Unit I Introduction To The Teacher and Science, History, Math and Foreign

School Curriculum Language.

I. Curriculum and its Curriculum Curriculum Trends – Excellence in
Development (part 2) Education, back to basics and cultural
literacy.
D. FOUR MAJOR FOUNDATIONS OF
CURRICULUM c. Progressivism
Philosophical Foundation of Curriculum Aim of Education – To promote democratic
and social living.
Philosophy provides educators, teachers
and curriculum makers with framework for Role of Education – Knowledge leads to
planning, implementing and evaluating growth and development of lifelong learners
curriculum in schools actively learn by doing.
The philosophy of curriculum planner, Focus in the Curriculum – Subjects are
implementor or evaluator reflects his or her interdisciplinary, integrative and interactive.
life experiences, common beliefs, social and Curriculum is focused on student’s interest,
economic background and education. human problems and affairs
“Education as a way of life” by John Dewey Curriculum Trends – School reforms,
(1916) relevant and contextualized curriculum,
humanistic education.
Four Educational Philosophies
d. Reconstructivism
a. Perennialism
Aim of Education – To improve and
Aim to Educate – To educate the rational
reconstruct society education for change.
person; to cultivate the intellect
Role of Education – Teachers act as agents
Role of Education – Teachers help students
of change and reform in various educational
think with reason.
projects including research.
Focus in the Curriculum – Classical
Focus in the Curriculum – focus on the
subjects, literary analysis and curriculum is
present and future trends and issues of
constant
national and international interests.
Curriculum Trends – Use of great books
Curriculum Trends – Equality of educational
and return to liberal arts.
opportunities in education, access to global
b. Essentialism education.

Aim of Education – To promote the Historical Foundation of Curriculum

intellectual growth of the individual and
educate a competent person.
Role of Education – The teacher is the sole
authority in his or her subject area or field of
specialization.
Focus in the Curriculum – Essential skills of
the 3R’s and essential subjects of English,
 The history of one’s country can centered curriculum.
affect its educational system and the kind of
curriculum it has. Influential people in the
educational system play major roles in Harold Rugg (1886-1960)
shaping the curriculum we know today. He introduced the concept of the
Here are the 6 famous curriculum theorists development of the whole child, the
and their contributions to education which inclusion of social studies, and the
can still be observed by the present importance of curriculum planning in
generation of learners: advance.
Hollis Caswell (1901-1989)
FRANKLIN BOBBIT (1876-1956) He believes that subject matter is
Bobbit believes that the learning developed around the interest of the
objectives, together with the activities, learners and their social functions. So, the
should be grouped and sequenced after curriculum is a set of experiences. Learners
clarifying the instructional activities and must experience what they learn.
tasks. He also views curriculum as a Ralph Tyler (1902-1994)
science that emphasizes the needs of the
students. This viewpoint explains why And as to the hallmark of curriculum
lessons are planned and organized development as a science, Ralph Tyler
depending on the needs of the students and believes that curriculum should revolve
these needs must be addressed by the around the students’ needs and interests.
teachers to prepare them for adult life The purpose of curriculum is to educate the
generalists and not the specialists, and the
process must involve problem solving.
Werret Charters (1875-1952) Likewise, subject matter is planned in terms
of imparting knowledge, skills and values
Aside from emphasizing the students’ among students.
needs, he believes that the objectives,
along with the corresponding activities,
should be aligned with the subject matter or 3. Psychological Foundation of Curriculum
content. For that reason, department
chairpersons or course coordinators Curriculum is influenced by
scrutinize the alignment or matching of psychology. Psychology provides
objectives and subject matter prepared by information about the teaching and learning
the faculty members. process. It also seeks answers as to how a
curriculum be organized in order to achieve
students’ learning at the optimum level, and
William Kilpatrick (1871-1965) as to what amount of information they can
absorb in learning the various contents of
For him, the purpose of curriculum is the curriculum.
child development, growth, and social
relationship. He also introduced the use of
small group interaction, and the project The following are some psychological
method in which the teacher and students theories in learning that influenced
plan together. Thus, it is called as the child- curriculum development:
BEHAVIOURIST PSYCHOLOGY How much information can they absorb?
Education in the 20th century was Advocates of Cognitive Psychology
dominated by behaviorism. The mastery of
the subject matter is given more emphasis.
So, learning is organized in a step-by-step Jean Piaget –Cognitive Development
process. The use of drills and repetition are Stages
common. For this reason, many educational
psychologists viewed it mechanical and Lev Vygotsky – Social Constructivism
routine. Though many are skeptical about Howard Gardner – Multiple Intelligence
this theory, we can’t deny the fact the
influences it had in our educational system. Felder and Silverman – Learning Styles
Daniel Goleman – Emotional Intelligence

