most worthwhile? 2. Why are they most worthwhile? 3. How should the young
acquire them? (Cronberth, 1992)
Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped by a person’s point of
view, this has added to fragmentation, and some confusion. However, when put
together, the different definitions from diverse points of view, would describe curriculum
as dynamic and perhaps ever changing.
Points of view about the curriculum can either be traditional or progressive
according to the person’s philosophical, psychological orientations. These views can
also define what a curriculum is all about.
Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert Hutchins,
Arthur Bestor, and Joseph Schwab.
 Robert M. Hutchins views curriculum as “permanent studies” where rules of
grammar, reading, rhetoric, logic and mathematics for education are emphasized.
The 3Rs (Reading, Writing, ‘Rithmetic) should be emphasized in basic education
while liberal education should be the emphasis in college.
 Arthur Bestor as an essentialist believes that the mission of the school should
be intellectual training, hence curriculum should focus on the fundamental
intellectual disciplines of grammar, literature and writing. It should include
mathematics, science, history and foreign language.
 Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the
subject areas such as Science, Mathematics, Social Studies, English and many
more. In college, academic disciplines are labelled as humanities, sciences,
languages, mathematics among others. He coined the word discipline as a ruling
doctrine for curriculum development.

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 Philip Phoenix asserts that curriculum should consist entirely of knowledge

which comes from various disciplines.
From a traditional point of view, curriculum is mostly written documents such as
syllabus, course of study, books and references where knowledge is found but is
used as means to accomplish intended goals.
Curriculum from Progressive Points of View

A progressive point of view of curriculum is in total learning experience of the
individual.
 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 teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise defined
curriculum as a sequence 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 also viewed curriculum as all the
experiences I the classroom which are planned and enacted by the teacher
and also learned by the students.
Curriculum covers a vast array of aspects in education. From the planning of
subjects to the content of courses offered, instructional materials, performance
objectives, academic and non academic activities, and every single event that happens
in school. Curriculum is the total learning experiences of the learner, under the guidance
of the teacher.

Oral Reports (online presentation)
Small Group discussion (online grouping)
Activity:
Answer the following questions and discuss your answers with your group
mates. A summary of the discussions will be submitted as a written report. (Recorded
discussion may also be required)
1. What is your own understanding of the definition of curriculum.
2. Differentiate the traditional view and progressive view of curriculum. Cite
cases or conditions that manifest each view.

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Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon City,

Lorimar Publishing, Inc.

Google classroom
Module
Assessment Task
A. Identify the following conditions as Traditional or Progressive.
1. Teachers allow students to explore and experiment.

2. All students are given the opportunity to participate in the activities of the
school.
3. The school is the only avenue where learning can take place.
4. Parents enrol their children to schools that offer rigid disciplinary training.
5. All contents of lessons must be taught following the textbook from lesson 1 to
the last.
6. Field trips are allowed.
7. There is a systematic arrangement of topics in the course syllabus.
8. Teachers strictly teach what is written in the curriculum.
9. Educators and learners are allowed to do the ‘extra mile’’ in teaching-learning.
10. Students are promoted when they know how to write, read and count.
B. Read and copy an article about the current issues in education in the
Philippines. As a future curricularist, reflect on that particular issue you have
chosen. Encode your reflection and submit your output through email.
References:
Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon
City, Lorimar Publishing, Inc.
Bago, Adelaida L. (2008). Curriculum Development: The Philippine
nd
Experience 2 Edition. Queazon City. C&E Publishing

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MODULES 4 & 5 APPROACHES ABOUT THE SCHOOL CURRICULUM AND

CURRICULUM DEVELOPMENT PROCESSES AND MODELS
Introduction
Curriculum is viewed in different perspectives. It is often viewed in three grand
views; a content, a process and a product. The curriculum also undergoes
development and produces models which become the bases of educational
institutions. This module was designed to help learners understand these
approaches and analyze these processes and models.
Learning Outcomes
1. Identify the different approaches to school curriculum;
2. Explain by examples how the approaches clarify the definition of curriculum;
3. Reflect on how the three approaches interrelate with each other;
4. Explain and summarize the curriculum development process and models.
MODULE 4 APPROACHES TO SCHOOL CURRICULUM
Learning Content
Curriculum is viewed in many ways: as either a Content, a Process or a Product.
Three Ways of Approaching a Curriculum
1. Curriculum as a Content or Body of Knowledge
 Equate a curriculum as a topic outline, subject matter, or concepts to be
included in the syllabus or in books.

