Name: Rhea Mae S.

Gastador
Course Program: Diploma in Professional Education
Professor: Dr. Janice Alaban, Ed.D
Subject: DPE 5 – Curriculum Development
Schedule: SAT – 1:30 PM – 3:30 PM

ASSSIGNMENT NO. 2
1. What type of curricula is/ are used in: a. Philippine primary, secondary, and tertiary schools?
Give reasons to support your answers.

The following are the type of curricula that are used in Philippine primary, secondary, and
tertiary schools:

Recommended Curriculum
Written Curriculum
Taught Curriculum
Supported Curriculum
Assessed Curriculum
Learned Curriculum
Hidden Curriculum

The above-mentioned curricula are currently applied or used in education system here in
Philippines in different education level. The table below shows the examples of each Curriculum
that would support its existence up to these days:

TYPES OF CURRICULA
EXAMPLES
(EXISTING IN SCHOOLS)
1. RECOMMENDED Curriculum coming from DepEd, CHED, DOST or any
organization who has a take on education
CURRICULUM CHED syllabus
General Education Curriculum from CHED
Recommendations come in the form of memoranda or
policy, standards and guidelines.

2. WRITTEN  State and locally produced documents such as state

standards, district curriculum guides, course of study or
CURRICULUM syllabi handed down to schools for implementation.
 Ex: Basic Education Curriculum (BEC), written lesson plan

3. TAUGHT  Different planned activities which are put into action in

the classroom.
CURRICULUM
4. SUPPORTED  Includes material resources such as textbooks,
 CURRICULUM computers, audio-visual materials, laboratory
equipment, playground, zoos and other facilities.
5. ASSESSED  Ex. Pencil-and paper test, state test, district tests,
standardized tests and teacher-made tests.
CURRICULUM
6. LEARNED  Learning outcomes achieved by the students.
 Indicated by the results of the tests and changes in
CURRICULUM behavior – cognitive, affective, psychomotor.

7. HIDDEN  What the students learned from the physical

environment, the policies and the procedures of the
CURRICULUM school
 Factors: school environment, physical condition, peer
influence, teacher-learner interaction, mood of teachers,
etc.

2. Outline some of the essential characteristics of the different types of curricula.

Characteristics of different types of curricula

From the above discussions of the works of the curriculum experts, it can be derived that the
nature of curriculum includes its inherent characteristics and features which makes it relevant and
usable in the society that uses it. As such, the points below tell us the characteristics of a good
curriculum:

1. The curriculum is continuously evolving. It evolves from one period to another, to the present. For a
curriculum to be effective, it must have continuous monitoring and evaluation Curriculum must adapt its
educational activities and services to meet the needs of a modem and dynamic community

2. The curriculum is based on the needs of the people. A good curriculum reflects the needs of the
individual and the society as a whole. The curriculum is in proper shape in order to meet the challenges
of the times and make education more responsive to the clientele it serves. We plan the curriculum with
people.

3. The curriculum is democratically conceived. A good curriculum is developed through the efforts of a
group of individuals from different sectors in the society who are knowledgeable about the interests,
needs and resources of the learner and the society as a whole. It is the product of many minds and
energies.

4. The curriculum is the result of a long-term effort. A good curriculum is a product of long and tedious
process. It takes a long period of time in the planning, management, evaluation and development of a
good curriculum.

5. The curriculum is a complex of details. A good curriculum provides the proper instructional
equipment and meeting places that are often most conducive to learning. It includes the student-
teacher relationship, guidance and counseling program, health services, school and community projects,
library and laboratories, and other school related work experiences.
6. The curriculum provides for the logical sequence of subject matter. Learning is developmental.
Classes and activities should be planned. A good curriculum provides continuity of experiences.

7. The curriculum complements and cooperates with other programs of the community. The curriculum
is responsive to the needs of the community. The school offers its courses in the improvement and
realization of ongoing programs of the community. There is cooperative effort between the school and
the community towards greater productivity.

8. The curriculum has educational quality. Quality education comes through the situation of the
individual’s intellectual and creative capacities for social welfare and development. It helps the learner
to become the best that he can possibly be. Further, curriculum support system is secured to augment
existing sources for its efficient and effective implementation.

9. The curriculum has administrative flexibility. A good curriculum must be ready to incorporate
changes whenever necessary. The curriculum is open to revision and development to meet the demands
of globalization and the digital age.

Hence, the purpose of the curriculum is encapsulated in the four capacities – to enable each
child or young person to be a successful learner, a confident individual, a responsible citizen and an
effective contributor. The attributes and capabilities can be used by establishments as a guide to check
whether the curriculum for any individual child or young person sufficiently reflects the purposes of the
curriculum.

3. Compare and contrast the different types of curricula based on your interview with a curriculum
supervisor.

Concurring to my focuses of see with respects to the interview, I think each sort of
curriculums/educational programs works way better for students but it'll work best in the event that all
the curriculums/educational programs work together. One thing that made these educational programs
comparable with each other is that they are interrelated with each other and their primary reason which
is for the improvement of learning capacity of the learners. With their knowledge, experiences and
competencies, teachers are central to any curriculum development effort. So, teachers should be
involved in curriculum development.

The curriculum that is delivered by the teachers to the students is termed as Taught Curriculum.
Teachers, being the chief implementers of curriculum, occupy a crucial role in curriculum decision
making. Taking the students into consideration, they decide how to achieve the intended learning
outcomes. They decide the distribution of time to a particular activity/content. Even the external
pressures like external exams cannot limit their freedom to exercise their own philosophy of instruction.
In some countries teachers are given considerable authority regarding curriculum, instruction and choice
of instructional resources, in others these choices are limited. 

From this definition, we can know that this curriculum can only work if there is a combination of
curriculum which are recommended, supported and written by a certain organization such as Ministry of
Education. The curriculum that is recommended, supported and written are then implemented in school
through teaching and learning process. The combination of these three curricula is then tested by
conducting test or examination trice a year. The other one is from the Ministry of Education, the
Commission on Higher Education, or any professional organization can recommend and implement a
curriculum.