Edward Thorndike – Connectionism

3. Humanistic Psychology
Ralph Tyler & Hilda Taba – Well-known
Curricularists Humanism is taken from the theory
of Gestalt, Abraham Maslow’s theory and
Ivan Pavlov – Classical Conditioning
Carl Rogers’ theory. This group of
B.F. Skinner – Operant Conditioning psychologists is concerned with the
development of human potential.
Albert Bandura – Modeling and Observation
Theory In this theory, curriculum is after the
process, not the product; focuses on
Robert Gagne (1987) five learning personal needs, not on the subject matter;
outcomes which includes: and clarifying psychological meanings and
Intellectual skills or knowing how environmental situations. In short,
curriculum views founded on humanism
Information or knowing what posits that learners are human beings who
are affected by their biology, culture, and
Cognitive strategies or learning skills
environment. They are neither machines nor
Motor skills animals.

Attitudes A more advanced, more

comprehensive curriculum that promotes
human potential must be crafted along this
2. Cognitive Psychology line. Teachers don’t only educate the minds,
Cognitive theorists focus on how but the hearts as well.
individuals process information, monitor and
manage their thinking. The basic questions
that cognitive psychologists zero in on are: 4. Sociology and Curriculum

How do learners process and store There is a mutual and

information? encompassing relationship between society
and curriculum because the school exists
How do they retrieve data and generate within the societal context. Though schools
conclusions? are formal institutions that educate the
people, there are other units of society that
educate or influence the way people think, learning experiences that contribute towards
such as families and friends as well as their personal, academic and professional
communities. learning and development.
Since the society is dynamic, there
are many developments which are difficult
PRE-SPANISH CURRICULUM (BEFORE
to cope with and to adjust to. But the
1521)
schools are made to address and
understand the changes not only in one’s BARANGAY
country but in the world as well
played a major role as to how
Therefore, schools must be relevant the Early Filipinos were educated. What the
by making its curriculum more innovative barangay already practiced and believed in
and interdisciplinary. A curriculum that can were passed down from generation to
address the diversities of global learners, generation. The curriculum was then
the explosion of knowledge through the unsystematic, unplanned and spontaneous.
internet, and the educational reforms and
policies recommended or mandated by the “the inhabitants were a civilized
United Nations. people, possessing their system of writing,
laws and moral standards in a well-
However, it is also imperative that a organized system of government. They did
country must have maintained a curriculum not have an organized system of education
that reflects and preserves its culture and as we have now…
aspirations for national identity. No matter
how far people go, it is the country’s -Fr. Pedro Chirino, a Spanish Priest &
responsibility to ensure that the school Historian; Relacion de las Islas Filipinas
serves its purpose of educating the
citizenry. SPANISH-DEVISED CURRICULUM (1521-
1869)

