MODULE 1- Understanding Curriculum

THE CURRICULUM
OBJECTIVES:
At the end of the lesson, the students should be able to:
1. Define the curriculum;
2. Analyze the different types of curriculum;
3. Discuss different curriculum foundations;
4. Discuss different curriculum conceptions.

INTRODUCTION:
Curriculum is from the root word Currere which means “the oval track where the Roman
chariots raced” which signifies an in-depth definition and meaning of the word itself.
Educational institutions would not work well without their learning standards, competencies,
outcomes integrated with the curriculum to attain quality and effective learning activities and
experiences.
An effective curriculum provides teachers, students, administrators and community
stakeholders with a measurable plan and structure for delivering quality education. The
curriculum identifies the learning outcomes, standards, and core competencies that students
must demonstrate before advancing to the next level. Teachers play a key role in developing,
implementing, assessing, and modifying the curriculum. An evidence-based curriculum acts as
a road map for teachers and students to follow on the path to academic success.

WHAT IS CURRICULUM?
- Ralph Tyler (1957): The curriculum is all the learning of students which is planned by
and directed by the school to attain its educational goals.
- Oliva (1989): "the program, a plan, content, and learning experiences."
- The whole body of a course in an educational institution or by a department (New
International Dictionary)
- Courses taught in schools and universities (Oxford English Dictionary)
- Goodlad and Su (1992) define curriculum as a plan that consists of learning opportunities
for a specific time frame and place, a tool that aims to bring about behavior changes in
students as a result of planned activities and includes all learning experiences received by
students with the guidance of the school.
- Tanner and Tanner (1980) described the curriculum as, "that reconstruction of knowledge
and experience, systematically developed under the auspices of the school (or university),
to enable the learner to increase his or her control of knowledge and experience".
- Daniel Tanner (1980): “Curriculum is a planned and guided set of learning experiences
and intended outcomes, formulated through the systematic reconstruction of knowledge
and experiences under the auspices of the school, for the learners’ continuous and willful
growth in personal social competence.”
Curriculum comes in different forms, definitions and characterizations as given by experts and
curriculum makers such as:
 Curriculum as a list of subjects (e.g. Language, Music, Arts, Mathematics and others)

Educ 3- The Teacher and The School Curriculum

1st Semester 2021-2022
FHRL
 MODULE 1- Understanding Curriculum

 Curriculum as learning experiences. This includes both curricular and non-curricular

activities and the learning experiences the students may encounter inside or outside the
school. It also includes the school culture and the hidden curriculum or the experiences
and learned values from the school program and environment. (e.g. experiences in
dealing with their peers, schoolmates, teachers, school staff and others)
 Curriculum as intended learning outcomes. The list of learning competencies or standards
that students should learn in school. (Good learning outcomes are focused on what the
learner will know or be able to do by the end of a defined period and indicate how that
knowledge or skill will be demonstrated)
 Curriculum as planned learning experiences. The documents specifying the contents,
objectives or general ideas of what students should know in school or a specific
discipline.
 Curriculum as a discipline. As a discipline, it has its principles, theories and practices.
Discipline-based curriculum tends to be on specific, current, and factual information and
skills as it emerges from the discipline experts. A discipline-based curriculum approach
characterizes teaching practice within one subject and encourages teachers for
specialization, depth of content knowledge, and integrity to the conventions of their
discipline. (Kridel 2010).
 Curriculum as content or subject matter. A series of topics under each subject area.
Curriculum must be continuously developing to meet the dynamic environment of teaching-
learning and guide teachers in aligning objectives for the building of a solid foundation to the
learners as support learning at the next level.
Think critically!

Activity 1. Write your personal definition of curriculum. Explain the definition.

TYPES OF CURRICULUM
1. Recommended or Ideal curriculum- proposed by scholars and professional organizations
2. Written or Intended/Official curriculum- appears in school, district, and division (overt,
explicit)
3. Taught or Implemented curriculum- what teachers implemented in the classroom
4. Supported curriculum- resources, computers, textbooks, etc.
5. Assessed or Tested curriculum- that which is tested and evaluated
6. Learned or Achieved curriculum-what the students actually learned in school.
7. Hidden curriculum- the kinds of learnings children derive from the very nature and
organizational design of the public school, as well as from the behaviors and attitudes of teachers
and administrators (covert)

CURRICULUM CONCEPTIONS:

