Republic of the Philippines

Zamboanga Peninsula Polytechnic State University

GRADUATE SCHOOL
R.T. Lim Boulevard, Baliwasan, Zamboanga City

Vision: A world- Mission: Produce Goals: Develop and Core Values:

class polytechnic globally competent sustain the cultures of 1. Love of God and Country
university. human capital and innovation, 2. Social Responsibility
research innovations collaboration, 3. Commitment/Dedication to
for quality lives. responsiveness, and the service
excellence. 4. Accountability

NAME: ANNA GRACE D. CATAMCO

ROMULO L. BAIS JR.
PROGRAM: DOCTOR OF EDUCATION-EDAD
COURSE: EDAD 309 CURRICULUM IMPLEMENTATION, SUPERVISION, AND
EVALUATION
TOPICS: THE CONCEPT OF CURRICULUM

THE CONCEPT OF CURRICULUM

DEFINITION OF CURRICULUM

 The word curriculum has been derived from Latin word “Currere” which means race
course.
 Hence etymologically curriculum means distance/path or way to be covered.
 The term “curriculum” refers to the lesson and academic content taught in a school or in
a specific course or program.
 Pratt (1980) defines curriculum as a written document that systematically describes
goals planned, objectives, content, learning activities, evaluation procedures and so
forth.
 In Education, a curriculum is broadly defined as the totality of student experiences that
occur in the educational process.
 A curriculum is considered the “heart” of any learning institution which means that
schools or universities cannot exist without a curriculum.

CONCEPT CURRICULUM

 refers to the overall scope and sequence of educational content and learning
experiences designed for a specific course, program, or educational institution. It
encompasses what students are expected to learn, the methods and materials used for
teaching and assessment, and the broader goals and outcome of education.

KEY ASPECTS OF CURRICULUM

1. GOALS & OBJECTIVES
  describe the overall aims and aspirations of education, while objectives are specific,
measurable outcomes that define what students should achieve.
2. CONTENT
 The subject matter or topics covered in the curriculum, which can range from specific
academic disciplines to broader skills and competencies.
3. METHODS & APPROACHES
 This includes the instructional strategies, pedagogical methods, and learning activities
used to deliver the curriculum and facilitate learning.
4. ASSESSMENT
 The methods and tools used to evaluate student learning and determine whether
learning objectives have been achieved.

5. ALIGNMENT

 Ensuring coherence and consistency across different elements of the curriculum,

including goals, content, teaching methods, and assessment.

PURPOSES (AIMS & OBJECTIVES) OF CURRICULUM

1. To equip the learners through bringing the desirable behavioral change in them.
2. To establish values through intimate acquaintances with the humanities, arts, natural
sciences, social sciences and religion.
3. Curriculum is intended to draw out, cultivate, inspire the full development of each student.
4. Ensuring students acquire a deep understanding of the content within specific academic
disciplines or subject areas.

CURRICULUM PERSPECTIVES
Curriculum perspectives refer to the different approaches and viewpoints on how curriculum
should be designed, implemented, and evaluated. Understanding these perspectives can help
educators create a more comprehensive and effective curriculum.
1. Traditional Perspective

 Focus: Knowledge transmission and acquisition.

 Characteristics: Emphasizes core subjects, standardized testing, teacher-centered
instruction, and a structured learning environment.
 Example: Classical education model focusing on reading, writing, arithmetic, and the
humanities.

2. Constructivist Perspective

 Focus: Learner-centered, active learning, and knowledge construction.

 Characteristics: Encourages exploration, inquiry-based learning, critical thinking, and
collaboration. Emphasizes the role of students in constructing their own understanding.
 Example: Project-based learning where students explore real-world problems and
challenges.
3. Humanistic Perspective

 Focus: Personal growth, self-actualization, and emotional well-being.

 Characteristics: Emphasizes individual needs, interests, and experiences. Focuses on
developing the whole person, including social and emotional aspects.
 Example: Montessori education, which encourages self-directed learning and values
each child’s unique development.

4. Social Reconstructionist Perspective

 Focus: Addressing social issues and promoting social justice.

 Characteristics: Curriculum is designed to empower students to challenge social
injustices and work towards a more equitable society. Encourages critical thinking about
societal issues and active participation in community improvement.
 Example: Service-learning projects that involve students in addressing local community
problems.

