CHAPTER 1 : CURRICULUM CONCEPTIONS

Includes:
UNDERSTANDING CURRICULUM - point of view about curriculum concerns
- goals of what curriculum should accomplish
DEFINITIONS OF CURRICULUM - how curriculum should be designed

1. Curriculum as a list of subject 1. Academic Rationalist Conception

- permanent or traditional subjects - oldest among curriculum conceptions
- discipline or subject areas are the focus of curriculum
2. Curriculum as learning experiences
- curricular and co-curricular activities 2. Cognitive Processes Conception
- hidden curriculum - develop cognitive skills
- subject matters are instrument for developing these cognitive skills
3. Curriculum as planned learning experiences
- documents specifying contents, objectives 3. Humanistic Conception
- what students should know in specific discipline - curriculum/education is an instrument for developing full potential
of individuals
4. Curriculum as intended learning outcomes - curriculum should focus on individual's needs and interests.
- list of learning competencies
4. Social Reconstructionist Conception
5. Curriculum as a discipline - schooling is an agency for social change
- has own principles, theories, and practices - curriculum respond to the needs, issues, problems, and demands of
society
6. Curriculum as content or subject matter
- series of topics under each subject 5. Technological Conception
- development of means to achieve curriculum
TYPES OF CURRICULUM - schooling is a complex system that can be analyzed into its
constituent components
1. Ideal or Recommend Curriculum
- most appropriate curriculum 6. Eclectic Conception
- researchers proposed curriculum innovations or alternative - curriculum workers aligning their ideas with two or more
curriculum content curriculum conceptions
- develop response to curricular problems and issues - each curriculum conceptions needs to be considered and is
influential in designing curriculum
2. Intended, Official, or Written Curriculum
- prescribed by the government ELEMENTS OF CURRICULUM
- TESDA, CHED, DEPED
- Example: K-12 Curriculum 1. Intent (Aims, Goals, Objectives)
- direction that curriculum developers wish to take
3. Implemented Curriculum - Aims: broad statement, hope to be achieved
- actual implementation - Goals: specific statement, hope to be learned
- what teachers should teach in school - Objectives: specific learning outcomes
- teachers modify and improve this
2. Content
4. Achieved or learned curriculum - values, concepts, or skills that are important to learn by the
- result of the curriculum learners
- what the students actually learned
- was the school successfully attain their goals 3. Learning experiences
- all instructional strategies
5. Tested Curriculum - form of activities, strategies, methods or approaches
- set of learning that assessed students
4. Evaluation
6. Entitlement Curriculum - ways and tools used to evaluate the "intent"
- expectations of people/general society for the learners to learn

7. Supported curriculum CHAPTER 2 :

- resources allocated to support or deliver the official curriculum
CURRICULUM PLANNING
8. Null or Censored Curriculum
- contents/topics that must not taught CURRICULUM SOURCES (Tyler, 1949)

9. Hidden Curriculum 1. Society

- all learnings as a result of interaction with peers, students, staff, - responding to the needs and demands of the society
faculty members - provides information about the context in curriculum
- not actually taught in formal classroom learning - society becomes multilingual ang multicultural
- includes school culture - important to make the curriculum more relevant and responsive

CURRICULUM FOUNDATIONS 2. Learners

- major beneficiaries/direct subjects of the school curriculum
Psychology - align the curriculum to the needs and nature of students
- understanding human behavior - important in selecting and learning experiences
- studies of learners and learning theory
3. Discipline or subject matter
Sociology and Anthropology - different subjects are unique in terms of design and content
- sociology: knowledge about society - educators are required to analyze the contents prescribed by the
- anthropology: knowledge about culture government
- both focus on the studies of life - important in selecting and designing curriculum contents

Philosophy CURRICULUM INFLUENCES (Stark and Latucca, 1997)

