THE TEACHER AND THE SCHOOL

CURRICULUM
Prepared by: Group V
Christine Joy D. Dupo
Joyrin A. Elumbaring
Naomie Clarice R. Escorel
Noemie Claire R. Escorel
Christine Joy B. Espinosa
 The Teacher and The Curriculum

• Teacher and the School curriculum was offered in

the college of education curriculum in the Philippine
setting. This course includes the fundamental
concepts and principles in curriculum and
curriculum development as a foundation to engage
prospective teachers as curricularists.
TEACHER
- A teacher is a person who helps other person acquire
knowledge, skills, and competence. It is the intelligences of the
teacher, the learner harnesses the “God given richness”

A Teacher as a Professional
- A teacher as professional, the carry-over “virtue” and
“values” as a person and as a teacher is always carrying his/her
mandate specified in his/her license as a teacher and having
his/her own gavel on biases.
- The world of “professionalism” of the teacher; the
attitude and mindset cause a teacher to strive, on the
basis of an agreed code of behaviour, for excellence
in the performance of his/her teaching duties,
responsibilities and obligation. It includes professional
ethics (besmirching reputation).
What is Curriculum?
- is what is taught in school, a set of subjects, a
content, a program of studies, a set of materials,
a sequence of courses, a set of performance
objectives, everything that goes within the
school.
- In short curriculum is the total learning
experiences of the learner under the guidance of
the teacher.
Curriculum
a) It is based on students needs and interest
b)It is always related to instruction
c) Subject matter is organized in terms of
knowledge ,skills and values
d)the process emphasize problem solving
e)Curriculum aims to educate generalist and
not specialist
 TYPES OF CURRICULUM
1.Written Curriculum
- A written curriculum is what is formally put
down in writing and documented for teaching.
These materials can include an educator’s
instruction documents, films, text and other
materials they need.
 TYPES OF CURRICULUM
2. Taught Curriculum
- This type of curriculum refers to how teachers actually
teach. This is a less predictable and less standardized type
of curriculum because how an educator delivers material
can vary from one to the next. This can include
experiments, demonstrations and other types of
engagement through group work and hands-on activities.
 TYPES OF CURRICULUM
3. Supported Curriculum
- A supported curriculum involves the additional tools,
resources and learning experiences found in and outside a
classroom. These include textbooks, field trips, software and
technology, in addition to other innovative new techniques to
engage students.
 TYPES OF CURRICULUM
4. Assessed Curriculum
-An assessed curriculum is also known as a tested
curriculum. It refers to quizzes, tests and other kinds of
methods to measure students’ success. This can encompass
a number of different assessment techniques, including
presentations, a portfolio, a demonstration as well as state
and federal standardized tests.
 TYPES OF CURRICULUM
5. Recommended Curriculum
- This type of curriculum stems from what experts in education
suggest. Recommended curriculum can come from a variety of
different sources, including nationally recognized researchers,
policy makers and legislators, and others. It focuses on the content,
skill sets and tools educators should prioritize in the classroom.
 TYPES OF CURRICULUM
6. Hidden Curriculum

- A hidden curriculum is not planned, but it has a

significant impact on what students learn. This type of
curriculum is not always communicated or formally
written down and includes implicit rules, unmentioned
expectations, and the norms and values of a culture.
 TYPES OF CURRICULUM
7. Excluded Curriculum
-The excluded curriculum is also known as the null
curriculum. It refers to what content is not taught in a
course. Often an educator or curriculum specialist
believes that a certain skill or concept is less important
or does not need to be covered.
 TYPES OF CURRICULUM
8. Learned Curriculum
-A learned curriculum refers to what students walk away
with from a course. This includes the subject matter and
knowledge they learned from a course, but it can also
include additional changes in attitude and emotional
wellbeing.
 Who is Curricularist?

• A professional who is curriculum specialist.

• A person who is involved in curriculum knowing,
writing, planning, implementing, evaluating,
innovating, and initiating.
• A teacher’s role is broader and inclusive of other
functions and so teacher is a curricularist.
 CHARACTERISTICS OF CURRICULARIST

1. Knows the curriculum 2. Writes the curriculum

- Learning begins with knowing. - A classroom teacher takes
- The teacher as a learners record of knowledge
starts with knowing about the concepts, subject matter or
curriculum, the subject matter
or the content. As a teacher, content.
one has to master what are - These need to be written
included in the curriculum. or preserved.
 CHARACTERISTICS OF CURRICULARIST

3. Plans the curriculum 4. Initiates the curriculum

- A good curriculum has - In cases where the curriculum is
recommended to the schools from
to be planned. It is the DepEd, CHED, TESDA,
role of the teacher to UNESCO,UNICEF or other
make a yearly, monthly educational agencies for
or daily plan of the improvement of quality education,
the teacher is obliged to implement.
curriculum.
 CHARACTERISTICS OF CURRICULARIST

