CURRICULUM

DEVELOPMENT
What is Curriculum?

• Etymology
• From the Latin word curriculum (“course”), derived from
currere (“run” or “move quickly”
• The Traditional Points of View
• “Curriculum eas a “body of subject or subject matter prepared
by the teacher for the student to learn”
• Robert M. Hutchins – curriculum for basic education should
emphasize 3Rs, and college education should be grounded on
liberal education.
• Joseph Schwab – “Discipline is the sole source of curriculum”
What is Curriculum?

• Progressive Points of View of Curriculum

• A listing of school subject, syllabi, course of study, and list of
course or specific discipline do not make a curriculum”
• John Dewey – Curriculum is based on Dewey’s definition of
experience and education.
• Caswell and Campbell – viewed curriculum as “all experiences
children have the guidance of teachers”
• Marsh and Willis – view curriculum as “all the experiences in
the classroom which are planned and enacted by the teacher,
and also learned by the students.
Foundations of Curriculum

• Perennialism
• Aim of Education – To educate the rational person; to cultivate
the intellect
• Role of Education - Teachers help students think with reason
based on the Socratic methods of oral exposition or recitation
and explicit or deliberate teaching of traditional values
• Focus in the curriculum – Classical subjects, literary analysis.
Curriculum is constant
• Curriculum Trends – Use of great books and return to liberal
arts
Foundations of Curriculum

• Essentialism
• Aim of Education – To promote the intellectual growth of the
individual and educate a competent person
• Role of Education – The teacher is the sole authority in hisher
subject area or field of specialization
• Focus in the curriculum – Essential skills of the 3Rs and
essential subjects of English, Science, History, Math and
Foreign language
• Curriculum Trends – Excellence in Education, back to basics,
and cultural literacy
Foundations of Curriculum

• Progressivism
• Aim of Education – To promote democratic and social living
• Role of Education – Knowledge leads to growth and
development of lifelong learners who actively learn by doing
• Focus in the curriculum – Subjects are interdisciplinary,
integrative, and interactive. Curriculum is focused on students’
interest, human problems and affirs
• Curriculum Trends – School reforms, relevant and
contextualized curriculum, and humanistic education
Foundations of Curriculum

• Reconstructivism
• Aim of education – To improve and reconstruct society, since
education is for change
• Role of education – Teachers acts as agnets of change and
reform in various educational projects, including research
• Focus in the curriculum – Present and future trends and issues
of national and international interest
• Curriculum Trends – Equalities of educational opportunities in
education, and access to global education
Historical Foundations of Curriculum

• Franklin Bobbit
• Presented curriculum as a science that emphasizes the
students’ need. Objectives with corresponding activities should
be grounded and sequenced
• Werett Charters
• Curriculum is a science. The subject matter and the objectives
are planned by the teacher.
• William Kilpatrick
• Curriculum are purposeful activities which are child-centered.
The project-method was introduced by Kilpatrick, whose model
allowed the teacher and student to plan the activities.
Historical Foundations of Curriculum

• Harold Rugg
• Curriulum should develop the whole child. Rugg emphasized
social studies, and that teachers plan the curriculum in
advance
• Hollis Caswell
• Curriculum as organized around social functions or themes,
organized knowledge and learner’s interest.
• Ralph Tyler
• Curriculum is a science and an extension of the school’s
philosophy.
Psychological Foundations of Education

• Behaviorist Psychology
• Connectionism – Edward Thorndike, which influenced both
Ralph Tyler and Hilda Taba who are considered to be two of
the well-known curricularist.
• Classical Conditioning – Ivan Pavlov
• Operant Conditioning – B.F. Skinner
• Modeling and Observation Theory – Albert Bandura
• Hierarchical Learning/ sets of behavior and five learning
outcomes – Robert Ggane
Psychological Foundations of Education

• Cognitive Psychology
• Cognitive Development Stages – Jean Piaget
• Social Constructivism – Lev Vygotsky
• Multiple Intelligence – Howard Gardner
• Learning styles – Felder and Silverman
• Emotional Intelligence – Danile Goleman
Psychological Foundations of Education

• Humanistic Psychology
• Learning can be explained in terms of the wholeness of the
problem and where the environment is changing and the
learner is continuously recognizing his or her perceptions –
Gestalt Theory
• Theory of human needs for self-actualizing persons – Abraham
Maslow
• Non-directive lives – Carl Rogers
Psychological Foundations of Education

• Social Foundations of Education

• School exist within the social context. Societal culture affects
and shapes schools and their curricula.
Characteristics of a Good Curriculum

• The curriculum is continuously evolving.

