Name: Percy-an O.

Rondina Year & Sec: BSED-3A

Unit 1: UNDERSTANDING CURRICULUM

ESSENTIALS
DEFINITION OF CURRICULUM COMMON TERMS
(cite the source: author; title of book; publishing (terms used by different author to
company; date of publication) define curriculum)
1. “Curriculum is a planned and guided set of Planned, Guided, Experiences,
learning experiences and intended outcomes, Systematic, document
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.” (Daniel Tanner,
1980)
2. “It is a written document that systematically
describes goals planned, objectives, content,
learning activities, evaluation procedures and so
forth.” (Pratt, 1980)
3. “Curriculum is composed of all of the
experiences children have under the guidance of
the teacher.” (Caswell and Campbell, 1935)
4. “The curriculum is now generally considered to
be all of the experiences that learners have
under the auspices of the school.” (Ronald Doll,
1970)
5. “Curriculum consists of all the means of
instruction used by the school to provide
opportunities for student learning experiences
leading to desired learning outcomes.” (Krug,
1957)

Assessment:
What are the advantages and disadvantages of the different types of curriculum. Fill in
with correct answers the table below.
Type of Advantages Disadvantages
Curriculum
Ideal/  provides a basic framework for  Instructors should
Recommended the curriculum. follow of what is
 It identifies the key learning areas. inside the curriculum.
 It specifies the boundaries as well  Most of the time, the
 as the destination. So, it guides content of this
the curriculum coordinator in curriculum doesn’t
formulating the academic align to the context.
standards to be achieved through
various teaching-learning
programmes.
Intended/  Less works for instructors.  Student achievement
Official/Written  Instructors can implement the based solely on
curriculum as soon as possible. external tests.
 Focus on product
instead of process
(lack of critical
thinking, problem
solving)
 Focus on societal
needs as compared to
individual
Implemented  It helps to cope with new
technology changes.
 It makes the teacher to be
systematic in delivery.
 It helps to make the curriculum
relevant to the needs of the learner
and the society as a whole.

Achieved/  As for the teachers, it helps them

Learned feel successful and contented.
 As to the side of the learners, they
can assure that at the end of the
lesson, they can do something
good based on the learnings they
got from the school.

Entitlement  All students have access to a rich  Limits on learners

and challenging education which choice and creativity
takes account of their individual  Less able to have free
interests and needs. choice
 No student is ‘left behind’ or  Pressure of raising
remains unchallenged. standards
Supported  It gives teachers tangible  It is highly structured
resources and goals, stimulates approach may not fit
creativity, and enables self your family’s lifestyle
reflection. or needs.
 It improves student outcomes  May be very time
consuming, and put a
high strain on the
 home schooling
parent because of all
the paperwork
involved.
Null/Censored  Learners would not be able to  There is no room for
learn unnecessary things that spontaneous learning
might bring/lead them go against opportunities that
the Philippine rules and policies. present themselves or
 Helps both the teachers and ability to spend longer
learners prevent from physical on a needed area.
threats/dangers.  Extend to causing
 Teachers can ensure that they’re feelings of alienation.
molding their students  Learner fails to learn
holistically. certain knowledge,
skills or attitude for
various reasons.
Hidden  It allows the teachers to use  Time consuming
different methods to teach the  Sometimes wrong
students. attitudes, social
 Learners can learn social skills in beliefs and ideas can
better ways. be transmitted from
teachers to students.