Module 2: Curriculum Development in the When Spain began to colonize the

Philippines Philippines, the Spanish Missionaries
played a major role as to how the Filipinos
Part 1 were educated and controlled. Religion was
the tool Spain wielded to make the
Definition of Curriculum Development
Philippines its colony. The Philippine
Curriculum development is defined Curriculum then was a lot more structured
as planned, a purposeful, progressive, compared to what the Filipinos had before
systematic process to create positive the Spaniards came. But the emphasis of
improvements in the educational system. the Spanish-taught curriculum was more on
Every time there are changes or religion rather than the basic literate skills,
developments happening around the world, science and arts.
the school curricula are affected. There is a
“the curriculum for boys and girls
need to update them to address the
was aimed to teach them to serve and love
society’s needs.
God, discover what is good and proper for
The fundamental purpose of one’s self and enable the individual to get
curriculum development is to ensure that along with his or her neighbors.”
students receive integrated, coherent
-Fr. Modesto de Castro, Author of Urbana After the war, the Philippines started
and Felisa (1877) to recuperate and began modernizing,
likewise, the Philippines Curriculum started
to gain some traction. More Filipino
American-Devised Curriculum (1898-1935) educators began to experiment on the
American Thomasite in the Classroom different types of curriculum and researches
were then conducted to find out which type
After the Filipinos rebelled against of curriculum would best suit the Filipino
Spain, America began to take the reins. learners. But despite these efforts, the
The Philippines slowly underwent an Philippine Curriculum gained only little
American Acculturation and this was the expansion.
largely because of the education the
Americans provided. The Thomasites NEW DECLARATIONS:
played a major role as to how the Filipinos Academic freedom, religious instruction in
were educated. Contrary to the Spanish the public schools is optional, creation of
Missionaries, the Americans did not make scholarships in the arts, sciences and letters
religious instruction compulsory. The was for specially gifted citizens and those
Philippine Curriculum then evolved into a that are unable to afford the cost of college
more organized, systematic and academe education, compulsory flag ceremony,
and skill focused dynamism. restoration of Grade VII
CURRICULUM DURING THE CURRICULUM:
COMMONWEALTH (1935-1946)
Moral Character, Vocational Efficiency,
The Philippines was then beginning to Productivity, Complete and Adequate
prepare for its independence from America system of Public education, subjects
(Tydings-Mcduffie Act) and the expansion change with the changing time and needs of
and reformation of the Philippine Curriculum human beings
began in this period. Filipino teachers were
empowered to improve the curriculum and CURRICULUM DURING THE PHILIPPINE
as a result, content-rich and culture-specific REPUBLIC (1946-PRESENT)
courses were added. Patriotism was then
also considered as an important factor in
the Philippine Curriculum. Research then became more
prevalent and it greatly helped in facilitating
JAPANESE-DEVISED Curriculum (1941-
the expansion and improvement of the
1944)
Philippine Curriculum. The largely
Japanese Primary level school wherein traditional curriculum of the Philippines then
children are studying reading in class became more colored with the
Progressivist’s methodology and mindset.
The growth of the Philippine
Filipino resources, culture and approaches
Curriculum was stunted because of the
were now melded into the education
Japanese invasion. The Japanese tried to
system.
erase every influence of the Americans in
the Philippine Society most especially in the
CURRICULUM IN THE NEW SOCIETY
Philippine curriculum.
(1971-PRESENT)
CURRICULUM DURING THE LIBERATION
PERIOD (1944-1946)
 The late President Ferdinand E. 2013.
Marcos issued the Educational
Development Decree of 1972 which greatly
aided the development of the Philippine ENHANCED BASIC EDUCATION ACT OF
Curriculum. It ensured the constant 2013 (K-12)
responsiveness of the schools to the needs Pro’s of K to 12
of the new society and heavily articulated
the need to teach nationalism, patriotism, At par with international 12-year basic
moral values and relevant academic education
courses.
Pursue protective employment,
AIMS OF EDUCATION: entrepreneurship and higher educational
studies
Love of country, duties of citizenship,
develop moral character, self-discipline, Graduates are expected to be equipped
vocational efficiency with 21st century skills

PRESIDENTIAL DECREE 6-A Con’s of K to 12

EDUCATIONAL DEVELOPMENT DECREE Sees as a burden for average Filipino family

OF 1972
It does not address the basic problems of
Achieve and maintain social and economic education (classrooms, chairs, books, etc.)
development progress to assure maximum
mODULE 3 COMPONENTS OF
participation of all the people
CURRICULUM AND CURRICULUM
Provide for a broad and general education APPROACHES

