Module 1.

Nature of the Curriculum

Learning Outcomes

At the end of this module, you should be able to:

 analyze the nature of the curriculum; and
 define the major concepts in curriculum.

Introduction

Schools exist in society for the main purpose of transmitting existing knowledge,
culture and traditions of the society to her learners. This is necessary in order to
ensure the continuity of that society. From time to time however, members or
society are concerned with what the schools are for and what must be taught in the
school. Thus, members of the society do come together to take decisions on what
schools teach to the learners. The totality of the learning experience in schools is
what is called “curriculum”. However, because of varying perspectives from which
different people are bound to look at the same things, the term “curriculum” has
been defined in many different ways by different experts. In this unit you will be
exposed to the basic concepts of curriculum and its nature and importance in
schools. Go ahead and enjoy your study.

Curriculum

The word “curriculum” comes from the Latin word “currere”, which means:

i. “to run or to run a course”. That is, a course of study, which contains a body of
subject matter approved for teaching by society in schools. However, as said earlier,
different experts
view “curriculum” from perspectives other that the “course of study” definitions.
Here are some of them;

ii. Curriculum is a “structured series of learning outcomes”. It therefore tries to see

curriculum as an “input” which results in a certain “output”. Another definition says:
Curriculum is “an
organized set of formal educational or training intentions”.

The emphasis of this view is clearly seen, from the “input” perspectives. In other
words, what the school teaches or intends to teach is organized according to some
set rules. For example,
there is a principle which says that what is known should be taught first before
proceeding to what is not known. Another example is the principle that what is
simple should be taught first
before teaching complex material. A pupil must learn first by counting concrete
objects such as bottle tops- adding and subtracting them, before extrapolating to
abstractions and more
complex mathematical problems.

Curriculum is a “deliberate, systematic and planned attempt undertaken by the

school to modify or change the behaviors of the citizens of a particular society”.

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iv. This view appears to be more elaborate in explaining the term “curriculum” than
the others.

Although the input-output paradigm is subsumed in this definition it is clear that

what the school teachers must be deliberately planned and arranged in a particular
way to bring about the desired outcome of changing the citizen’s behaviour.

Different Types of Curriculum

Several curriculum scholars (see Glatthorn, Boschee, and Whitehead 2006;
Print 1993; Tanner and Tanner 2019) cited nine types of 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 example, different
professional organization or various disciplines 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

response to various curricular problems and issues. Glatthorm, Boschee,
and Whitehead (2006) noted several influences that play the key roles in
shaping the recommended curriculum. These influences are the
professional associations, individuals, and societal trends.

Curriculum standards recommended by professionals’ organizations

are example of ideal or recommended curriculum. Many of these various
curriculum standards are recommended by professionals’ organizations as
alternative to the current contents of the curriculum. Curriculum
standards are products of their latest researches on the nature of the
different disciplines and the developments in various academic fields.

2. Intended, officials, or written curriculum. This refers to the official

curriculum embodied in approved states curriculum guides (Glatthorn et
al.2006). It is the curriculum prescribed by the government. In the
Philippine context, these are the prescribed courses from the different
government agencies: the department of education (DepEd), the
commission on higher education (CHED), and the Technical Education and
Skills Development Administration (TESDA). Example of this type of
curriculum are:

 The kindergarten curriculum Standards

 The K-12 Curriculum
 TESDA Module and Competencies

3. Implemented curriculum. This type of curriculum refers to the actual

implementation of the curriculum or what teachers in the school teach. In

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 many cases, teachers modify and improve their curriculum based on the
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.

4. Achieved curriculum or learned curriculum. This refers to result of the

curriculum or what students actually learned in school (Print 1993). The
achieved curriculum reveals whether the students learned or whether the
schools are successful in attaining their curriculum goals and objectives.
5. Tested curriculum. This is a set of learning that is assessed in teacher
made classroom tests, curriculum-referenced tests, and in standardized
tests. (Glatthorn et al. 2006)
6. Entitlement curriculum. This refers to what people or the general society
believes learners should expect to learn the educational system for them
to become good members of the society.
7. Supported curriculum. This refers to the curriculum that is reflected on
and shape by the resources allocated to support or deliver the official
curriculum. (Glatthorn et al.2006)
8. Null or censored curriculum. This refers to various curriculum contents or
topics that must not be taught to the students. (Tanner and Tanner 2007)
9. Hidden curriculum. This refers to various skills, knowledge, and attitudes
that’s students learn in school as a result of their interaction with other
students, staff, and faculty members. Although hidden curriculum is not
actually taught in formal classroom learning, it can be a product of the
students’ schooling. The hidden curriculum is very powerful in developing
the school culture. (print 1993)