Let’s try this

Give two outstanding personalities in the cluster of curriculum foundations who
contributed to curriculum development. Write their contributions to curriculum development.
Personalities in every Significant Contribution
cluster
A. Philosophical
Foundation
Ornstein and Hunkins A. Perennialism
(2004)  Aim: To educate the rational person; cultivate intellect
 Role: Teachers assist students to think with reason (critical
thinking HOTS)
 Focus: Classical subjects, literary analysis. Curriculum is
enduring
 Trends: Use of great books (Bible, Koran, Classics) and
Liberal Arts
B. Essentialism
 Aim: To promote intellectual growth of learners to become
competent
 Role: Teachers are sole authorities in the subject area
 Focus: Essential skills of the 3Rs; essential subjects
  Trends: Back to basics, Excellence in education, cultural
literacy
C. Progressivism
 Aim: Promote democratic social living
 Role: Teacher leads for growth and development of lifelong
learners
 Focus: Interdisciplinary subjects. Learner-centered.
Outcomes-based
 Trends: Equal opportunities for all, Contextualized
curriculum, Humanistic education
D. Reconstructionism
 Aim: To improve and reconstruct society. Education for
change
 Role: Teacher acts as agent of change and reforms
 Focus: Present and future educational landscape
 Trends: School and curricular reform, Global education,
Collaboration and Convergence, Standards and Competencies
B. Historical
Foundation
Franklin Bobbit (1876-  He started the curriculum development movement.
1956)  Curriculum is a science that emphasizes students’ needs.
 Curriculum prepares learners for adult life.
 Objectives and activities should group together when tasks
are clarified.
Werret Charters (1875-  He posited that curriculum is science and emphasizes
1952) students’ needs.
 Objectives and activities should match. Subject matter or
content relates to objectives.
C. Psychological
Foundation
Ivan Pavlov (1849-1936)  He is the father of the Classical Conditioning Theory, the S-R
Theory
 The key to learning is early years of life is to train them what
you want them to become.
 S-R Theory is a foundation of learning practice called
indoctrination.
Edward Thorndike  He championed the Connectionism Theory.
(1874-1949)  He proposed the three laws of learning:
- Law of readiness
- Law of exercise
- Law of effect
 Specific stimulus has specific response.
D. Sociological
Foundation
John Dewey (1859-1952)  Considered two fundamental elements-schools and civil
 society-to be major topics needing attention and
reconstruction to encourage experimental intelligence and
plurality
Alvin Toffler  Wrote the book Future Shock
 Believed that knowledge should prepare students for the
future
 Suggested that in the future, parents might have the resources
to teach prescribed curriculum from home as a result of
technology, not in spite of it. (Home Schooling)
 Foresaw schools and students worked creatively,
collaboratively, and independent of their age.

Assessment:
Make an inventory of curriculum approach, fill up the table with needed data or
information. Read and study the examples given.
CONTENT PROCESS PRODUCT
Example: Example: Example:
Type of curriculum in the Individual research; Lists of types of curriculum
classroom Interview; Observation skill in interview and
observation
Understanding synonyms, Group activity. Differentiate The learners will be able to
antonyms, and homonyms synonyms, antonyms and distinguish synonyms,
homonyms antonyms, and homonyms
Figures of Speech Identifying figures of speech The learners will be able to
fully understand the figures
of speech
Cause and effect Identifying cause and effect; The learners will be able to
Give real life examples identify and differentiate the
difference between cause and
effect.
Prefix, stems, and suffixes Determining prefixes, stems The learners will be able to
and suffixes determine the prefixes, stems
and suffixes
Parts of a brain Watching video tutorials; The learners will be able to
group activity; identify the parts of a brain
and its function.
Let’s try this…
Please refer to the Curriculum intent of the Department of Education of K to 12
Curriculum, obtain a copy and fill in the boxes below. Analyze the relationship among these
components.

AIMS:

Aims provide the general direction of learning and are written in broad terms that
encompass more than one grade level. Standards are often used as aims. An
example of an aim for students in all grades is “Apply standard English
conventions to effectively communicate with written language.”

GOALS:

Goal statements are more specific than aims, and they describe learning
expectations for students. An example of goal for sixth-grade writers is “Edit
for grammar, usage, correct spelling and clarity to give writing its precision
and legitimacy.”

OBJECTIVES:

Objectives are specific, measurable competencies that are assessed to

determine whether the goal (or part of a goal) had been met. An example of
a specific lesson objective is “The student will write an essay on ‘My
Favorite Pet’ with no spelling errors.” Please note that the entire goal is not
met as a result of this objective, but rather a part of the goal.
Processes of Curriculum Development

Assessment:
Write your personal definition of curriculum.
Answer:
Curriculum is not just the subjects compromising a course of study. It is anything that happens
inside and outside the school. It is not just the intended learnings we learned, rather, it is beyond
written and implemented. Curriculum means so much to each and everyone as it one way why
lot of people succeeds in any kind of professions.