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For example, a primary school mathematics curriculum consists of topics

on addition, multiplication, subtraction, division, distance, weight and many
more.
Another example is in secondary school science that involves the study of
biological science, physical science, environmental science and earth science.
Textbooks tend to begin with biological science such are plants and animals,
physical science with the physical elements, force and motion, earth science
with the layers of the earth and environmental science with the interaction of
the biological and physical science and earth’s phenomena, climate,
vegetation followed by economic activities such as agriculture, mining,
industries, urbanization and so forth.
 The focus of a curriculum as a content is the body of knowledge to be
transmitted to students using appropriate teaching method. There can be a
likelihood that teaching will be limited to the acquisition of facts, concepts and
principles of the subject matter, however, the content or subject matter can
also be taken as a means to an end.
 All curricula have content regardless of their design or models. In most
educational setting, curriculum is anchored on a body of knowledge or
discipline.
Four Ways of Presenting the Content in the Curriculum
1. Topical approach where much content is based on knowledge, and
experiences are included;
2. Concept approach with fewer topics in clusters around major and sub-
concepts and their interaction, with relatedness emphasized;
3. Thematic approach as a combination of concepts that develop conceptual
structures; and
4. Modular approach that leads to complete units of instruction.
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. It is
significant if content becomes the means of developing cognitive, affective or
psychomotor skills of the learner.
2. Validity. The authenticity of the subject matter forms its validity. Knowledge
becomes obsolete with the fast changing times. Thus, there is a need for validity
check and verification at a regular interval, because content which may be valid
in its original form may not continue to be valid in the current times.
3. Utility. Usefulness 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 been useful in
the past, but may not be useful now or in the future.
4. Learnability. The complexity of the content should be within the range of
experiences of the learners. This is based on the psychological principles of
learning. Appropriate organization of content standards and sequencing of
contents are two basic principles that would influence learnability.

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5. Feasibility. Can the subject content be learned within the time allowed, resources
available, expertise of the teachers and the nature of the learners? Are there
contents of learning which can be learned beyond the formal teaching-learning
engagement? Are there opportunities provided to learn these?
6. Interest. Will the learners take interest in the content? Why? Are the contents
meaningful? What value will the contents have in the present and future life of
the learners? Interest is one of the driving forces for students to learn better.
Guide in the Selection of the Content in the Curriculum
1. Commonly used in the daily life.
2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in 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

In 1952, Palma proposed the principle of BASIC as a guide in addressing
CONTENT in the curriculum. B.A.S.I.C. refers to Balance, Articulation, Sequence,
Integration and Continuity. In organizing content or putting together subject matter,
these principles are useful as a guide.
Balance. Content should be fairly distributed in depth and breadth. This will
guarantee that significant contents should be covered to avoid too much or too little of
the contents needed within the time allocation.
Articulation. As the content complexity progresses 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. Seamlessness
in the content is desired and can be assured if there is articulation in the curriculum.
Thus, there is a need of team among writers and implementers of curriculum.
Sequence. The logical arrangement of the content refers to sequence or order.
This can be done vertically for deepening the content or horizontally for broadening the
same content. In both ways, the pattern usually is from easy to complex, what is known,
to the unknown, what is current to something in the future.
Integration. Content in the curriculum does not stand alone or in isolation. It has
some ways of relatedness or connectedness to other contents. Contents should be
infused in other disciplines whenever possible. This will provide a holistic or unified view
of curriculum instead of segmentation. Contents which can be integrated to other
disciplines acquire a higher premium than when isolated.
Continuity. Content when viewed as a curriculum should continuously flow as it
was before, to where it is now, and where it will be in the future. It should be perennial. It
endures time. Content may not be in the same form and substance as seen in the past

