Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

FTC 4- THE TEACHER AND THE SCHOOL CURRICULUM

by: ZENYFE S. PARAISO

CHANGING CONCEPTS, NATURE, PURPOSE AND TYPES OF CURRICULUM

What is curriculum? What is its purpose? How does it affect students and teachers? The word
Curriculum has been in existence since about 1820 and comes from the latin word “currere” which means
“to run” or “ to run a course”. That is, a course of study, which contains a body of subject matter approved
for teaching in schools. However, as time passed by, experts define curriculum in different ways. By and
large, the way we view curriculum reflects our approach to it. According to Ornstein and Hunskins, we can
specify five basic definitions of curriculum.

First, curriculum can be defined as a plan for achieving goals. This popularized by Tyler and Taba
exemplifies a linear view of curriculum. The plan involves a sequence of steps.

Second, curriculum can be defined broadly, as dealing with the learner’s experiences. By this
definition, almost anything planned in or outside the school is part of the curriculum. This definition is rooted
in Deweys definition of experience and education and in Hollis Caswell and Doak Campbell’s view curriculum
as ‘’all the experiences children have under the guidance of teachers”.

Third, curriculum is a system for dealing with people. The system can be linear or nonlinear. A
linear system plots out the means to a desired end. In contrast, a nonlinear system permits the curriculum
specialist to enter at various points of the model, skip parts, reverse order and work on more than one
component at a time.

Fourth, curriculum can be defined as a field of study with its own foundations, knowledge,
domains, research, theory, principles and specialists. Those who adapt this definition tend to discuss
curriculum in theoretical rather than practical terms.

Finally, curriculum can be defined in terms of subject matter or content. We can also talk about
subject matter or content in terms of grade levels.

From the given definitions above, it is logical to conclude that a curriculum has the following
characteristics (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 people, (4) it is planned, (5) it is a series of courses to be taken by
the students.

Changing Concepts of the Curriculum

Ever since the term curriculum was added to educator’s vocabularies, it has seemed to convey different
meanings to many people. To some, curriculum has meant a specific course, while others would say that
curriculum consists of all the planned experiences that the school offers as part of its educational
responsibility. Whereas perceptions of the term may vary, it must be recognized that curriculum encompasses
more than just a simple definition. Curriculum however, can be defined as prescriptive, descriptive or both.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

Presciptive vs Descriptive

Curriculum can be both prescriptive and descriptive. Prescriptive curriculum definitions provide us with
what “ought” to happen, and they more often than not take the form of a plan, an intended program, or some
kind of expert opinion about what needs to take place in the course of study. However, a Descriptive
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”. Another term that could be used to
define the descriptive curriculum is experience. The experienced curriculum provides “glimpses” of the
curriculum in action.

To understand the nature and extent of curriculum diversity, it is important at this point to examine the
prescriptive and descriptive definitions offered by some of the past and present experts in the field.

Table 1.1 Prescriptive Definitions of Curriculum

Date Author Definitions
1902 Joihn Dewey Curriculum is a continuous reconstruction, moving from the
child’s present experience out into that represented by the
organized bodies of truth that we call studies. . . the various
studies. . . are themselves experience- they are that of the
race.
1918 Franklin Bobbitt Curriculum is the entire range of experiences, both directed
and undirected, concerned in unfolding the abilities of the
individual.
1927 Harold O. Rugg The curriculum is a succession of experiences and
enterprises having a minimum life-likeness for the learner. .
. giving the learner that development most helpful in
meeting and controlling life situations.
1935 Hollis Caswell The curriculum is composed of all the experiences children
have under the guidance of teachers. Thus, curriculum is
considered as a field of study representing no strictly limited
body of content, but rather a process or procedure.
1957 Ralph Tyler The curriculum is all the learning experiences planned and
directed by the school to attain its educational goals.
1967 Robert Gagne Curriculum is a sequence of content units arranged in such
a way that the learning of each unit may be accomplished
as a single act, provided the capabilities described by
specified prior units have already been mastered by the
learner.
1970 James Popham & Eva Curriculum is all planned learning outcomes for which the
Baker school is responsible . . . Curriculum refers to the desired
consequences of instructions.
1997 J. L.McBrien & R. Brandt Curriculum refers to a written plan outlining what students
will be . It may refer to all the courses offered at a scholl in
a particular area of study.
2010 Indiana Department of Curriculum means the planned interaction of pupils with
Education instructional content, materials, resources and processes
for evaluating the attainment.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