5. Critical Theory Perspective

 Focus: Critiquing and challenging power structures and inequalities in education.

 Characteristics: Examines the hidden curriculum, or the implicit messages and values
conveyed through the curriculum. Encourages students to question dominant ideologies
and to develop a critical consciousness.
 Example: Curriculum that includes discussions on race, class, gender, and other forms
of social inequality.

6. Postmodern Perspective

 Focus: Diversity, plurality, and the rejection of universal truths.

 Characteristics: Emphasizes multiple perspectives, cultural relativism, and the
deconstruction of traditional narratives. Encourages questioning established norms and
embracing diversity in thought and culture.
 Example: Multicultural education that incorporates diverse voices and experiences into
the curriculum.

7. Ecological Perspective

 Focus: Interdependence between humans and the environment.

 Characteristics: Emphasizes sustainability, environmental awareness, and the impact of
human actions on the natural world. Encourages experiential learning and outdoor
education.
 Example: Environmental education programs that teach students about conservation,
biodiversity, and ecological stewardship.

8. Feminist Perspective

 Focus: Gender equity and challenging patriarchal structures.

  Characteristics: Analyzes how gender biases are perpetuated through the curriculum.
Advocates for inclusive content that represents women’s experiences and contributions.
 Example: Curriculum that includes women’s history, literature by female authors, and
discussions on gender roles and stereotypes.

ELEMENTS OF CURRICULUM
The curriculum consists of several fundamental elements that work together to create a
comprehensive educational framework:
1. Objectives or Goals

 Definition: The intended learning outcomes that the curriculum aims to achieve.
 Characteristics: Objectives should be clear, specific, measurable, and aligned with
educational standards. They guide the planning and implementation of instructional
activities.
 Example: Students will be able to solve quadratic equations by the end of the unit.

2. Content

 Definition: The subject matter or knowledge that students are expected to learn.
 Characteristics: Includes facts, concepts, principles, theories, and skills relevant to the
subject. It should be organized logically and progressively to build upon previous
knowledge.
 Example: Topics in a history curriculum might include major events, figures, and
movements from ancient civilizations to modern times.

3. Learning Experiences

 Definition: The activities and instructional methods used to facilitate learning.

 Characteristics: Should be engaging, diverse, and suited to different learning styles. Can
include lectures, discussions, hands-on activities, group projects, and field trips.
 Example: Conducting experiments in a science lab to understand chemical reactions.

4. Assessment

 Definition: The methods and tools used to evaluate student learning and the
effectiveness of the curriculum.
 Characteristics: Can be formative (ongoing, to inform instruction) or summative (at the
end of a unit or course, to measure achievement). Includes tests, quizzes, assignments,
presentations, and portfolios.
 Example: A math test to evaluate students' understanding of algebraic concepts.

5. Resources and Materials

 Definition: The tools and materials used to support teaching and learning.
  Characteristics: Includes textbooks, workbooks, digital tools, multimedia, lab equipment,
and other instructional materials. Should be appropriate for the content and accessible to
all students.
 Example: A language arts curriculum might use novels, grammar workbooks, online
writing tools, and audiovisual materials to enhance learning.

6. Evaluation

 Definition: The process of reviewing and assessing the effectiveness of the curriculum
as a whole.
 Characteristics: Involves collecting data on student performance, feedback from
teachers and students, and analyzing whether the curriculum meets its goals and
objectives. May lead to curriculum revisions and improvements.
 Example: Conducting surveys, analyzing test scores, and holding focus groups to gather
insights on how well the curriculum supports student learning and engagement.

IMPLICATIONS
An effective curriculum is more than just a list of topics; it is a dynamic blueprint that integrates
clear objectives, engaging content, diverse learning experiences, and meaningful assessments.
Through various perspectives, we can craft curricula that not only impart knowledge but also
inspire critical thinking, collaboration, and lifelong learning.
REFERENCES

 https://pdf.sciencedirectassets.com/
 file:///C:/Users/Admin/Downloads/IJCRT2208164.pdf
 https://link.springer.com/journal/41297
 https://acsa.edu.au/curriculum-perspective-journal/
 https://educarepk.com/elements-of-curriculum.html
 https://www.ascd.org/el/articles/5-elements-of-a-relevant-curriculum