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since changes and developments in curriculum occur. Constant repetition,

reinforcement and enhancement of content are all elements of continuity.
2. Curriculum as a Process
Here, curriculum is not seen as a physical thing or a noun, but as a verb or an
action. It is the interaction among the teachers, students and content. As a process,
curriculum happens in the classroom as the questions asked by the teacher and the
learning activities engaged in by the students. It is an active process with emphasis on
the context in which the processes occur. Used in analogy of the recipe in a cookbook,
a recipe is the content while the ways of cooking is the process.
Curriculum as a process is seen as a scheme about the practice of teaching. The
process of teaching and learning becomes the central concern of teachers to
emphasize critical thinking, thinking meaning-making and heads-on, hands-on doing
and many others.
As a process, curriculum links to the content, while content provides materials on
what to teach, the process provides curriculum on how to teach the content. When
accomplished, the process will result to various curriculum experiences for the learners.
The intersection of the content and process is called the Pedagogical Content
Knowledge or PCK. It will address the question: If you have this content, how will you
teach it?
To teachers, the process is very critical. This is the other side of the coin:
instruction, implementation, and teaching. These three words connote the process in
the curriculum. When educators ask teachers: What curriculum are you using? Some of
the answers will be: 1. Problem-based, 2. Hands-on, Minds-On 3. Cooperative Learning
4. Blended Curriculum 5.On-line 6. Case-based and many more. These responses
approach curriculum as a Process. These are the ways of teaching, ways of managing
the content, guiding learning, methods of teaching and learning and strategies of
teaching or delivery modes. In all of these, there are activities and actions that every
teacher and learner do together or learners are guided by the teacher. Some of the
strategies are time-tested traditional methods while others are emerging delivery
modes.
Guiding Principles of Curriculum Process
1. Curriculum process in the form of teaching methods or strategies are means to
achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the
desired learning outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners’ desire to develop the cognitive,
affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An
effective process will always result to learning outcomes.

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7. Both teaching and learning are the two important processes in the
implementation of the curriculum.
3. Curriculum as a Product
Besides viewing curriculum as content that is to be transmitted, or process that
gives action using the content, it has also been viewed as a product. In other words,
product is what the students desire to achieve as a learning outcomes.
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 about significant changes in students’ pattern of behavior. It is important that any
statement of objectives or intended outcomes of the school should be a statement of
changes to take place in the students. Central to the approach is the formulation of
behavioral objectives stated as intended learning outcomes or desired products so that
content and teaching methods may be organized and the results evaluated. Products of
learning are operationalized as knowledge, skills, and values.
Curriculum product is expressed in form of outcomes which are referred to as the
achieved learning outcomes. There may be several desired learning outcomes, but if
the process is not successful, then no learning outcomes will be achieved. These
learned or achieved learning outcomes are demonstrated by the person who has
meaningful experiences in the curriculum. All of these are result of planning, content
and processes in the curriculum.
MODULE 5 CURRICULUM DEVELOPMENT: PROCESSES AND MODELS

Curriculum is a dynamic process. In curriculum development, there are always
changes that occur that are intended for improvement. To do this, there are models
presented to us from well-known curricularists like Ralph Tyler, Hilda Taba, Galen Saylor
and William Alexander which would help clarify the process of curriculum development.
There are many other models, but let us use the three for this lesson.
Curriculum Development Process
Curriculum development is a dynamic process involving many different people
and procedures. Development connotes changes which is systematic. A change for the
better means alteration, modification or improvement of existing condition. To produce
positive changes, development should be purposeful, planned and progressive. Usually
it is linear and follows a logical step-by-step fashion involving the following phases:
curriculum planning, curriculum design, curriculum implementation and curriculum
evaluation. Generally, most models involve four phases.
1. Curriculum planning considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these will
eventually be translated to classroom desired learning outcomes for the learners.
2. Curriculum designing is the way curriculum is conceptualized to include the
selection and organization of content, the selection and organization of learning
experiences or activities and the selection of the assessment procedure and

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tools to measure achieved learning outcomes. A curriculum design will also

include the resources to be utilized and the statement of the intended learning
outcomes.
3. Curriculum implementing is putting into action the plan which is based on the
curriculum design in the classroom setting or the learning environment. The
teacher is the facilitator of learning and, together with the learners, uses the
curriculum as design guides to what will transpire in the classroom with the end
in view of achieving the intended learning outcomes. Implementing the
curriculum 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. This procedure is on-going as in finding out the progress of
learning (formative) or the mastery of learning (summative). Along the way,
evaluation will determine the factors that have hindered or supported the
implementation. It will also pinpoint where improvement can be made and
corrective measures, introduced. The result of evaluation is very important for
decision making of curriculum planners, and implementors.
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. He posited four fundamental principles which are
illustrated as answers to the following questions:
1. What education purposes should schools seek to attain?
2. What educational experiences can be provided that are likely to attain
these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or
not?
Tyler’s model shows that in curriculum development, the following
considerations should be made:
1. Purposes 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. She believe that teachers should
participate in developing a curriculum. As a grassroots approach 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 expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning contents

