THE TEACHER AND THE

SCHOOL CURRICULUM
 Educational Levels in the Philippines
1. Basic Education – This level comprises
Kindergarten, Grade 1 to Grade 6 for
elementary, Grade 7 to Grade 10 for junior
high school, and Grade 11 to Grade 12 for 3. Higher Education – This level
senior high school. It is supervised by the involves the tertiary education in
Department of Education through the community colleges, universities and
passage of Republic Act No. 9155. specialized colleges and a domain of
Commission on Higher Education
2. Technical – Vocational Education – This (CHED), which was established
level governs the post-secondary technical through the enactment of Republic Act
vocational education and training and No. 7722.
under the jurisdiction of Technical
Education and Skills Development
Authority (TESDA) which is legally
mandated though Republic Act No. 7796.
 Recommended 2. Written
Curriculum Curriculum

3. Taught 4. Supported
TYPES OF Curriculum Curriculum

CURRICULA IN
SCHOOLS 5. Assessed
Curriculum
6. Learned
Curriculum

7. Hidden
Curriculum
Instructional materials such as textbooks, audio-visuals,blogs, wikis,
zoos, museum & real life objects are examples of this curriculum.

A. Recommended Curriculum
B. Supported Curriculum
C. Written Curriculum
D. Taught Curriculum
B. Supported Curriculum
A law making body like the congress,the senate,or a
university/school can recommend academic program deemed
necessary for national identity & security.

A. Recommended Curriculum
B. Assessed Curriculum
C. Written Curriculum
D. Hidden Curriculum
A. Recommended Curriculum
Varied activities that are implemented in order to arrive at the
objectives of the written curriculum.

A. Written Curriculum
B. Assessed Curriculum
C. Null Curriculum
D. Taught Curriculum
D. Taught Curriculum
A series of evaluations done by teacher to determine if the students
are progressing.

A. Hidden Curriculum
B. Null Curriculum
C. Assessed Curriculum
D. Phantom Curriculum
C. Assessed Curriculum
An example of this curriculum is the Basic Education
Curriculum (BEC) and the written lesson plan of each
classroom
A. Hidden Curriculum
B. Taught Curriculum
C. Recommended Curriculum
D. Written Curriculum
D. Written Curriculum
Roles of Teachers as Curricularist

• Knower
• Writer
• Planner
• Initiator
• Innovator
• Implementer
• Evaluator
As a curricularist, what is your major role in learner's learning
outcome?

A. knower of the curriculum

B. implementer of the curriculum
C. writer of the curriculum
D. evaluator of the curriculum
B. implementer of the curriculum
Curriculum is the _____ of schooling.

A. backbone
B. brain
C. heart
D. face
C. heart
 Traditional view of curriculum
1. Robert Hutchins views curriculum as
“permanent studies” where rules of grammar,
reading, rhetoric, logic, and mathematics for
basic education are emphasized.
2. Joseph Schwab thinks that the sole source
of curriculum is a discipline, thus the
subject areas such as Science,
Mathematics, Social Studies, English and
many more.
3. Phillip Phenix emphasizes that curriculum
should consist entirely of knowledge which
comes from various disciplines.
Progressive view of curriculum
1. John Dewey believes that education is
experiencing.
2. Hollis Caswell and Doak Campbell’s view
that curriculum is “all the experiences children
have under the guidance of teachers.
3. Elliot Eisner describes the curriculum as a
“program” that a school “offers to its
students,” a “preplanned series of educational
hurdles and an entire range of experiences a
child has within the school.
4. Collin Marsh and George Willis view
curriculum as all the “experiences in the
classroom [that are] planned and enacted.
5. Othaniel Smith, William Stanley, and
Harlan Shore defined curriculum as a
sequence of potential experiences, set up in
schools for the purpose of disciplining children
and youth in group ways of thinking and
acting.
Prescriptive and Descriptive Definitions of Curriculum

Prescriptive definition provides
us with what “ought” to
happen.
Descriptive definition of
curriculum goes beyond the
prescriptive terms as they force
thought about the curriculum
“not merely in terms of how
things ought to be . . . but how
things are in real classrooms”..
Curriculum as a Content
or Body of Knowledge