Table 1.2 Descriptive Definitions of Curriculum

Date Author Definition
1935 Hollis Coswell & Doak All the experiences children have under the guidance of
Campbell teachers.
1941 Thomas Hopkins Those learning each child , accepts,and incorporates into
himself to act with on, and upon,in subsequent experiences.
1960 W.B. Ragan All the experiences of the child for which the school accepts
responsibility
1987 Glenn Hass The set of actual experiences and perceptions of the
experiences of the individual learner has of his or her
program of education
1995 Daniel Tanner & Laurel The resconstruction of the knowledge and experience that
Tanner enables the learner to grow in exercising intelligent control
of subsequent knowedge and experience.
2006 D.F. Brown All student school experiences relating to the improvement
of skills snd strategies in thingking creatically and
creatively, solving problems, working collaboratively with
others, communicating well, writing more effectively,
reading more analytically and conducting research to solve
problems.
2009 E. Silva An emphasis on what students can do with knowledge,
rather then what units of knowledge they have, is the
essence of 21st century skills.

TYPES OF CURRICULA

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

organizations. It also encompasses the curriculum requirements of policy making groups, such as
DepEd, CHED and DOST. It is a curriculum that stresses “oughtness”, identifying the skills and
concepts that ought to be emphasized, according to the perceptions and value systems of the sources.

Recommended curricula are typically formulated at a rather high level of generality; they are most
often presented as policy recommendations, list of goals, suggested graduation requirements, and
general recommendations about the content and sequence of a field of study, such as social sciences.

2. Written Curriculum- is intended primarily to ensure that the educational goals of the system are being
accomplished; it is a curriculum of control. Typically, the written curriculum is much more specific and
comprehensive than the recommended curriculum, indicating a rationale that supports the curriculum,
the general goals to be accomplished, the specific objectives to be mastered, the sequence in which
those objectives should be studied, and the kinds of learning activities that should be used.
The written curriculum is an important components of authentic literacy the ability to read, write, and
think effectively.

3. Taught Curriculum- is the delivered curriculum, a curriculum that an observer sees in action as the
teacher teaches. The taught curriculum is that which the teacher actually deliver day by day.

4. Supported Curriculum- includes those resources that support the curriculum-textbooks, software and
other media.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

5. Assessed Curriculum- is that which appears in test and performance measures: state tests,
standardized test, district test, and teacher-made test.

6. Learned Curriculum- is the buttom line curriculum, the curriculum that students actually learn. It
denotes all the changes in values, perceptions and behavior that occur as a result of school experinces.

7. Hidden Curriculum- This is the unintended curriculum. It defines what students learn from the physical
environment, the policies and the procedures of the school.

CHARACTERISTICS OF A GOOD CURRICULUM

1. The curriculum is continuously evolving.

2. The curriculum is based on the needs of people.
3. The curriculum is democratically conceived.
4. The curriculum is the result of a long term effort.
5. The curriculum is a complex of details.
6. The curriculum provides for the logical sequence
7. of subject matter.
8. The curriculum complements and cooperates with other programs of the community.
9. The curriculum has educational quality.
10. The curriculum has administrative flexibility.

PHASES AND PROCESS OF CURRICULUM DEVELOPMENT

Curriculum Design and Organization

Curriculum Organization - Process of selecting curriculum elements from the subject, the current social life
and the students experience then designing the selected curriculum elements appropriately so they can for
the curriculum structure and type.

Criteria for effective Curriculum Organization:

*Continuity
*Sequence
*Integration

Curriculum Design- is a framework or plan of action for preparing a course of study or a set of students’
experiences .It is a deliberate process of devising, planning and selecting the elements, techniques and
procedures of curriculum. Curriculum design is a method of thinking.

Importance of Curriculum Designs

Curriculum design involves the creation of the set of operating principles or criteria, based on theory,
that guide the selection and organization of content and the methodology used to teach that content .With the
accelerated rate of social change, schools are preparing youth for adulthood in a society not yet envisioned
by its members .Hawley’s words still ring true: “it’s not a question of whether or not to change , but whether
or not we can control the way we are changing. We are living in an Alice in an Wonderland world where you
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

have to run just to stay where you are .To get anywhere you have to run even faster than that. The pieces on
the chess board keep changing and the rules are never the same.”

MAJOR COMPONENTS OF CURRICULUM DESIGN

I.Objectives or Intended Learning Outcomes

Objectives should be clearly specified to understand and agree on. The wording of an objective
depends partly on its level and scope. Objectives may refer to general subjects or grade level, units or lesson
plans, Lesson plan objectives should clearly state the intended outcomes including performance criteria.