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4. Organization of learning contents

5. Selection of learning experiences
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 (1974) viewed curriculum
development as consisting of four steps. Curriculum is “a plan for providing sets
of learning opportunities to achieve broad educational goals and related specific
objectives for an identifiable population served by a single school center.”
1. Goals, Objectives and Domains. Curriculum planners begin by
specifying the major educational goals and specific objectives they
wish to accomplish. Each major goal represents a curriculum domain:
personal development, human relations, continued learning skills and
specialization. The goals, objectives and domains are identified and
chosen based on research findings, accreditation standards, and views
of the different stakeholders.
2. Curriculum Designing. Designing a curriculum follows after
appropriate learning opportunities are determined and how each
opportunity is provided. Will the curriculum be designed along the lines
of academic disciplines, or according to student needs and interests or
along themes? These are some of the questions that need to be
answered at this stage of the development process.
3. Curriculum Implementation. A designed curriculum is now ready for
implementation. Teachers then prepare instructional plans where
instructional objectives are specified and appropriate teaching methods
and strategies are utilized to achieve the desired learning outcomes
among students.
4. Evaluation. The last step of the curriculum model is evaluation. A
comprehensive evaluation using a variety of evaluation techniques is
recommended. It should involve the total educational programme of
the school and the curriculum plan, the effectiveness of instruction and
the achievement of students. Through the evaluation process,
curriculum planner and developers can determine whether or not the
goals of the school and the objectives of instruction have been met.
All the models utilized the processes of (1) curriculum planning, (2)
curriculum designing, (3) curriculum implementing, and (4)
curriculum evaluating.
Activity 1: Making an Inventory of Curriculum Approach as Content, Process and

Product

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Instruction: Choose a book that is being used in elementary, high school or

college. Identify the following: Content, Process, Product.
Inventory of the Curriculum Content, Process and Product

Title of the Book:
Grade Level: Subject area used:
No Content Process Product/Outcome
.
Example: Example: Example:
A.Type of A. Individual A. Lists of types of
curriculum in research curriculum
the B. Interview B. Skill in interview and
C. Observation observation
Classroom
1.
2.
3.
4.
5.
Activity 2: Describe the model of curriculum development which you understand well.
Write in three paragraphs.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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______________________________________________________________________
______________________________________________________________________

Example:
//Edmodo, google classroom, moodle, schoology, Podcast etc..
//module, case study, exercises, problems sets, etc…
Assessment Task
I. Instruction: Match the CONCEPT in Column II with the CHOICES in Column III.
Write the letter of your ANSWER in Column I
I. Answer II. Concepts III. Choices
1.Curriculum as way of doing A. Content
2.Authenticity of the content B. Process
3.Curriculum as the subject matter C. Product
4.Fair distribution of the content across the subjects D. Validity
5.Curriculum as the outcome of learning E. Balance
6.Seamless flow of content vertically or horizontally F. Articulation
in the curriculum
7.Evidence of successful teaching G. Sequence
8.Enduring and perennial content, from past to H. Integration
future
9.Allowing the transfer of content to other fields I. Continuity
10.Arranging of contents from easy to difficult J. Learning
outcomes

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II. Instruction: After learning from this lesson, how would you prepare yourself to
become a teacher, using the three approaches to curriculum? Write on the space
below.
___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
III. Instruction: Determine the similarities and differences of the three models of
Curriculum Development Process
How are the models similar?
Similar Tyler’s Taba’s Saylor’s &
Alexander’s
Features
Tyler xxxxxxxxxxxxx
Taba xxxxxxxxxxxxxxxxxxx
x
Saylor & xxxxxxxxxxxxxxxxxxxx

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Alexander
Comment:________________________________________________________
________________________________________________________________
________________________________________________________________
How are the models different?
Different Tyler’s Taba’s Saylor’s & Alexander’s
Features
Tyler xxxxxxxxxxxxx
Taba xxxxxxxxxxxxxxxxxxx
x
Saylor & xxxxxxxxxxxxxxxxxxxx

Alexander
Comment:________________________________________________________
________________________________________________________________
________________________________________________________________
References
Bilbao, P., Dayagbil, F., & Corpuz, B. (2015). Curriculum Development for
Teachers, Lorimar Publishing Inc.