Attain in his potential as human being LESSON 1: AIMS AND OBJECTIVES OF

SCHOOL CURRICULUM IN DIFFERENT
Enhance the range and quality of individual LEVEL
Acquire the essential educational foundation LESSON 2: DOMAINS OF LEARNING
Train the nation’s manpower in the middle A FORMAL CURRICULUM IS EMBEDDED
level skills IN A FORMAL INSTITUTION CALLED
Develop high level professions for SCHOOL. SCHOOLS ARE ESTABLISHED
leadership of nation INSTITUTIONS WHICH ARE EITHER RUN
BY THE GOVERNMENT OR BY THE
Respond effectively to changing needs PRIVATE SECTOR.
K-12 TO PRESENT THE PHILIPPINE EDUCATIONAL
SYSTEMS ARE DIVIDED INTO THREE
As the Philippines continue to
EDUCATIONAL LEVELS: PRIMARY,
witness the result of all the underpinnings,
SECONDARY AND TERTIARY
research and happenings, internationally
EDUCATION BASED ON THE PHILIPPINE
and locally, a more developed and globally
CONSTITUTION OF 1987.
competitive curriculum would naturally make
itself known. The implementation of the K- ALL SCHOOL AIMS TO:
12 system is a product of the need to
compete with the international standards. It INCULCATE PATRIOTISM AND
was approved and implemented in the year NATIONALISM.
FOSTER OF LOVE OF HUMANITY. WORLD OF WORK AND PREPARE THE
LEARNER TO ENGAGE IN HONEST AND
PROMOTE RESPECT FOR HUMAN
GAINFUL WORK.
RIGHTS.
APPRECIATE THE ROLE OF NATIONAL
HEROES IN THE HISTORICAL LESSON 1. B. AIMS OF SECONDARY
DEVELOPMENT OF THE COUNTRY. EDUCATION
TEACH THE RIGHTS AND DUTIES OF IN HIGH SCHOOL OR SECONDARY
CITIZENSHIP. LEVEL, EDUCATIONAL CURRICULA AIMS
TO:
CONTINUE TO PROMOTE THE
6. STRENGTHEN ETHICAL AND
OBJECTIVE OF ELEMENTARY
SPIRITUAL VALUES.
EDUCATION, AND
7. DEVELOP MORAL CHARACTER AND
DISCOVER AND ENHANCE THE
PERSONAL DISCIPLINE.
DIFFERENT APTITUDES AND INTEREST
8. ENCOURAGE CRITICAL AND OF STUDENT IN ORDER TO EQUIP
CREATIVE THINKING. THEM WITH SKILL, FOR PRODUCTIVE
ENDEAVOUR AND OR TO PREPARE
9. BROADEN SCIENTIFIC AND THEM FOR TERTIARY SCHOOLING.
TECHNOLOGICAL KNOWLEDGE AND
PROMOTE VOCATIONAL EFFICIENCY.
LESSON 1.A. AIMS OF ELEMENTARY
EDUCATION
LESSON 1. C. AIMS OF TERTIARY
(EDUCATIONAL ACT OF 1982) EDUCATION