In lesson planning, objective should be SMART (Specific, Measurable, Attainable, Result-Oriented,

Time Bound).

Taxonomy of Educational Objectives

1. Cognitive Domain- (intellect-knowledge- ‘think’)
The cognitive domain has six levels divided into lower order thingking skills ( knowledge,
comprehension and application) and higher order thining skills (analysis, synthesis and evaluation).

2. Affective Domain- (feeling, emotions- attitude- ‘feel’)

The affective domain includes the following level: receiving, responding, valuing, organization or
conceptualize values and internalize or characterization values.

3. Psychomotor Domain- (physical- skills- ‘do’)

This domain was apparently established to address skills development relating to manual tasks and
physical movement. This includes imitation, manipulation, precision, articulation and naturalization.

II.Content/Subject Matter
The content of the lesson or unit is the topic os subject matter that will be covered. It should be relevant
to the outcomes of curriculum, should be appropriate to the level and should be up to date and if possible,
should reflect current knowledge and concepts.

III.Teaching and Learning Methods

These are the activities where the learners derive experiences. It is always good to keep in mind the
teaching strategies that students will experience (lectures, laboratory classes, fieldwork, etc) to make them
learn.

IV. Assesment or Evaluation

Assesment should always jibe with the objective. Assesment can be formative or summative.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

Approaches to Curriculum Design

Child or Learner-Centered Approach

• The learners are at the center stage in the educative process. The curriculum is built upon the
learner’s knowledge, skills, learnings and potentials.

Child or Learner-Centered Approach

• From its design how should a child-centered or learner-centered curriculum be approached?

1. A new respect for the child is fundamental.

2. A new freedom of action is provided.
3. The whole activity is divide into units of work.
4. The recognition of the need for using and exploring many media for self-discovery and self-
direction is embraced.

Subject-Centered Approach

Anchored on the curriculum design which prescribes different and separate subjects into one broad
field.

1. The primary focus is the subject matter.

2. The emphasis is on bits and pieces of information which are detached from life.
3. The continuing pursuit of learning outside the school is not emphasized.
4. The subject matter serves as a means of identifying problems in living.

Problem-Centered Approach

• This approach is based on a curriculum design which assumes that in the process of living,
children experience problems.

1. The learners are capable of directing and guiding themselves in resolving problems.
2. The learners are prepared to assume their civic responsibilities.
3. The curriculum leads the learners in the recognition of concerns and problems and in seeking
solutions.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

SIX (6) FEATURES OF A CURRICULUM

1. Who teaches?
THE TEACHER

• Quality education requires quality teachers.

• With the advances in communication technology, good teachers are needed to sort out the
information from the data that surround the learners.
• The right individuals who are expected to be recruited are those with excellent and relevant
preparation.
• These teachers should be given support with their continuing development in order to keep
abreast with the changing demands of a learning society

2. Who do the teachers teach?

THE LEARNERS

•The learners are at the center stage in the educative process.

• Teachers should understand and accept the learner’s diverse background.
• Considering the domain of diversity of learners will allow the individual learner to develop his
multiple intelligences at his own pace.
• Their needs should be addressed and be met

3. What do the teachers teach?

KNOWLEDGE, SKILLS and VALUES

• “To help the learners cope with rapid changes to understand and to succeed in the new work in the
workplace, we must design a curriculum oriented to tomorrow.”
• It should be remembered that what students learn will be obsolete in ten years, and half of what
they need to know to succeed in work and in life has not yet been fully developed and will have to
be learned as they go along in the future.

4. How do teachers teach?

STRATEGIES and METHODS

• For teachers to teach effectively, they must use appropriate methodologies, approaches and
strategies “capped with compassionate and winsome nature”.
• Situations should be created to encourage learners to use higher order thinking skills.
• Good teachers utilize information derived from assessment to improve teaching and learning and
adopt a culture of excellence.

5. How much of teaching was learned?

PERFORMANCE

• A curriculum should be clear at the beginning with what knowledge, skills and values should be
developed by the learners. PERFORMANCE
• At the end of the teaching act, it is necessary to find out if the objectives set were accomplished.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

• Performance is a feature of a curriculum that should be given emphasis.

6. With whom do we teach?

COMMUNITY PARTNERS

• While teachers are the focal point in the learning process, they must draw upon the resources of
their environment and of their partners to be effective.
• Partnership is a means and not an end to be pursued in itself.
• However, as society changes, teachers will have a new beginning, an opportunity to recast their
role in their communities, to change their attitude to their communities, to change the attitude of their
communities and societies about them.