Educ 3- The Teacher and The School Curriculum

1st Semester 2021-2022
FHRL
 MODULE 1- Understanding Curriculum

Curriculum makers and experts have different ideas and viewpoints in the development
processes, concerns and goals that the curriculum must accomplish to how it should be
designed or constructed. They identified these six curriculum conceptions:
1. Academic Rationalist Conception- it stresses the importance of different bodies of
knowledge, known as discipline areas or subject areas as the focus of the curriculum.
2. Cognitive Processes Conception- seeks to develop a repertoire of cognitive skills that
apply to a wide range of intellectual problems.
3. Humanistic Conception- It is said to be an instrument in developing the full potential of
an individual. It seeks to help individuals discover and develop their unique identities.
The curriculum must focus on the needs and interests of individuals as the center of this
conception.
4. Social Reconstructionist Conception- The school and schooling as an agency for social
change and should be the focus on the needs, issues, problems and demands of the
society.
5. Technological Conception- It views schooling as a complex system that can be
analyzed into its constituent components. (It can produce operative ideas that can be
directly used.)
6. Eclectic Conception- It reiterates the realities in curriculum development that each of
the curriculum conceptions is to be considered and is influential to a certain extent in
designing the curriculum.
ELEMENTS OF THE CURRICULUM
1. Curriculum Intent – (What is to be done?)
 Aims- are the broad statement of social or educational expectations. Aims include
what is hoped to be achieved by the entire curriculum.
 Goals- are statements more specific than aims. Goals are general statements of
what concepts, skills, and values should be learned in the curriculum. and
objectives.
 Objectives- are specific learning outcomes. Objective includes what specific
concepts, skills, and values should be learned by the students. It is use in making
decisions or planning about instruction.
2. Content /Subject matter (What subject matter is to be included?)
3. Learning Experiences (What instructional strategies, resources and activities will be
employed?)
4. Evaluation (What methods and instruments will be used to assess the results of the
curriculum?

Understanding the different elements of the curriculum will help the curricularists in designing
and analyzing the varieties of curriculum materials to be offered to schools and students.

Think critically!

Educ 3- The Teacher and The School Curriculum

1st Semester 2021-2022
FHRL
 MODULE 1- Understanding Curriculum

Activity 2. Provide examples of the curriculum content and learning experiences. Examine
their relationship.
Content Learning Experiences

Activity 3. Analyze examples of curriculum evaluation tools. Examine how the evaluation
instruments measure the success of the curriculum.
a. What curriculum competencies and performance standards are evaluated?
b. What forms of evaluation tools are used?
c. How often does the school evaluate the curriculum?
d. How does the school evaluate its hidden curriculum?
e. What decisions and actions are made after getting the results of the curriculum
evaluation?
WHAT DOES IT TAKE FOR TEACHER TO BE A CURRICULARIST?
1. Knows the curriculum The teacher as a learner starts with Knower
knowing about the curriculum, subject
matter, or content
2. Writes the curriculum A classroom teacher takes record of Writer
knowledge concepts, subject matter, or
content
3. Plans the curriculum A good curriculum has to be planned. Planner
It is the role of the teacher to make a
yearly, monthly or daily plan of the
curriculum.
4. Initiates the curriculum Implementation of a new curriculum Initiator
requires the open mindedness of the
teacher, and the full belief that the
curriculum will enhance learning
5. Innovates the curriculum Creativity and innovation are Innovator
hallmarks of an excellent teacher

6. Implements the curriculum Somebody has to implement it. Implementor

7. Evaluates the curriculum Is the curriculum working? Evaluator

For the curriculum development process to be successful, site and district leadership need to be
available and open to working with teachers and curriculum developers as well.