Curriculum Foundations
Curriculum development scholars like Tyler (1949); Taba (1962), Eisner
(1985), Saylor, Alexander, and Lewis (1981); Sowell (1996); 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 the nature and value of knowledge (philosophy).
These curriculum sources or foundations influence curriculum developers in framing
different curriculum conceptions and in developing curriculum.
Psychology as a discipline deals with understanding human behaviour, which
is important in curriculum development. According to Print (1993), psychology can
provide information in five important areas:
1. Educational subject
2. Students characteristics
3. Learning processes

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 4. Teaching methods
5. Evaluation procedures

Meanwhile, studies about the society and cultures-sociology and

anthropology, respectively-affect all curriculum processes. Sowell (1996) pointed
out the 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 workers in understanding several social and cultural help curriculum
workers in understanding several social and educational issues that affect
curriculum processes and education in general.
Philosophy as a foundation helps curriculum workers in understanding the
nature of knowledge and what subject 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 processes. They have different points of view about curriculum concerns,
goals of what curriculum should accomplish, and a curriculum should be designed or
constructed. These explain the presence of a various curriculum orientation or
conceptions. McNeil (2006), Eisner (1985), and Print (1993) identified six curriculum
conceptions:
1. Academic rationalist conceptions- Considered as the oldest among the
curriculum conceptions. It stresses the importance of different bodies of
knowledge, known as discipline or subject area a, as the focus of the
curriculum.
2. Cognitive processes conceptions- 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 conceptions- Stresses the idea that curriculum or education is an
instrument for developing the full potentials of individuals. It seeks to help
individuals discover and develop their unique identities. It stresses that
curriculum should focus on the needs and interest of individuals.
4. Social reconstructionist conceptions- 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.

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 5. Technological conceptions-is preoccupied with the development of means to
achieved curriculum or educational goals. It views schooling as a complex
system that can be analyzed into its constitute components.
6. Electric 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.

Elements of a Curriculum
In general, a curriculum has four important elements. These elements must be
present in all 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- the term used by Print (1993) to mean the direction that
curriculum developers wish to go to as a result participating in the
curriculum. It includes the aims, goals, and objectives found in any
curriculum document.

 Aims-broad statements of social or educational expectations. Aims

include what is hoped to be achieved by the total curriculum.
 Goals-more specific than the aims. Goals are general statements of
what concepts, skills, and values should be learned in the curriculum.
 Objectives- specific learning outcomes. It includes specific concepts,
skills, and values that should be learning by the students. Usually,
objectives are used in making decision or planning about instruction.
2. Content- includes the different topics to be learned or covered in a
curriculum. These topics are based on the curriculum intents. Contents may
include values, concepts or skills that are important for the learners to learn.

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 3. Learning Experiences- include all instructional strategies that are useful for
the implementation of the curriculum. These may appear in the form
activities, strategies, methods, or approaches that are useful in implementing
the curriculum or in teaching the content.
4. Evaluation- includes the different ways and tools use for evaluating whether
or not the curriculum intent was realized. Evaluation tools are also used to
evaluate the performance of the learners after they have undergone the
curriculum.

Hilda Taba (1962) observed that all curricula, no matter what their particular
design, 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 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 analysing the different
curriculum materials that are offered to schools and students.

Distinction between “Curriculum” and other Related Terminologies

Curriculum and Syllabus

Most often people tend to equate the word “syllabus” with Curriculum”. This should
not be so. As can be understood from explanations already given, curriculum is
wider in scope than “syllabus”. A syllabus is part of a curriculum but it is not the
Curriculum. Syllabus is the content of the school subjects offered in the school, and
it is a sub-set of the curriculum. Such subject includes Mathematics, English
Language, Biology and so on. A syllabus normally contains what students will learn
in the various school subjects in a year or for a longer period of schooling leading to
certification. It is a long term plan of work for students.

