- ST.CECILIA’S COLLEGE-CEBU INC.

A LASSO Supervised School

Poblacion, Minglanilla, Cebu
SY 2020-2021
Second Semester

INSTRUCTIONAL MODULE 1
(ISM # 1)

THE TEACHER AND THE SCHOOL CURRICULUM

(PROFED 6)

___________________________ ___________________
Student Name Course/Year/Section

I. RATIONALE:

This chapter explores significant pieces of literature and theories that will help curriculum workers, teachers, and
students to understand basic concepts like curriculum, types of curriculum, curriculum foundations, and curriculum
conceptions. In this module, definitions, types of curriculum and various curriculum details are to be discussed.

II. LEARNING OBJECTIVES:

III. LEARNING EXPERIENCE: MOTIVATION

Q1: Describe what is in the picture above.

Q2: What does the picture signify?
Q3: Connect the picture to our course title.

1
PRESENTATION OF THE LESSON:

2
Here are some definitions of curriculum according to different authors:

⮚ Curriculum as a list of subjects. This definition suggests that the curriculum is the “permanent”
or the traditional subjects offered in the school curriculum such as Mathematics, Language,
Science, Music, Arts and others

⮚ Curriculum as learning experiences. This definition includes students’ curricular and co-curricular
and the learning experiences they encounter inside and outside the school. This definition
includes the hidden curriculum or those things learned by the students as a result of their
experiences in the school with their peers, schoolmates, teachers, school staff, or the values
they learned from a school program. In short, it includes the school culture.

⮚ Curriculum as intended learning outcomes. This definition includes a list of learning

competencies or standards that students should learn in school.

⮚ Curriculum as planned learning experiences. This includes documents specifying contents,

objectives, or general ideas of what students should know in schools or in a specific discipline.

⮚ Curriculum as a discipline. Curriculum as a discipline has its own theories, principles and
practices.

⮚ Curriculum as a content or subject matter. This definition views curriculum as a series of topics
SOME DEFINITION OF CURRICULUM:
under each subject area.

It is important that curriculum workers have a common understanding of what

curriculum is. Your personal definition of curriculum defines curriculum product that you

1.
According to de la Cruz (1982),
will produce. Many curriculum projects fails, and many curriculum researches appear vague
because of an unclear understanding of the field of curriculum.

curriculum involves the general aims,

which the school are to pursue and the
specific instructions are attained.

2. Daniel Tanner, 1980 states "curriculum is

a planned and guided set of learning
experiences and intended learning outcomes
formulated through the systematic
reconstruction of knowledge and
experiences under the auspices
(sponsorship) of the school for the learners’
continuous and willful growth in personal
social competence.)
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Activity I: Write a personal definition of curriculum, Explain the definition.

Logo

Title/ Course Title

Title of the Activity

Name-----------Course /Year--------Instructor

Activity 1:

1.
Different Types of Curriculum:

Several curriculum scholars cited nine types of curriculum in their books depending on how
curriculum is used in various institutions.

1. Ideal or Recommended Curriculum. This refers to what scholars propose as the most appropriate
curriculum for the learners. For examples, different professional organizations or various programs
of studies in different universities may propose curriculum innovations or alternative curriculum
content as a result of their researches.
Ideal or recommended curriculum may also develop as an alternative or response to various
curricular problems and issues. Glatthorn, Boschee and Whiteheas (2006) noted several influences
that seem to play the key roles in shaping the recommended curriculum. These difficulties are the
professional associations, individuals, and societal trends.
Curriculum standards recommended by professional organizations are examples of ideal or
recommended curriculum. Many of these various curriculum standards are recommended by
professional organizations as alternative to the current contents of the curriculum. Standards are
product of their latest researches on the nature of the different disciplines and the developments in
various academic fields.

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Activity 2: Browse the internet and check some examples of an ideal curriculum suggested by
professional organizations. List down the examples below.

