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Curriculum

The document defines curriculum in various ways including as a course of study, list of subjects, learning experiences, intended outcomes, and planned experiences. It also discusses traditional and progressive views of curriculum, with traditional focusing more on academic disciplines and permanent studies, while progressive emphasizes the total learning experiences of individuals.

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Reena Pearl Hulleza
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13 views2 pages

Curriculum

The document defines curriculum in various ways including as a course of study, list of subjects, learning experiences, intended outcomes, and planned experiences. It also discusses traditional and progressive views of curriculum, with traditional focusing more on academic disciplines and permanent studies, while progressive emphasizes the total learning experiences of individuals.

Uploaded by

Reena Pearl Hulleza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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WHAT IS CURRICULUM? people. 4. It is planned. 5.

It is a series of
courses to be taken by the students.
❑term has been in existence since about 1920
❑came from the Latin word “currere”, which Why is there a need to have a common
means “ to run, a runaway, a course to which understanding of curriculum?
one runs to reach a goal”
➢Defines the curriculum product that they will
Definitions of Curriculum produce

❖course of study which contains a body of ➢Projects may succeed or fail


subject matter approved for teaching in schools
➢Curriculum researches appear vague because
❖Curriculum as a list of subjects (e.g. of unclear understanding of the field of
permanent or the traditional subjects offered in curriculum
school such as Mathematics, Language, Science,
➢Few curriculum studies experts especially in
Music, Arts etc.)
the Philippines
Definitions of Curriculum
Some Points of View of Other Curricularists
❖Curriculum as learning experiences (e.g.
A. Traditional Points of View
students’ curricular and co-curricular activities
and the learning experiences they encounter Robert M. Hutchin
inside or outside the school; hidden curriculum
like those things learned by the students as a ❑Curriculum as “permanent studies” where
result of their experiences in the school by their rules of grammar, reading, rhetoric, logic
peers, schoolmates, teachers, school staff or the and mathematics for basic education are
values they learned from a school program emphasized

❖Curriculum as intended learning outcomes ❑ 3 Rs should be emphasized in basic


(e.g. list of learning competencies or standards education while liberal education should be
that students should learn in school) the emphasis in college

❖Curriculum as planned learning experiences Arthur Bestor


(e.g. documents specifying contents, objectives ❑As an essentialist believes that the
or general ideas of what students should know mission of the school should be intellectual
in schools or in a specific discipline) training, hence curriculum should focus on
❖Curriculum as a discipline (e.g. principles, the fundamental intellectual disciplines of
theories and practices) grammar, literature and writing

❖Curriculum as content or subject matter (e.g. ❑Should include mathematics, science,


series of topics under each subject area) history and foreign language

Curriculum has the following characteristics: Joseph Schwab

1. It includes all the experiences of children for


which the school is responsible. 2. It has
content. 3. It is a system for dealing with
❑ the sole source of curriculum is a ❑ curriculum as a sequence of potential
discipline, thus the subject areas such as experiences, set up in schools for the
Science, Mathematics, Social Studies, purpose of disciplining children and youth in
English and many more group ways of thinking and actingColin

❑ In college, academic disciplines are Marsh and George Willis


labelled as humanities, sciences, languages,
❑Curriculum as all the experiences in the
mathematics among others
classroom which are planned and enacted
❑ coined the word discipline as a ruling by the teacher and also learned by the
doctrine for curriculum development students

Phillip Phenix B. Progressive Points of View

❑ asserts that curriculum should consist ❑Overall, curriculum pertains to the total
entirely of knowledge which comes from learning experiences of the individual
various disciplines
Prescriptive versus Descriptive
A. Traditional Points of View
PRESCRIPTIVE – provide us with what
❑Overall, curriculum can be defined as a “ought” to happen and they more often
field of study than not take the form of a plan, an
intended program or some kind of expert
❑ highly academic and is concerned with opinion about what needs to take place in
broad historical, philosophical, the course of study
psychological and social issues
DESCRIPTIVE – goes beyond the prescriptive
❑Mostly written documents such as terms as they force thought about the
syllabus, course of study, books and curriculum “not merely in terms of how
references where knowledge is found but is things ought to be but how things are in
used as a means to accomplish intended real classrooms; can be defined by
goals experience; provides “glimpses” of the
curriculum in action
B. Progressive Points of View

❑ believes that education is experiencing

❑ Reflective thinking is a means that unifies


curricular elements that is tested by
application

Holin Caswell & Kenn Campbell

❑ viewed curriculum as all experiences


children have under the guidance of
teachers

Othaniel Smith, William Stanley and Harlan


Shore

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