Criteria in the Selection

Content

Significance
Validity
Utility
Learnability
Feasibility
Interest
 Balance

BASIC Articulation

Principles of
Curriculum Sequence

Content
Integration

Continuity
 1. Curriculum planning – it considers the vision, mission
and goals of the school. It also includes the philosophy of
the school.
2. Curriculum designing – it includes the selection and
organization of content, the selection and organization of
learning experiences and the selection of the assessment
Curriculum and evaluation procedure and tools to measure achieved
learning outcomes. It also includes the resources to be
Development employed and the statement of the desired learning
outcomes.
Process 3. Curriculum implementing – it puts the plan into action,
which is based on the curriculum design of the learning
environment.
4. Curriculum evaluating – it determines the extent to
which the desired learning objectives have been achieved.
It will also identify where improvement can be made and
corrective measures, introduced. The result of curriculum
evaluation is very significant for decision-making of
curriculum planners and implementers.
Curriculum Ralph Tyler Model
-emphasizes the planning phase
Development
Process Models
Hilda
Taba
Model
 McNeil in 1990 categorized curriculum change as follows:

• Substitution – Replacing the present curriculum with a new one

• Alteration – Introducing minor changes/modifications on the
current curriculum
• Restructuring – Introducing major modifications on the current
curriculum to the point of restructuring the curriculum
• Perturbation – Changes in the curriculum happen in a very short
time
• Value Orientation – Responding to shifts in the curriculum
through a reorientation of the vision, mission of the school
•
 1. Perennialism
2. Essentialism
3. Progressivism
Philosophical 4. Reconstructionism
Foundations 5. Behaviorism
6. Existentialism
7. Constructivism
 1. Pre-Colonial Curriculum
 Focus of the Curriculum: Customs, Traditions, Practical
Knowledge

2. Spanish Period
 Focus of the Curriculum: Religion

Historical
3. American Period
Foundations  Focus of the Curriculum: Democracy
4. Japanese Period
 Focus of the Curriculum: New Asian Order

a. 5. Contemporary Periods
 Focus of the Curriculum: Globalization
 1. Behaviorism
a. Ivan Pavlov -Classical Conditioning/Learning.

b. Edward Lee Thorndike -Three primary Laws of

Psychological Learning (Readiness, Exercise and Effect)
Foundation of
Curriculum C. Robert Gagne -Hierarchical Learning Theory

D. Albert Bandura -Observational Learning

 2. Cognitive Psychology

Jean Piaget -Cognitive stages c. Howard Gardner –Theory

of development, b. Lev Vygotsky -Theory of of Multiple Intelligences
assimilation, language and cultural -FIVE MINDS OF THE
accommodation, and transmission FUTURE
equilibration
In Five Minds for the Future, noted psychologist Howard Gardner defines the
cognitive abilities that will command a premium in the years ahead:
1.DISCIPLINARY MIND – mastery of major schools of thought (including science,
mathematics, and history)and of at least one professional craft
2. SYNTHESIZING MIND – ability to integrate ideas from different disciplines or
spheres into a coherent whole and to communicate that integration to others
3.CREATING MIND – capacity to uncover and clarify new problems, questions,
and phenomena
4.RESPECTFUL MIND – awareness of and appreciation for differences among
human beings
5. ETHICAL MIND – fulfillment of one’s responsibilities as a worker and a citizen
 3.Humanistic Psychology

Daniel Goleman -Social and emotional learning (SEL)

b. Abraham Maslow -Theory of Human Needs

c. Carl Rogers -Principle of Freedom to learn/ Non-directive counselling

d. Gestalt -Laws of Organization

Sociological Foundations of Curriculum

b. Alvin Toffler -Authored

a. John Dewey -Education the book “Future Shock”.
continues and improves For him, it is a powerful
society by properly dimension to education
organizing students’ when students know how
experiences. to learn, unlearn, and
relearn.
 Created by Tony Wagner
SEVEN Critical thinking and problem solving
SURVIVAL Collaboration across networks and leading by influence
SKILLS IN Agility and adaptability

THE 21 ST Initiative and entrepreneurship

CENTURY Effective oral and written communication

CURRICULU Accessing and analyzing information

Curiosity and imagination

M