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Pawilen, G. (2015), Curriculum Development: A guide for teachers and Students,

REX Bookstore.
Reyes, E. & Dizon, E. (2015). Curriculum Development, Adriana Publishing Co.,
Inc.
MODULE 6 - FOUNDATIONS OF CURRICULUM DEVELOPMENT
Introduction
In the study of curriculum development, it is vital to trace its philosophical,
psychological, sociological and historical foundations. These spectrum of foundations
will shed light to the educational orientation of each curriculum and will give a clear
direction on the expected outcomes of it.
Learning Objectives
1. Explain each foundation of curriculum development;
2. Describe how each foundation contribute to the direction of curriculum;
3. Identify the different theories applied in the psychological foundation of
curriculum;
4. Distinguish each of the philosophies of curriculum development; and
5. Trace the history of educational curriculum in the Philippines.
Learning contents
Philosophical foundations of curriculum development
Educators, curriculum makers and teachers must have espoused a philosophy or
philosophies that are deemed necessary for planning, implementing, and evaluating a
school curriculum. The philosophy that they have embraced will help them define the
purpose of the school, the important subjects to be taught, the kind of learning students
must have and how they can acquire them, the instructional materials, methods and
strategies to be used, and how students will be evaluated.
Likewise, philosophy offers solutions to problems by helping the administrators,
curriculum planners, and teachers make sound decisions. A person’s philosophy reflects
his/her life experiences, social and economic background, common beliefs, and
education. When John Dewey proposed that “education is a way of life”, his philosophy
is realized when put into practice. Now, particularly in the Philippines, Dewey’s
philosophy served as anchor to the country’s educational system.

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Naturalism
 Naturalism is a concept that firmly believes that ultimate reality lies in the nature
of the matter. Matter is considered to be supreme and mind is the functioning of
the brain that is made up of matter. The whole universe is governed by laws of
nature and they are changeable. It’s through our sense that we are able to get
the real knowledge. The senses works like real gateways of knowledge and
exploration is the method that helps in studying nature.
 Naturalist Philosophers: Thales, Anaximander, Anaximenes Paul Kurtz, W.V.
Quine, and George Santayana
Idealism
 Is the group of philosophies which assert that reality, or reality as we can know it,
is fundamentally mental, mentally constructed, or otherwise
immaterial. Epistemologically, idealism manifests as a skepticism about the
possibility of knowing any mind-independent thing. In a sociological sense,
idealism emphasizes how human ideas — especially beliefs and values — shape
society.
 Idealism believes in refined wisdom. It is based on the view that reality is a world
within a person's mind. It believes that truth is in the consistency of ideas and
that goodness is an ideal state to strive to attain.
 As a result, schools exist to sharpen the mind and intellectual processes.
Students are taught the wisdom of past heroes.
 Idealist philosophers: Plato, Descartes, Kant, Spinoza, Leibniz, Hegel,
Schopenhauer
Realism
 Is the belief that our reality, or some aspect of it, is ontologically independent of
our conceptual schemes, linguistic practices, beliefs, etc. Realism may be
spoken of with respect to other minds, the past,
the future, universals, mathematical entities (such as natural numbers), moral
categories, the material world, and thought. Realism can also be promoted in an
unqualified sense, in which case it asserts the mind-independent existence of a
visible world, as opposed to idealism, skepticism, and solipsism.
 Realism believes in the world as it is. It is based on the view that reality is what
we observe. It believes that truth is what we sense and observe and that
goodness is found in the order of the laws of nature.
 As a result, schools exist to reveal the order of the world and universe. Students
are taught factual information.
 Realist philosophers: Aristotle, Comenius, Pestalozzi, Herbart, Montessori,
Hobbes, Bacon, Locke
Perennialism
 Perennialists believe that one should teach the things that one deems to be of
everlasting importance to all people everywhere. They believe that the most