IN THE ELEMENTARY SCHOOL, TERTIARY EDUCATION REFERS TO

THROUGH THEIR CURRICULA SHOULD COLLEGE AND UNIVERSITY FORMAL
AIM TO: EDUCATION BASED ON THE
CURRICULA OF THE DIFFERENT
DEVELOPMENT AND NECESSARY FOR COURSES. THE DIFFERENT COURSES
LIVING IN AND CONTRIBUTING TO A SHOULD AIM TO:
DEVELOPING AND CHANGING SOCIETY;
PROVIDE GENERAL EDUCATIONAL
PROVIDE LEARNING EXPERIENCES PROGRAM WHICH WILL PROMOTE
WHICH INCREASE THE CHILD’S NATIONAL IDENTITY, CULTURAL
AWARENESS OF AND CONSCIOUSNESS, MORAL INTEGRITY
RESPONSIVENESS TO THE CHANGE IN AND SPIRIT VIGOR,
THE SOCIETY;
TRAIN THE NATION’S MANPOWER IS
PROMOTE FOR THE INTENSIFY THE SKILL REQUIRED FOR NATIONAL
KNOWLEDGE, IDENTIFICATION WITH DEVELOPMENT;
AND LOVE FOR THE NATION AND THE
PEOPLE TO WHICH HE BELONGS; AND DEVELOP THE PROFESSIONS THAT
WILL PROVIDE LEADERSHIP FOR THE
PROMOTE WORK EXPERIENCES WHICH NATION; AND
DEVELOP ORIENTATION TO THE
ADVANCED KNOWLEDGE THROUGH
RESEARCH AND APPLY NEW
THE SCHOOL’S VISION AND MISSION
KNOWLEDGE FOR IMPROVING THE
ARE FURTHER TRANSLATED INTO
QUALITY OF HUMAN LIFE AND
GOALS WHICH ARE BROAD
RESPOND EFFECTIVELY TO CHANGING
STATEMENTS OR INTENTS TO BE
SOCIETY.
ACCOMPLISHED. DATA FOR THE
BASED FROM THE MANDATE OF THE SOURCES OF SCHOOL GOALS MAY
CONSTITUTION, EACH SCHOOL INCLUDE THE LEARNERS, THE SOCIETY
THEREFORE SHOULD BE GUIDED BY AND THE FUND OF KNOWLEDGE.
ITS VISION, MISSION AND GOALS AND
EXAMPLE: BUILD A STRONG
ITS CURRICULA SHOULD ALSO
FOUNDATION OF SKILLS AND
REVOLVE AROUND THESE. THE
CONCEPTS
SCHOOL’S VISION IS A CLEAR
CONCEPT OF WHAT CONSTITUTION LESSON 2. DOMAINS OF LEARNING
WOULD LIKE TO BECOME IN THE
FUTURE. IT PROVIDES THE FOCAL IN A CURRICULUM, THESE
POINT OR UNIFYING ELEMENT GOALS ARE MADE SIMPLE AND
ACCORDING TO WHICH THE SCHOOL SPECIFIC FOR THE ATTAINMENT OF
STAFF, FACULTY, STUDENT PERFORM EACH LEARNER. THESE ARE CALLED
IN INDIVIDUALLY OR COLLECTIVELY. EDUCATIONAL OBJECTIVES. BENJAMIN
BLOOM AND ROBERT MAGER DEFINED
EDUCATIONAL OBJECTIVES IN TWO
WAYS:
EXAMPLE: THE BULACAN STATE
UNIVERSITY IS A PROGRESSIVE, EXPLICIT FORMULATIONS OF THE
KNOWLEDGE GENERATING WAYS IN WHICH STUDENTS ARE
INSTITUTION, GLOBALLY RECOGNIZED EXPECTED TO BE CHANGED BY THE
FOR EXCELLENT INSTRUCTION, EDUCATIVE PROCESS; AND
PIONEERING RESEARCH AND
RESPONSIVE COMMUNITY INTENT COMMUNICATED BY
ENGAGEMENT. STATEMENT DESCRIBING A PROPOSED
CHANGE IN LEARNERS.
BENJAMIN BLOOMS AND HIS
THE SCHOOL’S MISSION STATEMENT, ASSOCIATION CLASSIFIED THREE BIG
SPELL ON HOW IT INTENDS TO CARRY DOMAINS OF THE OBJECTIVES; THESE
OUT ITS VISION. THE MISSION ARE COGNITIVE, EFFECTIVE AND
TARGETS TO PRODUCE THE KIND OF PSYCHOMOTOR DOMAIN
PERSON THE STUDENTS WILL BECOME
AFTER HAVING BEEN EDUCATED OVER COGNITIVE DOMAINS (BLOOMS ET AL
CERTAIN PERIOD OF TIME. 1956) – DOMAIN OF THOUGHT
PROCESS.
EXAMPLE: THE BULACAN STATE
UNIVERSITY EXIST TO PRODUCE KNOWLEDGE – RECALL, REMEMBERING
HIGHLY COMPETENT, ETHICAL ABD OF PRIOR LEARNED MATERIALS IN
SERVICE-ORIENTED PROFESSIONALS TERMS OF FACTS AND CONCEPT.