- studies of the nature and value of knowledge
- what subjects or topics are worthwhile
- helps in organizing schools and classrooms
- affect the whole academic plan
Academic Plan
- incorporates a total blueprint for action, including the purposes,
activities, and ways of measuring success.
1. External influences
- directly influence curriculum decision making 7. Government Policies and Agencies
> society
> market demand In basic education:
> government - DepEd issues DOs and memoranda; guides public & private schools
> disciplinary associations
> alumni In college level:
- CHED issues Mos
2. Internal influences - prescribes faculty qualifications, facilities, and other requirements
- related to the school for the implementation and administration of the courses
> faculty members
> students 8. Market Demands
> disciplines - needs of the society
> program mission - student’s knowledge, values, and skills are prepared to meet the
needs and demands of the society
3. Organizational Influences - schools are expected to develop graduates that can be assets and
- school factors but more concerned with the governance of the good citizens of the society
program and support system
> school resources 9. Alumni
> leadership - donating money
> governance and program relationship - providing comment or evaluation feedback
- living testimony of the quality education offered by the school
SEVERAL CURRICULUM INFLUENCES
10. Media and ICT (Information and Communication Technologies)
(Pawilen, 2011) - internet enables teachers and students to access almost all info’s
- shows the result of FGD with the faculty members and - technology connects the school to global community
administrators who identified the ffg. several curriculum influences - LCD, projectors, etc. are made available for instructional purposes
- these influences are always considered in planning, designing,
developing, revising, and evaluating curriculum 11. The Church and Church-related Agencies
- schools offers institutional requirements such as bible subjects,
1. Students theology, and Christian living subjects
- most influential among the different curriculum influences - religious schools offers retreats, chapel services, other religious act
- teachers observe that their demographic characteristics influence
their attitude and performance toward learning 12. School Facilities and Other Resources
- school facilities that are very useful in providing quality education,
2. School’s Vision, Mission, and Core Values includes:
- fundamental bases in developing the four elements of curriculum > classrooms
- included in all lesson plans/courses syllabi > libraries
- reflected in the planned, implemented, and hidden curriculum > laboratories
- reflections of what the institutions can contribute to the society > ICT equipment
and to the development of individuals > dormitories
- students and alumni are expected to possess the core values > school clinics
> counseling office
3. Admission and Retention Policies > canteen
- set the standards of what kind the students are admitted > chapel for sectarian schools
- includes the things they need to do in the institution until they > laboratories
graduate
- school rules are set to give order and provide smooth 13. Student Services
implementation of the curriculum campus ministry:
- helps in spiritual nourishment
4. Faculty Members guidance and counseling services:
- key implementers - helps personal and psychological concerns
- experts in contents they teach and in pedagogy health services:
- helps health related concerns through clinic
In basic education: financial assistance and scholarship:
- teachers take the role of a second parent to their students - provides financial assistance
- teachers are seen as models of high-ethical life student affairs office:
- teachers are intellectuals in various subject areas - guides in organizing activities
- provides all forms of support for academic & personal development
In college level:
- teachers are experts in the fields
CHAPTER 3 :
- teachers have academic freedom that allows them to modify and
plan their syllabi CURRICULUM DESIGN
5. School Administrators and Board of Trustees
- providing curriculum leadership in schools, colleges, & universities DEFINITIONS OF CURRICULUM DESIGN
- set and approve rules for the school - refers to the arrangement of the elements of the curriculum
- administer the planning, implementation & evaluation of curriculum - in many books, it is used interchangeably with curriculum
- part of the entire team of curriculum workers organization

6. Accrediting Agencies LEVELS OF ORGANIZING CURRICULUM CONTENT (Posner, 1997)

- set the necessary standards for curriculum, instruction, faculty, and
facilities 1. Macrolevel
- determine the quality of the courses being offered in an institution - general or overall process of curriculum development
- arranging or organizing the total curriculum from the philosophy
Accrediting Agencies in PH down to the context of the different subjects
> ACSCU-AAI - referred to as function of curriculum design
(Association of Christian Schools, Colleges, and Universities,
Accrediting Agency Incorporation) 2. Microlevel
> PAASCU - specific phase or on a specific context
(Philippine Accrediting Association of Schools, Colleges, and - organizing the content of a specific subject/discipline
Universities) - referred to as function of curriculum organization
> AACCUP
(Accrediting Agency for Chartered Colleges and Universities in the
Philippines)
CURRICULUM DESIGN (Print, 1998) SEQUENCING CURRICULUM CONTENT (Print, 1993)