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important topics develop a person. Since details of fact change constantly, these
cannot be the most important. Therefore, one should teach principles, not facts.
Since people are human, one should teach first about humans, not machines or
techniques. Since people are people first, and workers second if at all, one
should teach liberal topics first, not vocational topics. The focus is primarily on
teaching reasoning and wisdom rather than facts, the liberal arts rather than
vocational training.
 This is a very conservative and inflexible philosophy of education. It is based on
the view that reality comes from fundamental fixed truths-especially related to
God. It believes that people find truth through reasoning and revelation and that
goodness is found in rational thinking.
 As a result, schools exist to teach reason and God's will. Students are taught to
reason through structured lessons and drills.
Existentialism
 Existentialism believes in the personal interpretation of the world. It is based on
the view that the individual defines reality, truth and goodness.
 As a result, schools exist to aid children in knowing themselves and their place in
society.
 Students learn what they want and discuss subjects freely.
Progressivism
 Educational progressivism is the belief that education must be based on the
principle that humans are social animals who learn best in real-life activities with
other people. Progressivists, like proponents of most educational theories, claim
to rely on the best available scientific theories of learning. Most progressive
educators believe that children learn as if they were scientists, following a
process similar to John Dewey's model of learning: 1) Become aware of the
problem. 2) Define the problem. 3) Propose hypotheses to solve it. 4) Evaluate
the consequences of the hypotheses from one's past experience. 5) Test the
likeliest solution.
Essentialism
 Educational essentialism is an educational philosophy whose adherents believe
that children should learn the traditional basic subjects and that these should be
learned thoroughly and rigorously. An essentialist program normally teaches
children progressively, from less complex skills to more complex.
PERENNIALISM ESSENTIALISM PROGRESSIVISM ROCONSTRUCTIONISM
Aim of To educate To promote To promote To improve and

Education the rational the democratic and reconstruct society
person ; To intellectual social living education for
cultivate the growth of the change
intellect individual and

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educate a
competent
person
Role of Teachers The teacher Knowledge Teachers act as
Education help students is the sole leads to growth agents of change
think with authority in and and reform in
reason his or her development of various educational
subject area lifelong projects including
or field of learners who research.
specialization actively learn
by doing
Focus in Classical Essentials Subjects are Focus on present
the subjects, skills of the interdisciplinary and future trends
curriculu literary 3R’s and -nary, and issues of
m analysis and essential integrative and national and
curriculum is subjects of interactive. international
constant English, Curriculum is interests
Science, focused on
History, students
Math, interest, human
And Foreign problems and
Language affairs
Curriculu Use of great Excellence in School Equality of
m Trends books and education, reforms, educational
return to back to relevant and opportunities in
liberal arts basics and contextualized education, access
cultural Curriculum, to global education.
literacy humanistic
education
Psychological foundations of curriculum development

Curriculum is influenced by psychology. Psychology provides information about
the teaching and learning process. It also seeks answers as to how a curriculum be
organized in order to achieve students’ learning at the optimum level, and as to what
amount of information they can absorb in learning the various contents of the
curriculum.
The following are some psychological theories in learning that influenced curriculum
development:
1. Behaviorism
Education in the 20th century was dominated by behaviorism. The
mastery of the subject matter is given more emphasis. So, learning is organized
in a step-by-step process. The use of drills and repetition are common.

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For this reason, many educational psychologists viewed it mechanical and

routine. Though many are skeptical about this theory, we can’t deny the fact the
influences it had in our educational system.
2. Cognitivism
Cognitive theorists focus on how individuals process information, monitor
and manage their thinking. The basic questions that cognitive psychologists zero
in on are:
How do learners process and store information?
How do they retrieve data and generate conclusions?
How much information can they absorb?
With their beliefs, they promote the development of problem-solving and
thinking skills and popularize the use of reflective thinking, creative thinking,
intuitive thinking, discovery learning, among others.
3. Humanism
Humanism is taken from the theory of Gestalt, Abraham Maslow’s theory
and Carl Rogers’ theory. This group of psychologists is concerned with the
development of human potential.
In this theory, curriculum is after the process, not the product; focuses on
personal needs, not on the subject matter; and clarifying psychological meanings
and environmental situations. In short, curriculum views founded on humanism
posits that learners are human beings who are affected by their biology, culture,
and environment. They are neither machines nor animals.
A more advanced, more comprehensive curriculum that promotes human
potential must be crafted along this line. Teachers don’t only educate the minds,
but the hearts as well.
Sociological foundations of curriculum development