THAT CONTRIBUTE TO THE COMPREHENSION- ABILITY TO GRASP
SUSTAINABLE SOCIO-ECONOMIC THE MEANING OF MATERIAL. IT
DEVELOPMENT OF THE NATION.
INCLUDES THE LOWEST FORM OF PSYCHOMOTOR DOMAINS – (SIMPSON,
UNDERSTANDING. 1972)- DOMAIN OF THE USE OF
PSYCHOMOTOR ATTRIBUTES.
APPLICATION – THE ABILITY TO USE
LEARNED MATERIAL IN NEW AND
CONCRETE SITUATION.
PERCEPTION – USE OF SENSE ORGANS
ANALYSIS – ABILITY TO BREAK DOWN TO GUIDE MOTOR ACTIVITIES.
MATERIAL INTO COMPONENT PARTS
SET – REFERS TO THE READINESS TO
SO THAT ITS ORGANIZATIONAL
TAKE A PARTICULAR TYPE OF ACTION.
STRUCTURE MAYBE UNDERSTOOD.
GUIDED RESPONSE – CONCERNED
SYNTHESIS – ABILITY TO PUT PARTS
WITH THE EARLY STAGES IN LEARNING
TOGETHER TO FORM OF A NEW
COMPLEX, SKILL, IMITATION AND TRIAL
WHOLE.
AND ERROR ARE SOME OF THE WAYS
EVALUATION – ABILITY TO PASS OF DOING.
JUDGEMENT ON SOMETHING BASED
MECHANISM – RESPONSES HAVE
ON THE GIVEN CRITERIA.
BECOME HABITUAL. PERFORMANCE
SKILLS ARE WITH EASE AND
CONFIDENCE.
AFFECTIVE DOMAINS – (KRATHWOHL,
1964 – DOMAIN OF VALUING, ATTITUDE, COMPLEX OVER RESPONSES-
AND APPRECIATION) SKILLFUL PERFORMANCE AND WITH
COMPLEX MOVEMENT PATTERNS.
ADAPTIONS – SKILL WILL DEVELOP THE
RECEIVING- STUDENTS’ WILLINGNESS
ABILITY TO MODIFY EASE IS VERY
TO PAY ATTENTION TO PARTICULAR
EASY.
EVENT, STIMULI OR CLASSROOM
ACTIVITIES. ORIGINATION – REFERS TO CREATING
NEW MOVEMENT PATTERNS TO FIT
RESPONDING-ACTIVE PARTICIPATION
THE SITUATION. CREATIVITY IS
ON THE PART OF THE STUDENTS.
EVIDENT.
VALUING- CONCERNED WITH THE
Lesson 3 Subjects Areas in Basic or
WORTH OR A VALUE STUDENT
General Education
ATTACHES TO THE PARTICULAR
PHENOMENA, OBJECT OR BEHAVIOR.
ORGANIATION- CONCERNED WITH Each subject area has its own body of
BRINGING TOGETHER DIFFERENT subject matter of learning content. Here are
VALUES AND BUILDING A VALUE just examples:
SYSTEM.
COMMUNICATION ARTS - includes skills
CHARACTERIZATION BY A VALUE OR in listening, speaking, reading and writing as
VALUE COMPLEX- DEVELOPING A well as the effective use of language in daily
LIFESTYLE FROM A VALUE SYSTEM. living.
MATHEMATICS – includes numeric and
computational skills and measurement.
SCIENCE – includes all branches of natural 4. INTEREST – For a learner-centered
sciences, exploration and discovery dealing curriculum, this is the key criterion. A
with natural phenomena and the use of learner will value the content if it is
scientific method. meaningful to him or her. Student’s
interests should be considered and adjusted
taking into consideration maturity, prior
4. SOCIAL STUDIES – include basic experiences, educational and social value of
elements like Geography, History, their interest among others.
Anthropology and Economics.
5. UTILITY – Usefulness of the content or
5. MUSIC – includes basic music theory, subject matter maybe relative to the learner
practice in singing and playing musical who is going to use it. Usefulness maybe
instruments. either be for the present or future.

