The Teacher and the

School Curriculum

Module 1

Prepared by:

REXSON D. TAGUBA,
 Module Overview
 Module 1 is all about school curricula
and the teacher. This introductory
module identifies the different types of
curricula that exist in the teacher’s
classroom and school. Further, Module 1
describes the important roles of the
teacher as a curricularist who engages
in the different facets of curriculum
development in any educational level.
 Lesson 1.1
The Curricula In School
Desired Learning Outcomes

 Discuss the different curricula that exist in the schools

 Analyze the significance of curriculum and curriculum
development in the teacher’s classroom
In our current Philippine educational system, different schools are
established in different educational levels which have corresponding
recommended curricula. The educational levels are:

1. Basic Education. This level includes Kindergarten, Grade 1 to

Grade 6 for elementary; and for secondary, Grade 7 to Senior High
School. Each of the levels has its specific recommended curriculum.
The new basic education levels are provided in the K to 12
Enhanced Curriculum of 2013 of the Department of Education.
2. Technical Vocational Education. This is post-secondary technical
vocation educational and training taken care of Technical Education
and Skills Development Authority (TESDA). For the TechVoc track
in SHS of DepEd, DepEd and TESDA work in close coordination.

3. Higher Education. This includes the Baccalaureate or Bachelor

Degrees and the Graduate Degrees (Master’s and Doctorate) which
are under the regulation of the Commission on Higher Education
(CHED).
Content Focus
In whatever levels of schooling and in various types of
learning environment, several curricula exist. Let us find out
how Allan Glatthorn (2000) as mentioned in Bilbao, et al
(2008) classified these:
 Types of Curricula Simultaneously
Operating in the Schools
Are you aware that in every classroom, there are several types of
curricula operating at the same time? Let us study each one.
1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden/Implicit Curriculum
 Almost all curricula found in our schools are recommended.
For Basic Education, these are recommended by the Department
of Education (DepEd), for Higher Education, by the
Commission on Higher Education (CHED) and for vocational
education by TESDA.
 This includes documents based on the recommended
curriculum. They come in the form of course of study, syllabi,
modules, books or instructional guides among others.
 From what has been written or planned, the curriculum has to
be implemented or taught. The teacher and the learners will put
life to the written curriculum.
 This is described as support materials that the teacher needs to
make learning and teaching meaningful. These include print
materials like books, charts, posters, worksheets, or non-print
materials like PowerPoint presentation, movies, slides, models,
realias, mock-ups, and other electronic illustrations.
 Taught and supported curricula have to be evaluated to find out
if the teacher has succeeded or not in facilitating learning. In the
process of teaching and at the end of every lesson or teaching
episode, an assessment is made.
 How do we know if the student has learned? We always believe
that if a student changed behavior, he/she has learned.
 This curriculum is not deliberately planned, but has a great
impact on the behavior of the learner. Peer influence, social
environment, media, parental pressures, societal changes,
cultural practices, natural calamities, are some factors that create
the hidden curriculum.
 However, in every teacher’s classroom, not all these curricula
may be present at one time. Many of them are deliberately
planned, like the recommended, written, taught, supported,
assessed, and learned curricula. However, a hidden curriculum is
implied, and a teacher may or may not be able to predict its
influence on learning.
Activity 1 – Think-Pair-Share
1. Get a partner (A and B).
2. Discuss the Sabre-tooth Curriculum and answer the following:
a. Does the sabre-tooth curriculum still exist at
present?
b. Describe the kind of curriculum that exists as
described in the article?
c. What does the author mean, when he said “A
curriculum should be timeless?” Explain.
d. What is the difference between education and
training?