2. Intended, Official, or Written Curriculum. This refers to the official curriculum embodied in
approved state curriculum guides. (Glatthorn, Boschee, and Whitehead, 2006). It is the curriculum
prescribed by the government. In the Philippine context, these are the prescribed courses from
 different government agencies; the Department of Education (DepEd), The Commission on Higher
Education (CHED), and the Technical Education skills Development Authority (TESDA). Examples
of this type of curriculum are:
The Kindergarten Curriculum Standards
The K-12 Curriculum
CHED curriculum for General Education (Memorandum Order No.20 series of
2013
TESDA Modules and Competencies

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Activity 3: Think about this: What are the benefits and possible pitfalls of having an
official prescribed to all schools?

3. Implemented Curriculum. This type of curriculum refers to the actual implementation of the
curriculum or what teachers in the school teach. In many cases, teachers modify and improve their
curriculum based on needs of the students or whenever there are new ideas in various disciplines
that are important to teach to the students. Academic freedom among faculty members in college
may also influence how professors plan and implement their courses.

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Activity 4: Discuss the roles of teachers and other curriculum workers in ensuring the success of the
implemented curriculum.

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5. Achieved Curriculum or Learned Curriculum. This refers to the result of the curriculum or what
students actually learned in school (Print, 1993). The achieved curriculum reveals whether the
students learned and whether the schools are successful in attaining their curriculum goals and
objectives.

6. Tested Curriculum. This is a set of learning that is assessed in teacher-made classroom tests,
curriculum-referenced tests, and in standardized tests. (Glatthorn, Boschee, and Whitehead, 2006)

7. Entitlement Curriculum. It refers to what the people or the general society believed the learners
should expect to learn in the educational system for them to become good members of the society.

8. Supported Curriculum. This refers to the curriculum that is reflected on and shaped by the
resources allocated to support or deliver the official curriculum. (Glatthorn, Boschee, and
Whitehead, 2006)

9. Null or Censored Curriculum. This refers to various curriculum contents or topics that must
not be taught to the students. (Tanner & Tanner, 2007)

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 Activity 5. Provide an example of a null or censored curriculum.

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10. Hidden Curriculum. This refers to various skills, knowledge, and attitudes that students learn in
school as a result of their interaction with other students, staff, and faculty members.
Although the hidden curriculum is not actually taught in formal classroom learning, it is also
true that the hidden curriculum can be a product of the student’s schooling. The hidden
curriculum is very powerful in developing the school culture (Print, 1993).

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Activity 6. Provide an example of a hidden curriculum.

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CURRICULUM FOUNDATIONS

Curriculum development scholars like Tyler (1949), Taba (1962), Eisner (1985), Saylor,
Alexander, and Lewis (1981), Print (1993), Sowell (1996), and Tanner and Tanner (2007) generally
identified three categories of sources for curriculum foundations: (1) studies of learners and learning
theory (psychology); (2) studies of life (sociology and anthropology); and (3) studies of the nature and
value of knowledge (philosophy). These curriculum sources or foundations influenced curriculum
developers in framing different curriculum conceptions and in developing curriculum.

Psychology as a discipline deals about understanding human behavior; hence, it is important

in curriculum development. According to Print (1993), psychology can provide information in five
important areas:

1. Educational Objectives
2. Student Characteristics
3. Learning Processes
4. Teaching Methods
5. Evaluation Procedures

Meanwhile, studies about the society and culture-sociology and

Anthropology, respectively-affect all curriculum processes. Sowell (1996) pointed out
that knowledge about the society and its culture is important in selecting the content
of the curriculum. It provides a clear understanding of the context in which the
curriculum is developed. Studies about the society and culture help curriculum
workers in understanding several social and educational issues that affect
curriculum processes and education in general.
 On the other hand, philosophy as a foundation helps curriculum workers in
understanding the nature of knowledge and what subjects or topics are worthwhile.
This is very important in making decisions about the contents of the curriculum.
Ornstein and Hunkins (1993) mentioned that philosophy provides curriculum
workers with a framework or base for organizing schools and classrooms. It also
provides educators with a framework for broad issues and tasks, such as determining
the goals of education, the content and its organization, and the teaching and
learning processes.