6. PHYSICAL EDUCATION – includes 6. LEARNABILITY – Subject matter in the

health, physical fitness, individual and team curriculum should be within the range of the
sports spectatorship. experiences of the learners. This is clearly
suggested by the psychological foundations
7. VOCATIONAL EDUCATION – includes of the curriculum.
psychomotor and manipulative skills in
basic crafts and trades. 7. FEASIBILITY – Can the subject matter be
learned within the time allowed, resources
available, expertise of the teacher, and the
SOME CRITERIA WHICH CAN BE nature of the learners? Content selection
UTILIZED IN THE SELECTION OF should be considered within the context of
SUBJECT MATTER OR CONTENT FOR existing reality in schools, in society and
THE CURRICULUM government.
Other Considerations in Selecting Learning
Content
SELF-SUFFICIENCY – according to
Scheffler (1970) the prime guiding principle Frequently and commonly used to daily life;
for content selection is helping the learners Suited in the maturity levels and abilities of
to attain maximum self-sufficiency in students;
learning but in the most economical
manner. Valuable in meeting the needs and the
competencies of a future career;
SIGNIFICANCE – when content or subject
matter will contribute to basic ideas, Related with other subject areas; and
concepts, principles, and generalization to
Important in the transfer of learning
achieve the overall aim of the curriculum.
PRINCIPLES OF ORGANIZING LEARNING
VALIDITY – the authenticity of the subject
CONTENT
matter selected is its validity. With
information explosion, oftentimes, BALANCE – Curriculum content should be
knowledge selected for school content may fairly distributed in depth and breadth of the
become obsolete. Thus, subject matter particular learning area or discipline. This
should be checked or verified at regular will ensure that the level area will not be
intervals. over crowded or less crowded.
ARTICULATION – When each level of as important ingredients in curriculum
subject matter is smoothly connected to the implementation as evaluating the learning
next, glaring gaps and wasteful overlaps in outcomes as a change of behavior. The
the subject matter will be avoided. change in behavior indicates the measure of
Teamwork among the teachers will enhance the accomplishments.
articulation of contents in the curriculum.
SEQUENCE – is the logical arrangement of
Managerial Approach
the subject matter. It refers to the
deepening and broadening of content as it This approach became a dominant
is taken up in higher levels. curriculum approach in the 1950's and
1960's. The principal is the curriculum
d) INTEGRATION – the horizontal
leader and at the same time instructional
connections are needed in the subject areas
leader who is supposed to be the general
that are similar so that learning will be
manager. The general manager sets the
related to one another.
policies and priorities, establish the direction
e) CONTINUITY – Learning requires a of change and innovation, and planning and
continuing application of the knowledge, organizing curriculum and instruction.
skills, and attitudes or values so that these School administrators are less concerned
will be used in daily living. The constant about the content than about organization
repetition, review and reinforcement and implementation. They are less
learning is referred to continuity. concerned about subject matter, methods
and materials than improving curriculum.
Lesson 4 Curriculum Approaches
Curriculum manager look at curriculum
Curriculum Approach changes and innovations as they administer
the resources and restructure the schools.
-Is a way of dealing with
curriculum, ways of doing, creating, System Approach
designing and thinking about it. There are
The approach to curriculum was
four curriculum approaches that will
influenced by system theory. In the systems
presented in this topic. Curriculum
approach to curriculum, the parts of the total
practitioners and implementers may use
school district or school are examined in
one or more approaches in planning,
terms of how they relate to each other. The
implementing and evaluating the curriculum.
organizational chart of the school
Behavioral Approach represents a systems approach. It shows
the line-staff relationships of personnel and
The learning outcomes are how decisions are made. To George
evaluated in terms of goals and objectives Beauchamp, the system theory of education
set at the beginning. Behavioral approach see the following to be of equal importance
which was started with the idea of Frederick are (1) administration (2) counseling (3)
Taylor is aimed to achieved efficiency. In curriculum (4) instruction and (5) evaluation.
the factory for example, the worker will be
paid according to his output produced with Humanistic Approach
in a specific period of time. In education,
This approach is rooted in the
behavioral approach begins with
progressive philosophy and child-centered
educational plans that start with the setting
movement. The humanistic approach
of goals or objectives. These are considered
considers the formal of planned curriculum
and the informal or hidden curriculum. It
considers the whole child and believes that
in curriculum the total development of the
individual is the prime consideration. The
learner is at the center of the curriculum.

Lesson 5 Ways of Approaching Curriculum

1. Curriculum as a content or body of
knowledge to be transmitted – refers to the
body of knowledge taught wherein students
are expected to learn a given subject like
English, Filipino, Mathematics, Science or
Social Studies. Content knowledge
generally refers to the facts, concepts,
theories and principles that are taught and
learned in specific academic courses, rather
than to related skills such as reading, writing
or researching that students also learn in
schools.

2. Curriculum as product – is expressed in

form of outcomes which are referred to as
the achieved learning outcomes.
3. Curriculum as a process – refers to what
actually happens in the classroom and what
people do to prepare and evaluate.
4. Curriculum as a praxis – is an action
which embodies certain qualities. These
include a commitment to human well-being
and the search for truth and respect for
others. It is the action of people who are
free and are able to act for themselves.