• The curriculum is based on the needs of the people.
• The curriculum is democratically conceived.
• The curriculum is the result of a long term effort.
• The curriculum is a complex of details.
• The curriculum provides for the logical sequence of subject matter.
• The curriculum complements and cooperates with other programs of the
community.
• The curriculum has educational equality.
• The curriculum has effective flexibility.
Types of Curriculum

1. Recommended Curriculum - is that which is recommended by scholars and

professionals.
2. Written Curriculum-is intended primarily to ensure that the educational goals
of the system are being accomplished; it is a curriculum of control.
3. Taught Curriculum- is the delivered curriculum, a curriculum that an observer
sees in action as the teacher teaches.
4. Supported Curriculum-includes those resources that support the curriculum-
textbooks, software, and other media.
5. Assessed Curriculum- is that which appears in tests and performance
measures: state tests, standardized tests, district tests, and teacher-made
tests.
Types of Curriculum

6. Learned Curriculum-is the bottom line curriculum, the curriculum that students
actually learn.
7. Hidden Curriculum- is the unintended curriculum. It defines what students
learn form the physical environment, the policies, and the procedures of the
school.
8.Null-which we do not teach, thus giving students the message that these
elements are not important in their educational experiences or in our society
9.Phantom-The messages prevalent in and through exposure to any type of
media.
10.concomitant-What is taught, or emphasized at home, or those experiences
that are part of a family’s experiences, or related experiences sanctioned by the
family.
Component 1 – Curriculum Aims, Goals and
Objectives

• Aims of Elementary Education (Education Act of 1982)

1. Provide knowledge and develop skills, attitudes, values essential to
personal development and necessary for living in and contributing to a
developing and changing society.
2. Provide learning experiences which increase the child’s awareness of
and responsiveness to the changes in the society.
3. Promote and intensify knowledge, identification with and love for the
nation and the people to which he belongs
4. Promote work experiences which develop orientation to the world of
work and prepare the learner to engage in honest and gainful work.
Component 1 – Curriculum Aims, Goals and
Objectives

• Aims of Secondary Education

1. Continue to promote the objectives of elementary education;
and
2. Discover and enhance the different aptitudes and interests of
students in order to equip them with skills for productive
endeavor and or to prepare them for tertiary schooling.
Component 1 – Curriculum Aims, Goals and
Objectives

• Aims of Tertiary Education

1. Provide general education programs which will promote national
identity, cultural consciousness, moral integrity and spiritual vigor;
2. Train the nation’s manpower in the skills required for national
development;
3. Develop the professions that will provide leadership for the nation;
and
4. Advance knowledge through research and apply new knowledge for
improving the quality of human life and respond effectively to
changing society.
Cognitive Domain – domain of thought
process

KCApAnSE
Affective Domain – domain of valuing,
attitude and appreciation

ReResVOC
Psychomotor Domain – domain of the use of
psychomotor attributes
Component 2 – Curriculum Content or Subject
Matter

1. Self-sufficiency
2. Significance
3. Validity
4. Interest
5. Utility
6. Learnability
7. Feasibility
Component 3 – Curriculum Experiences

1. Teaching methods are means to achieve the end.

2. There is no single best teaching method.
3. Teaching methods should stimulate the learners’ desire to develop in
the cognitive, affective, psychomotor, social and spiritual domains.
4. In the choice of the teaching methods, the learning styles of the
students should be considered.
5. Every method should lead to the development of the three domains;
cognitive, affective and psychomotor
6. Flexibility should be a consideration in the use of the teaching methods.
Component 4 – Curriculum Evaluation
Points of View on Curriculum Development

• Howell and Evans (1995) define curriculum as standard set of

learning outcome or task that educators usually call goals and
objectives, while other writers define curriculum as “the what
teaching”, or listing nof subject to be taught in school.
Models of Curriculum Development

• Ralph Tyler Model

1. What educational purposes should schools seek to attain?
2. What educational experiences can be provided that is 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?
Models of Curriculum Development

• Hilda Taba Model

1. Diagnosis of learners’ needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it
Models of Curriculum Development

• The Francis Hunkin’s Decision-Making Model

1. Curriculum conceptualization and legitimization
2. Diagnosis
3. Content selection
4. Experience selection
5. Implementation
6. Evaluation
7. Maintenance
Curriculum Design Models

1. Subject-Centered Design – focuses on the content of the

curriculum.
• Subject Design – the drawback is that learning is so
compartmentalized. It stresses the content so much that it
forgets about students’ natural tendencies, interest and
experiences.
• Discipline Design – focuses on academic discipline.
• Correlation Design – subjects are related to one another, but
each subject maintains its identity.
• Broad field design / interdisciplinary – this design was made to
prevent the compartmentalization of subjects an dintegrate
the contents that are related to each other.
Curriculum Design Models

2. Learner-Centered Design – the learner is the center of

the educative process.
• Child-Centered Design – anchored on the needs and interest of
the child.
• Experience-Centered Design – believes that the interest and
needs of the learners cannot be pre-planned. Instead,
experiences of the learners become the starting point of the
curriculum.
• Humanistic Design – the development of self is the ultimate
objective of learning.
Curriculum Design Models