A. Subject-centered Design 1. Simple to Complex

- most of the curricula used in schools are arranged or organized in - the topics are arranged in progressive spiral sequence
terms of subject
- the most popular among the four curriculum designs 2. Prerequisite Learning
- followed in subject that largely consist of laws and principles
1. Subject Design - to understand these laws and principles, students should learn the
- offered in elementary level basic prerequisite knowledge and concept
- curriculum is organized in terms of subject
- subject are organized in fragmented manner 3. Chronology
- suggest sequencing of content according to chronology of events
2. Academic Disciplines Design
- offered in high school or college level 4. Whole to Part Learning
- curriculum is organized in terms of discipline - deductive approach
- see the big picture to understand specific concepts and skills
3. Integrated Design
- learners learn in an integrated manner 5. Increasing Abstraction
- merger two or more related subjects - sequenced according to the idea or principle that a student can
learn most effectively if the concept is related or relevant to own
TYPES OF INTEGRATION personal experiences
> Interdisciplinary
- merging two related disciplines/subjects
CHAPTER 3 :
- example: science + health
> Multidisciplinary CURRICULUM DEVELOPMENT
- merging two or more related disciplines
- example: geography + history + economics
> Core CURRICULUM DEVELOPMENT MODELS
- all disciplines/subjects put together using a single theme
- used in preschool A. Linear Models of Curriculum Development
- example: self > family > community - highly prescriptive
- logical and sequential approach
B. Learner-centered Design - direct and time efficient approach
- focus on the needs, nature, and interests of learners - rational step by step procedure
- aim is to develop the student’s potential and abilities - starting with objectives

1. Activity or Experience Design 1. Tyler’s Rational Linear Model

- concentrates on meaningful and interesting activities 2. Taba’s Grassroots Rational Model
- develop various skills process skills, problem solving, etc. 3. Standards-based Curriculum Development Model
4. Understanding by Design Model (UBD)
2. Humanistic Design 5. Systematic Design Model
- focus on the holistic development of an individual 6. Murray Print Model for Curriculum Development
- addresses the needs and nature of the learners
B. Cyclical Models of Curriculum Development
C. Problem-centered Design - prescriptive
- understanding and finding solutions to individual & social issues - continuous process
- require student’s skills to address social and individual problems - starting with situational analysis

1. Thematic Design 1. Audrey Nicholls & Howard Nicholls Model for Curriculum
- emphasis on human activities as the themes of study Development
- others use different topics that are interesting to students 2. Wheeler’s Curriculum Development Model
- themes can either be concepts, guided questions, etc. 3. The Contextual Filters Model of Course Planning

2. Problem Design
- learners are exposed in solving real-life problems
- they are exposed to practical situations or issues
D. Core Learning Designs
- learning a set of common subjects, disciplines, courses, skills, or
knowledge
- aims to provide a uniform type of education that is transformative
and relevant to all types of students
B. Dynamic Models of Curriculum Development
- can modify, change, and improve
- starting with any curriculum element or process
1. Walker’s Model of Curriculum development
2. Skilbeck’s Curriculum Development Model
3. Eisner’s Artistic Approach to Curriculum Development
4. Pawilen’s Model for Developing Curriculum

1. Core Design
- set of common subjects, disciplines, or courses
- required for students to study before they graduate

2. National Core Curriculum

- set of subjects or courses
- requires to be taught to all students across the country
- prescribed by the state through DepEd and CHED

THINGS TO CONSIDER IN DESIGNING CURRICULUM (Main Forces)

1. Horizontal Organization
- scope and integration
- concerned with the arrangement of curriculum components
- focuses on establishing relationships and integration among subject
areas in elementary and secondary curriculum

2. Vertical Organization
- sequence
- focuses on the spiral progression of curriculum contents
- distribution of curriculum contents from K-12
- focus on developing student’s mastery of the content