Activity Sheet:

1. Retrieval Map: MAJOR TYPES OF CURRICULUM –

TYPE OF PROPONENT/s DEFINITION EXAMPLE

CURRICULUM
Recommended (Glatthorn, Boschee, and This refers to what Deped orders, CHED
Curriculum Whitehead, 2006) scholars propose as the memorandum,
most appropriate resolutions, policy
curriculum for the guidelines
learners.
Written Curriculum Includes documents, Lesson plan, learning
course of study, or syllabi competencies, MELC
handed down to the
schools, districts, division,
departments, or colleges
for implementation
Learned Curriculum (Print, 1993) This refers to the result of Learning targets actually
the curriculum or what attained by the students.
students actually learned
in school. The learned
curriculum reveals
whether the students
learned and whether the
schools are successful in
attaining their curriculum
goals and objectives.
Assessed Curriculum A series of evaluations Different types of
done by the teacher to assessment (summative
determine the extent of & formative)
teaching or to tell
students'progress
Taught Curriculum Different planned Activities implemented
activities which are put by the teacher in the
into action in the classroom to attain the
classroom instructional objectives,
teaching pedagogies
employed by the
teacher.
Supported Curriculum (Glatthorn, Boschee, This refers to the Instructional materials
and Whitehead, 2006) curriculum that is which include books,
reflected on and mock-ups, models, and
shaped by the realia.
resources allocated to
support or deliver the
official curriculum.
 Hidden Curriculum (Print, 1993) This refers to various Social expectations,
skills, knowledge, and underlying culture and
attitudes that students norm in the school,
learn in school as a result unspoken or unwritten
of their interaction with rules learned through
other students, staff, and experience
faculty members.
Although the hidden
curriculum is not actually
taught in formal
classroom learning, it is
also true that the hidden
curriculum can be a
product of the students'
schooling

2. List down major components of curriculum.

Aims goals and objectives

Subject matter/content

Learning experiences

Evaluation approaches

3. Answer the following questions.

a. How do these four capacities in the purpose of curriculum take place in the teaching-learning process?

The curriculum is defined as a sequence of planned experiences where students practice and achieve proficiency in
content and applied learning skills. The four capacities of the curriculum—developing successful learners,
confident individuals, responsible citizens, and effective contributors—take place in the teaching-learning process
by guiding how students grow and apply these attributes. Throughout this process, students not only build the
knowledge and competencies they need to thrive in life, learning, and work, but also grow to appreciate their role
and responsibilities in society. These capacities are developed through a structured learning environment where
students engage with the content, interact with real-world problems, and apply critical thinking.

b. How can we determine whether these purposes are being attained or not?

They say that for us to know if a person or learner has truly learned something, we can see it through changes in
their behavior. The same applies to determining whether the purpose of the curriculum has been achieved. If
learners are driven by interest, engagement, and curiosity about the world around them, and they strive to always
learn more, then the curriculum's purpose is being fulfilled.

c. As a future educator, do you think the added two years in the curriculum were effective?

For me, the K-12 curriculum serves as a stepping stone to achieving what you want to become in the future. As
someone who graduated under the added two years of the curriculum, I can confidently say it was effective.
Pursuing a career as an educator, the extra two years helped me significantly in preparing lesson plans, teaching
during work immersion, and improving my social and communication skills—all of which are crucial for my future
profession. The additional years provided me with the time and experience necessary to be better equipped for
the challenges of the real world

4. Descrive the role of the teacher as a curricuralist.

A curricularist is defined as someone who is involved in curriculum knowing, writing, planning,

implementing, evaluating, innovating, and initiating. The teacher, as a curricularist, is the one who
implements or brings the curriculum to life. They are the ones who give life to the curriculum plan—
serving as the bloodline of the curriculum. Teachers create the units and lessons, assign projects, and
administer assessments to evaluate students' learning.

5. List down the proponent/s of each Foundations of Curriculum and how it was developed. Elaborate
them.

FOUNDATIONS PROPONENT/S HOW IT WAS TEACHING LEARNING

OF CURRICULUM DEVELOPED PROCESS PROCESS
Idealism Plato and idealism traces its In Idealism, the In Idealism,
Immanuel Kant roots back to teacher is seen as students are
Plato in ancient a moral and viewed as seekers
Greece, who intellectual guide of truth and
proposed that who inspires personal growth.
absolute, students to
unchanging, pursue truth and
timeless ideas wisdom
constitute the
highest form of
reality: Platonic
idealism. This was
revived and
transformed in
the early modern
period by
Immanuel Kant's
arguments that
our knowledge of
reality is
completely based
on mental
structures:
transcendental
idealism
Realism Aristotle Realism In Realism, the In Realism,
developed teacher is seen as students are seen
because people an expert in as observers and
wanted to focus subject matter learners of the
 on what they and a guide for natural world.
could see, touch, students in
and experience understanding the
directly in the world
world around
them. It was a
reaction to
idealism, which
emphasized
abstract ideas and
mental concepts
—things that
couldn’t always be
easily observed or
proven.
Pragmatism Charles Sanders In Pragmatism, In Pragmatism,
Peirce, William the teacher is a students are
James, and John facilitator of problem solvers
Dewey learning and a co- and active
learner who helps participants in
students navigate their learning.
real-world
experiences
Existentialism Søren Aabye In Existentialism, In Existentialism,
Kierkegaard the teacher serves students are
as a guide who viewed as
supports students individuals
in their individual responsible for
journeys of self- finding personal
discovery. meaning.
Perennialism Thomas Aquinas In Perennialism, In Perennialism,
the teacher is students are seen
seen as a master as seekers of
of intellectual timeless truths
tradition and a
transmitter of
timeless
knowledge