CURRICULUM CONCEPTIONS:

Curriculum workers have different ideas about curriculum matters and curriculum development
processes. They have different points of view about curriculum concerns, goals of what a
curriculum should accomplish, and how a curriculum should be designed or constructed. These
explain the presence of various curriculum orientations or conceptions. McNeil (2006), Eisner (1985),
and Print (1993) identified six curriculum conceptions:

1. Academic Rationalist Conception - considered as the oldest among the curriculum

conceptions. It stresses the importance of different bodies of knowledge, known as
disciplines or subject areas, as the focus of the curriculum.
2. Cognitive Processes Conception – seeks to develop a repertoire of cognitive skills that are
applicable to a wide range of intellectual problems. The subject matters are instruments or
tools for developing these cognitive skills that are lasting in the lives of individuals
3. Humanistic Conception – stresses the idea that curriculum or education is an instrument for
developing the full potential of individuals. It seeks to help individuals discover and develop
their unique identities. It stresses that curriculum should focus on the needs and interests of
individuals.
4. Social Reconstructionist Conception – views the school or schooling as an agency for social
change. Hence, it stresses that curriculum should respond to the different needs, issues,
problems, and demands of the society.
5. Technological Conception – is preoccupied with the development of means to achieve
curriculum or educational goals. It views schooling as a complex system that can be
analyzed into its constituent components.
6. Eclectic Conception – is where curriculum workers find themselves aligning their ideas with
two or more curriculum conceptions. Hence, this curriculum conception 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.

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Activity 7. Examine a philosophy of a particular curriculum. Analyze what curriculum conception it

is leaning

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ELEMENTS OF A CURRICULUM

In general, a curriculum has four important elements. These elements must be present in all curriculum
documents or before a document can be called curriculum. These four elements are curriculum intent, content,
learning experiences, and evaluation

Curriculum Intent

Content

Learning Experiences
 Evaluation

Figure 1. Curriculum Elements

1. Curriculum Intent – is the term used by Print (1993) to mean the direction that curriculum developers
wish to take as a result of participating in the curriculum. It includes the aims, goals, and objectives
found in any curriculum documents.
● Aims- are the broad statements 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.
● Objectives- are specific learning outcomes. Objectives include what specific concepts, skills, and values
should be learned by the students. Usually, objectives are used in making decisions or planning about
instruction.

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Activity 8. Select a school, provide examples of the following curriculum intent, and analyze the
relationship

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CURRICULUM AIMS

CURRICULUM GOALS

CURRICULUM OBJECTIVES:

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These topics are based on the curriculum intents. Contents may include values, concepts, or skills that are
important for the learners to learn.

2. Learning Experiences – include all instructional strategies that are useful for the implementation of the
curriculum. These may appear in the form of activities, strategies, methods, or approaches that are
useful in implementing the curriculum or in teaching the content.

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Activity 9: Provide examples of curriculum content and learning experiences. Examine their relationship.

Content Learning Experiences

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 3. Evaluation – includes the different ways and tools used for evaluating whether or not the
curriculum intents were realized. Evaluation tools are also used to evaluate the performance of
the learners after they have undergone the curriculum.

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Activity 10. Analyze examples of curriculum evaluation tools. Examine how the
evaluation instruments measure the success of the curriculum.

1. What curriculum competencies and performance standards are evaluated?

2. What forms of evaluation tools are used?

3. How often does the school evaluate the curriculum?

4. How does the school evaluate its hidden curriculum?

5. What decisions and actions are made after getting the results of the curriculum
evaluation?

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Hilda Taba (1962) observed that all curricula, no matter what design they have, are
composed of certain elements.

● A curriculum usually contains a statement of aims and specific objectives.

● It indicates some selection and organization of content.
● It either implies or manifests certain patterns of learning and teaching, whether because the
objectives demand them or because the content organization requires them.
● It includes a program of evaluation of the outcomes.

Understanding the different elements of curriculum will help curriculum

workers especially the teachers in designing curriculum and in analyzing the different curriculum
materials that are offered to schools and students.