5. Innovates the curriculum 6. Implements the curriculum

- Creativity and - Heart of schooling is the
innovation are hallmarks curriculum.
of an excellent teacher. - It is the role where the
A curriculum is always teacher becomes the
dynamic, hence keeps implementor of the
on changing. curriculum.
 CHARACTERISTICS OF CURRICULARIST

7. Evaluates the curriculum

- How can one determine if the desired learning
outcomes have been achieved?
- is the curriculum working?
 Some Points of View of Other Curricularist

Point of view about the curriculum can

either be traditional or progressive
according to their philosophical,
psychological and even psychological
orientations. These views can also define
what is curriculum all about.
 Curriculum from Traditional Points of Views

• “curriculum is that it is a body of subjects or

subject matter prepared by the teachers for
the students to learn.
• It was synonymous to the “course of study”
and “syllabus”
 Curriculum from Progressive Points of Views

• To a progressivist, a listing of school subjects,

syllabi, course of study, and list of courses of
specific discipline do not make a curriculum.
 Diverse Points of Views
Traditiona Progressiv
l e

Robert John Reflective thinking unifies

Permanent studies curricular elements that is
Hutchins Dewey tested by applicants

Focus on the Arthur Hollis Caswell All experience children have

grammar literature and Kenn under the guidance of
and writing
Bestor Campbell teachers.

Othaniel
Discipline as a ruling Joseph Smith, William Sequence of potential
experience
doctrine Schwab Stanley &
Harlan Shore

All experience which are

Consist entirely of Collin Marsh
knowledge
Phillip & George
planned and enacted by the
Phenix Willis
teachers and learned by the
students.
 Robert M. Hutchins (1899- Arthur E. Bestor (1879- Joseph Schwab (1909- Dr. Phillip Phenix (1915-2002)
1977) 1044) 1988)

John Dewey (1859-1952) Hollis Caswell (1901-1988)

Colin Marsh George Willis (1840-1884)
Curriculum Theorist

• Franklin Bobbit (1876-1956) –

presented curriculum as a
science that emphasizes on
students’ need.

• Werret Charrets (1875-1952) –

considered curriculum also as a
science which is based on
students’ need and the teachers
plan the activities.
 Curriculum Theorist
• William Kilpatrick (1871-1965) –
viewed curriculum as purposeful
activities which are child-
centered.

• Harold Rugg (1886-1960) –

curriculum should develop the
whole child. He emphasized
social studies in the curriculum
and the teacher plans the lesson
in advance.
Curriculum Development Process

- Curriculum development connotes that curriculum

is dynamic, it is changing according to the needs of
the learner in a given society. The curriculum can
be adjusted, modified, or improved but changes
should be purposeful, planned and progressive.
Four Phases of Curriculum Development

Curriculum
Planning

Curriculum Curriculum
Evaluating Designing

Curriculum
Implementing
 Generally, most models involve four phases:

1. Curriculum planning – considers the school vision,

mission and goals. It also includes the philosophy
of strong education belief of the school.
2. Curriculum designing – is the way of curriculum is
conceptualized to include the selection and
organization of the content, the selection and
organization of learning experiences or activities.
 Generally, most models involve four phases:

3.Curriculum implementing – is putting into action the

plan which is based on the curriculum design in the
classroom setting or learning environment.
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).
 Curriculum Theorist

• Ralph Tyler (1902-1994) –

believes that curriculum is a
science and an extension of
school’s philosophy. Based on
students’ needs and interest.

• The Tyler’s model is one of the first models of curriculum development and it
was and still is a highly simple model consisting of four steps:
Tyler’s Four Basic Principle
1. Determine
the school’s
purposes (aka
objectives)

2. Identify
4. Evaluate educational
Curriculum
the experiences
purposes Development related to
purpose

3. Organize
the
experiences
 Curriculum Theorist
• Hilda Taba (1902-1967) - is the
developer of this model of
learning. Taba believed that there
is a definite logical and sequential
order in creating a curriculum. She
promotes the “Down-Top model”
or Grassroots approach. 
• Taba’s grassroots model has seven steps as listed below, advocating a major role
for teachers.
2. 4. 5. Selecting 6. Organizing
1. Diagnosis 3. Selecting
Formulating Organizing Learning Learning 7. Evaluation
of Needs Content
Objectives Content Experiences Experiences
 Curriculum Theorist

• Galen Saylor and William

Alexander (1974) – viewed
curriculum development as
consisting of four steps.

• There are four steps in curriculum development as viewed by Saylor and

Alexander. These are the following:
1. Goals, Objectives 2. Curriculum 3. Curriculum 4. Curriculum
and Domains Designing implementation evaluation
 References

• Bilbao, et. al. (2015). Curriculum Development for Teachers. Quezon City: Lorimar. Educational
Research Techniques. (2014). Retrieved from
https://educationalresearchtechniques.com/2014/07/01/curriculum-development-thetyler-model/.
Mishra, M. (2018). Slideshare.
• Quileste, Ronald. (2019). Curriculum Development Essentials: The Teacher as A Curricularist.
https://www.slideshare.net/RonaldQuileste/curriculum-development-essentials-the-teacher-as-a-
curricularist