There is a mutual and encompassing relationship between society and
curriculum because the school exists within the societal context. Though schools are
formal institutions that educate the people, there are other units of society that educate
or influence the way people think, such as families and friends as well as communities.
Since the society is dynamic, there are many developments which are difficult to
cope with and to adjust to. But the schools are made to address and understand the
changes not only in one’s country but in the world as well.
Therefore, schools must be relevant by making its curriculum more innovative
and interdisciplinary. A curriculum that can address the diversities of global learners, the
explosion of knowledge through the internet, and the educational reforms and policies
recommended or mandated by the United Nations.
However, it is also imperative that a country must have maintained a curriculum
that reflects and preserves its culture and aspirations for national identity. No matter
how far people go, it is the country’s responsibility to ensure that the school serves its
purpose of educating the citizenry.
Historical foundations of curriculum development

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Education during the Pre-Spanish Period

 Education is for survival, conformity and enculturation.
a. Baybayin - system of writing.
b. Boxer codex – 13th Century record of Philippine trading with China and
other countries.
c. Sucesos de las Islas Filipinas by Dr. Antonio de Morga
d. Travels in the Philippines – Feodor Jagor.
Education during the Spanish Period
 The purpose of education is to propagate Christianity.
 The religious orders introduced the parochial school concept. Parochial schools
started in Cebu in 1565 by the Augustinian missionaries. Subjects other than the
Doctrina like simple arithmetic, music and various arts and trades were offered.
 The Royal Decree of 1863 was the first attempt of the Spaniards to establish an
overall public-school system and to provide for the training of teachers through a
normal school. To broaden as much as possible the teaching of the Holy Catholic
Faith of the language of the fatherland, and of the elementary knowledge of life.
Education during the American Period

 The aim of education is to teach democracy as a way of life.
 The education act of 1901, also known as Act. No. 74 of the Philippine
Commission was promulgated to establish a department of Public Instruction.
 The Monroe Survey Commission was created in 1925 to evaluate the entire
school system the Americans set up.
Education during the Commonwealth Period (1935-1942)
 Education aimed to continue the promotion of democratic ideals and way of life.
 Education under the Commonwealth was to prepare for the coming
independence of a new Filipino nation.
 Executive order No. 134 in 1936 designated Tagalog as the basis of the national
language.
Education during the Japanese Era (1943-1945)
 Education aimed at making people understand the position of the Philippines in
the Greater East Asia Co-Prosperity Sphere being advocated by Japan.
Education during the Republic (1943-1972)
 Promotion of equal educational opportunities for all.
Education during the New Society (1972-1986)
 The aim of education is for national development
 Adoption of the acronym PLEDGES – Peace and order; Land reform; Economic
development; Development of moral values; Government reorganization;
Employment and manpower development; Social services.
 Bilingual Education Policy – use of English and Filipino as media of instruction in
specific learning areas.
Education during the 5th Republic (1986 to present)
 The national budget appropriates the highest budgetary allocation in education.
 Promotion and improvement of the public-school teachers.
 Education aimed to promote national development and values education.

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 The Congressional Commission on Education (EDCOM), with its report in 1991,

recommended the following:
a. Division of DECS into the Department of Basic Education (DPE),
Technical Education and Skills Development Authority (TESDA). And
Commission on Higher Education (CHED).
b. Establishment of Teacher Education Center of Excellence.
c. Professionalization of Teachers through LET; and
d. Technical-Vocational Education reform.
 Governance of Basic Education Act of 2001. This act contains provisions that
are also found in the educational act of 1982 regarding the organizational
structure of the educational bureaucracy. It renames Department of Education,
Culture and Sports (DECS) to Department of Education (DepEd) for a more
focused area.
 Enhanced Basic Education Act of 2012. RA 10533 institutionalized the K-12
program, consisted of the universal kindergarten, 6 years of elementary
education, 4 years of junior high school and additional 2 years of senior high
school with tracks on GAS, HUMSS and STEM.
 Universal Access to Tertiary Education Act of 2017. RA 10931 provided free
access to higher education among State Universities and Colleges (SUCSs) and
Local Universities and Colleges in the Philippines (LUCs) starting Academic Year
2018-2019.
Teaching & Learning Activities