❖ Points for clarification

❖ Q and A

IV. WRAPPING UP: REFLECTIONS ON UNDERSTANDING CURRICULUM

The first chapter introduced different concepts that every professional curriculum
worker should know about curriculum. Understanding these concepts is useful in
appreciating curriculum studies as an area in the field of education.
● Curriculum can be defined as:
- Set of contents
- Set of learning experiences
- Planned content
- Set of learning outcomes
● There are different types of curriculum:
- Intended curriculum
- Implemented curriculum
- Achieved curriculum
- Hidden curriculum
- Ideal or recommended curriculum
- Tested curriculum
- Entitlement curriculum
- Null or censored curriculum
- Supported curriculum
 ● Curriculum development is influenced by various academic fields that serve as
foundations of curriculum such as:
- Psychology (studies about the learners and learning theories)
- Philosophy (studies on the nature and value of knowledge)
- Sociology (studies on culture, society, and human activities)
● There are different types of curriculum conception
- Academic rationalist
- Cognitive processes
- Social reconstructionist
- Humanistic
- Technological
- Eclectic
● There are four elements of curriculum
- Intent
- Content
- Learning Experiences
- Evaluation

V. ASSESSMENT:

Prepared by: Recommending Approval

Erlinda G Desierto, Ed. D Isabelo T. Genegaboas, Ed.D.

Instructor Program Chair

Approved by:

Alfredo S. Moreno, Ed. D.

OIC- Dean

ST.CECILIA’S COLLEGE-CEBU INC.

A LASSO Supervised School
Poblacion, Minglanilla, Cebu
SY 2020-2021
Second Semester

INSTRUCTIONAL MODULE 2
(ISM # 2)

THE TEACHER AND THE SCHOOL CURRICULUM

(PROFED 6)

Name:______________Course/Year:______DR. ERLINDA G. DESIERTO

Instructor

I. RATIONALE:

From the various definitions, we realized that the curriculum is viewed in many ways. This chapter
provides information on the process of curriculum planning as an important phase of curriculum
development.

II. Learning Objectives:

In this module, you should be able to:

1. discuss different curriculum sources and influences;

2. analyze different levels of curriculum planning; and
3. identify different roles of teachers and school administrators in curriculum
planning.
III. Learning Experiences:

Q1: What is in the picture?

Q2: Can you relate this to the topic we are discussing today?

PRESENTATION OF THE LESSON:

CURRICULUM SOURCES AND IMPLEMENTATION:

Tyler (1949) identified three major sources of curriculum: subject

matter, society, and learners. Accordingly, these curriculum sources
need to be considered and examined to identify the four elements of
curriculum: goals, content, learning experiences and evaluation. It is
important to understand the nature of the subject matter in order to
provide knowledge and skills that are essential to the nature of the
discipline. This also helps in selecting and designing curriculum contents.

Likewise, it is important to have a clear understanding of the nature

of the society in developing a curriculum. This provide a more
comprehensive idea of the needs, demands, and problems of the society
and the available resources that can be utilized in the development and
the implementation of the curriculum(Tyler, 1949). In short, society as
one of the curriculum sources, provides information about the context in
which the curriculum will be used. This is important to make curriculum
more relevant and responsive.

Understanding the nature of the learners is also important in the

curriculum development. Understanding the learners including knowing
their needs, nature and interests, learning styles and learning styles. It
also includes knowing the various issues and problems about them. The
learners are the direct subjects of the school curriculum. Hence, making
the learners as one of the curriculum sources is important in selecting
the learning experiences for curriculum (Tyler,1949).

Society as the Source of curriculum

Society is an important source of curriculum. Teachers need to

understand the cultural, socio-economic, and political conditions of the
people. Understand the context is important in developing a relevant
and responsive curriculum (Tyler, 1949; Nicholls and Nicholls, 1978). It
is useful in selecting curriculum goals & objectives, content and learning
experiences (Taba, 1962; Stark and Lattuca, 1997).

There are so many changes in the society that need to be

considered in the curriculum. Science and technology continue to
influence our everyday life as new science finding