3. Problem-Centered Design – this design draws on social

problems, needs, interest and abilities of the learners.
• Life-Situations Design – the contents are organized in ways that
allow students to clearly view problem areas.
• Core Design - It centers on general education, and the
problems are based on common human activities.
Dimensions and Principles of Curriculum
Design

• Scope – all the content, topics, learning experience

• Balance – equitable assignment of content, time and experience
• Articulation – arranged from level to level, association between
elements
• Sequence – contents and experiences arranges in hierarchical
manner
• Integration – drawn from the world themes from real situation
• Continuity – organized according to the interrelationship, spiral
curriculum
Curriculum Approaches

1. Behavioral Approach
• Anchored on the behaviorist principles, where approach to curriculum
is usually based on a blueprint. In the blueprint, goals and objectives
are specified, and contents and activities are also arranged to match
with the learning objectives.
2. Managerial Approach
• The principal is the curriculum leader at the same time instructional
leader, who is supposed to be the general manager. Curriculum
managers look at curriculum changes and innovations as the
administer the resources and restructure the schools.
Curriculum Approaches

3. Systems Approach
• The organizational chart of the school represents a system
approach. It shows the line-staff relationships of personnel and
how decisions are made.
4. Humanistic Design
• It considers the formal or planned curriculum and the informal or
hidden curriculum. It considers the whole child and believes that
in a curriculum, the total development of the individual is the
prime consideration.
Implementing the Curriculum
Roles of Stakeholders in Curriculum
Implementation

• Learners at the Center of the Curriculum

• Teacher as Curriculum Developers and Implementers
• Curriculum Managers and Administrators
• Parents as Supporters to the Curriculum
• Community Members as Curriculum Resources
• Other Stakeholders in Curriculum Implementation
The Role of Technology in Implementing the
Curriculum

• Upgrading the quality of teaching-ad learning in schools

• Increasing the capability of the teacher to effectively inculcate
learning, and of students to gain mastery of lessons and courses
• Broadening the delivery of education outside schools through non-
traditional approaches to formal and informal learning such as
open universities and lifelong learning to adult learners
• Revolutionizing the use of technology to boost educational
paradigm shifts that give importance to student-centered and
holistic learning.
• Pilot Testing – this is a process where empirical data are gathered
to support whether the material or the curriculum is useful,
relevant, reliable and valid.
• Monitoring – is aperiodic assessment and adjustment during the try
out period.
• Curriculum Evaluation – as part of total educational evaluation
refers to a systematic process of judging the value, effectiveness
and adequacy of a curriculum.
Ways of Curriculum Evaluation

1. School-Based Evaluation (SBE)

• An approach to curriculum evaluation which places the
content, design, operation, and maintenance of evaluation
procedure in the hands of school personnel.
2. Accreditation
• This is a voluntary process of submitting a curricular program
to an external accrediting vody for review in any level of
education.
1. Intended Curriculum
• Refers to a set of objectives identified set at the beginning of
any curricular plan.
2. Implemented Curriculum
• Refers to the various learning activities or experiences of the
students in order to achieve the intended curricular outcomes.
3. Achieved Curriculum
• Refers to the curriculum outcomes based on the first two types
of curriculum, the intended and implemented.
Philippine Education System

Age 5 Age 6-11 Age 12-15

Age 16-17
The K to 12 Philippine Basic Education
Curriculum Framework
PHILOSOPHICAL
& LEGAL BASES
 RA 10533 Enhanced Basic
Education Act of 2013
 Kindergarten Act
 The 1987 Phil. Constitution
 BP 232, Education Act of 1982
 RA 9155, Governance of Basic
Education Act of 2001
 The vision, mission statements
of DepEd
 SOUTELE, 1976
 The EDCOM Report of 1991
 Basic Education Sector Reform
Agenda (BESRA)
 The four pillars of education
(UNESCO)
CONTEXT
NATURE OF
THE LEARNER
 Has a body and spirit, intellect,
free will, emotions, multiple
intelligence, learning styles
 Constructor of knowledge and
active maker of meaning, not a
passive recipient of information
NEEDS OF
THE LEARNER
 Life skills
 Self-actualization
 Preparation for the world of the
work, entrepreneurship, higher
education
NEEDS OF NATIONAL &
GLOBAL COMMUNITY
 Poverty reduction and human
development
 Strengthening the moral fiber of
the Filipino people
 Development of a strong sense
of nationalism
 Development of productive
citizens who contribute to the
building of a progressive, just,
and humane society
 Ensuring environmental
sustainability
 Global partnership for
development
 K to 12 Curriculum Structure
Elementary Kinder to Grade 6

Junior
Grades 7 to 8 Grades 9 to 10
High
School (Exploratory TLE) (Specialized TLE)

Tracks
Contextualized Track Subjects
Technical
Academic Vocational Sports Arts &
Senior Track Livelihood Track Design
Core Track Track
High Subjects o General o Home
School Academic Economics
o Agri-
Strand
o STEM Fishery
o Industrial
o ABM
Arts
o HUMSS o ICT
Philippine Qualifications Framework