Activity 1. Make an essay on the application of each curriculum foundation.
How each of the foundation of curriculum development contribute to the holistic
development of the school, the curriculum and the learner?
Activity 2. Identify the different theories applied in the psychological foundation of
curriculum.
PSYCHOLOGICAL FOUNDATION LEARNING CURRICULUM
APPLICATION APPLICATION
 Behaviorism
 Cognitivism
 Humanism
Activity 3. Distinguish each of the philosophies of curriculum development as to its aim,

role in the education, curriculum focus and trends.
Philosophy Aim of Role of Curriculum Curriculum

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Education education focus trends

Naturalism
Idealism
Rationalism
Constructivism
Perrenialism
Essentialism
Progressivism
Reconstructionis
m
Existentialism
Activity 4. Make a historical timeline of education in the Philippines.

Recommended Learning Materials & Resources For Supplementary Reading
Flexible Teaching Learning Modality (Ftlm) Adopted
References
Alvior, Mary G. (January 9, 2015). Four Major Foundations of Curriculum and their
Importance in Education [Blog Post]. In SimplyEducate.Me. Retrieved
from https://simplyeducate.me/2015/01/09/4-major-foundations-of-curriculum-
and-their-importance-in-education/
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Quezon City: Lorimar Publishing, Inc.
Bilbao, P., Dayagbil, F., & Corpuz, B. (2015). Curriculum Development for Teachers,
Lorimar Publishing Inc.
Fresnoza, F.P. (1957). Essentials of the Philippine Educational System, Abiva Pub.
House.
Manantan, N.A. and Dizon, M.A. (2011) Foundations of Education, Professional
Education: A reviewer for Licensure Examination for Teachers, PNU Univ. Press,
Taft Ave., Manila.
Pawilen, G. (2015), Curriculum Development: A guide for teachers and Students, REX
Bookstore.
Reyes, E. & Dizon, E. (2015). Curriculum Development, Adriana Publishing Co., Inc.
Villena, V., Reyes E., & Dizon, E. (2015). Curriculum Development. Adriana Publishing
Co., Inc.

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Zwaenepoel, P.P. (1975), Tertiary Education in the Philippines, 1611-1972: A system

analysis. Alemar-Phoenix Publishing House, Inc. QC

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Chapter 1 Curriculum Essentials 2 2

PHYSICAL SCIENCE (Isabela State University)

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Unit I. CURRICULUM ESSENTIALS

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MODULE 1 – CURRICULUM IN SCHOOLS

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Teaching & Learning Activities

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EXPERT PERSONAL Hidden

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Recommended Learning Materials & Resources For Supplementary Reading

Flexible Teaching Learning Modality (Ftlm) Adopted

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MODULE 2 - THE TEACHER AS A CURRICULARIST

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and reference materials in paper and electronic media as a curriculum writer

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Teaching and Learning Activities

Recommended learning materials and resources for supplementary reading.

Flexible Teaching Learning Modality (FTLM) adopted

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2. Writes the curriculum

3. Plans the curriculum

4. Initiates the curriculum

5. Innovates the curriculum

6. Implements the curriculum

7. Evaluates the curriculum

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MODULE 3 - THE TEACHER AS A KNOWER OF CURRICULUM

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Curriculum may be regarded as listing of courses or skills to be acquired by

2. It is a written document that systematically describes goals planned, objectives,

3. The contents of a subject, concepts and tasks to be acquired, planned activities,

4. A curriculum includes “all of the experiences that individual, learners have in a

5. It is a programme of activities ( by teachers and pupils) designed so that pupils

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6. It is a plan that consists of learning opportunities or a specific time frame and

Some Points of View of Other Curricularists

Curriculum from Traditional Points of View

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 Philip Phoenix asserts that curriculum should consist entirely of knowledge

Curriculum from Progressive Points of View

Teaching and Learning Activities

Recommended learning materials and resources for supplementary reading.

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Bilbao, Purita P. (2015). Curriculum Development for Teachers. Quezon City,

Flexible Teaching Learning Modality (FTLM) adopted

A. Identify the following conditions as Traditional or Progressive.

1. Teachers allow students to explore and experiment.

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MODULES 4 & 5 APPROACHES ABOUT THE SCHOOL CURRICULUM AND

MODULE 4 APPROACHES TO SCHOOL CURRICULUM

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For example, a primary school mathematics curriculum consists of topics

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Basic Principles of Curriculum Content

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