Educ 3- The Teacher and The School Curriculum

1st Semester 2021-2022
FHRL
 MODULE 1- Understanding Curriculum

They need to follow a detailed curriculum to help students achieve state and national standards
of academic performance. Schools can lose public funding if students fall substantially behind
peers at higher performing schools. The curriculum ensures that each school is teaching
students relevant material and monitoring the progress of students from all types of
backgrounds.
Understanding the big picture helps teachers align the learning objectives of their own
curriculum with the school’s curriculum. In the absence of a curriculum, teachers wouldn’t
know whether students are building a solid foundation to support learning at the next level.
A curriculum outlines for students a sequence of courses and tasks that must be successfully
completed to master a subject and earn a diploma or degree. Students may be more motivated
to study if they understand why certain subjects are taught in the curriculum. A curriculum
reassures students that they’re on the right track to reaching their goals and honing desired
skills.
In addition to teaching students’ academic skills, the curriculum is also intended to teach
students the importance of responsibility, hard work and responsible citizenship. Teachers in
partnership with parents and community members collaborate on the development of a
curriculum that will instill character in students and reinforce positive behavior.
ASSESSMENT:
1. Which of the following statements about the concept of curriculum is NOT quite acceptable?
a) It refers to all experiences that both the school and the teacher provide the students with.
b) It is the set of acquired knowledge, habits, and skills.
c) It consists of the teacher's experience at school.
d) It is a planned action for instruction.
2. Who controls the subject centered-curriculum?
a) Learner
b) Teacher
c) Parent
d) Teacher and Parent
3. To provide individual differences in the classroom, how is the curriculum designed?
a) Minimum learning competencies are included.
b) Realistic and meaningful experiences are provided.
c) Some degree of flexibility is provided.
d) Social skills are emphasized.
4. Which of the following is a reason for the continuous appraisal of the existing curriculum at
all levels?
a) New national policies in government
b) Changing needs and conditions of society
c) Economic status of the people
d) Political trust of the country
5. What do you call the curriculum when the teacher puts into action all the different planned
activities in the classroom?
a) Recommended Curriculum
Educ 3- The Teacher and The School Curriculum
1st Semester 2021-2022
FHRL
 MODULE 1- Understanding Curriculum

b) Written Curriculum
c) Taught Curriculum
d) Supported Curriculum
6. Mrs. Inocencio is a member of the School District Curriculum Evaluation Team that tries to
assess the "product aspect" of the curriculum currently being used. What specific task should
she and the rest of the team take into?
a) Wise use of resources
b) How curriculum implementers did their job
c) How well the curriculum met the learner's needs
d) Extent of curriculum implementation
7. This varies from the students' learning style and teachers' teaching style as well.
a) Recommended Curriculum
b) Assessed Curriculum
c) Taught Curriculum
d) Written Curriculum
8. It was seen as a tradition of organized knowledge taught in schools.
a) Content
b) Documents
c) Curriculum
d) Memorandum
9. Documents, courses of study, or syllabi are handed down to schools district, divisions,
departments, or colleges for implementation.
a) Written
b) Taught
c) Hidden
d) Learned
10. A type of curriculum that requires real and lifelong learning for learners.
a) Written
b) Learned
c) Assessed
d) Hidden
11. Bachelor of Elementary Education (BEED) is under the regulation of?
a) CHED
b) DepEd
c) TESDA
d) SHS
12. Junior High School and Senior High School are taken care of?
a) CHED
b) DepEd
c) TESDA
d) SHS
13. It is important to test whether the curriculum achieved it purpose. This will be under the
____________________.
a) Assessed Curriculum
b) Recommended Curriculum
c) Taught Curriculum

Educ 3- The Teacher and The School Curriculum

1st Semester 2021-2022
FHRL
 MODULE 1- Understanding Curriculum

d) Learned Curriculum
14. The unintended yet modifies behavior or influences learning outcomes of the students.
a) Assessed Curriculum
b) Learned Curriculum
c) Hidden Curriculum
d) Taught Curriculum
15. The curriculum that will remain recommended or written has already achieved its purpose.
a) True
b) False
16. An example of a Written Curriculum is the K-12 Curriculum
a) True
b) False
17. The ___________________ will depend on the teaching and learning style.
a) Assessed Curriculum
b) Learned Curriculum
c) Recommended Curriculum
d) Taught Curriculum
18. The four elements of curriculum are the following:
a) Intent, Content, Aims, Evaluation
b) Intent, Goals, Learning Experiences, Evaluation
c) Intent, Goals, Learning Experiences, Assessment
d) Intent, Content, Learning Experiences, Evaluation
19. The curriculum must respond to the needs, issues, problems, and demands of society.
a) Academic Rationalist Conception
b) Eclectic Conception
c) Humanistic Conception
d) Social Reconstructionist Conception
20. Assigning the specific tasks to the students will develop their skills and ability to think
creatively.
a) Aims
b) Goals
c) Objectives

REFERENCE/s:
The Teacher and the School Curriculum by Greg Tabios Pawilen

Educ 3- The Teacher and The School Curriculum

1st Semester 2021-2022
FHRL