Curriculum and Scheme of Work

Again, the curriculum of a school is not the scheme of work. As the name implies, a
scheme of work is a breakdown of the contents of what student are expected to
learn in a given period. In other words, a scheme of work is the systematic
arrangement of subject matter and activities within a given time period, such as a
term or a semester. Whatever the learners are expected to learn are broken down
into instructional units (which include activities) and are normally prepared by the
classroom teacher. It is usually a guide in planning what is to be done per week
over a term or semester and for the three terms or two semesters in an academic
year as the case may be.

Curriculum and Course of Study

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A course of study is an educational programme leading to the award of a certificate
at the end of the programme for a particular set of learners. For example, a
Certificate in Professional Education (CPE) is a course of study. Another example is a
Bachelor of Elementary Education (BEEd), Bachelor of Secondary Education in
English, Filipino, Mathematics, Sciences, and Social Studies. The answer could then
be any of the following: BS Development Communication, BA Sociology, BS
Forestry, etc.

Curriculum and Lesson Note

A lesson note (or note of lesson; or lesson plan) is a guide for teachers to assist
them in the orderly presentation of a lesson to the learners in order to facilitate
learning. Teachers draw the plan for teaching a particular lesson from the scheme
of work. That is, just as the scheme of work is a breakdown of the syllabus so the
lesson note is a breakdown of the scheme of work into daily lessons, which are
planned by the teacher. In this plan, the teacher explains the step by step
procedure which he/she would follow in presenting the lesson to the learners. It
usually contains the activities expected of the students as well as the teachers
during the period of the lesson. The lesson note (or note of lesson, or lesson plan) is
therefore not “curriculum”. The classroom is the implementation point of the
programme of learning, which is just one of the three major components of the
curriculum. Thus, the lesson note is an important aspect of curriculum
implementation, especially the programme of learning component of the
curriculum.

Purpose of School
Schools are separated institutions by society for the purpose of transmitting the
existing body of knowledge, culture and traditions of the people of a given society
to her citizens. Schools are important because they produce boys and girls, men
and women that are prepared to live and be integrated into the society. Schools
provide manpower, as well as training in character and the virtues which society
holds dear.

The school is therefore both an agent of stability and change in society. The
educated citizenry produced by schools are expected to go back to the society and
contribute to its growth and development. However, the school cannot carry out this
task without having an adequate and appropriate curriculum designed after due
consultation with relevant and appropriate members of the society. Hence the
saying that the school and society should both be involved in the curriculum
planning process.

Nature of Curriculum in School

An expert in curriculum called Tyler (1949) was among the first to suggest four
fundamental questions which must be answered when talking about the nature of
curriculum in schools:

These are:
1. What educational purpose should the school seek to attain (Objectives);
2. What educational experiences can be provided to attain these purposes? (i.e.
the activities, the subject-matter etc.);

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 3. How can these educational experiences be organized effectively to achieve
these purposes? (e.g. Teacher-centered or child-centered learning);
4. How can we determine whether or not the expected objectives have been
achieved? (i.e. using tests, performance observations and other forms of
evaluation).

These four fundamental questions from the core of the curriculum development
process. By its very nature therefore curriculum cannot be said have been
presented until objectives, contents evaluation procedures are clearly specified.
This will be further elaborated in subsequent modules.

Importance of Curriculum in Schools

It is clear from what has been written so far as you can see, that curriculum is the
very heart of the school system. There can be no school if there is no curriculum.
Curriculum is the reason for existence of the school. Schools develop their own
curriculum, sometimes, from existing planned curriculum, in order to meet its own
peculiar needs. For example, in school where truancy is very common, the
authorities of the school (which includes the Parents/Teachers Association) may
design a package to attract students to school so as to stem the tide of truancy. As
the plan used by the school to implement its educational programmes, curriculum is
the very vital software without which building and other facilities, (as well as
teachers too) will have nothing to do in the school.

Learning Activities
Directions: Use a notebook as your personal journal in writing your answers to the
given tasks below.
1. Interview at least five classmates. You may ask questions on the following:
definition of curriculum, importance of curriculum, purpose of curriculum.
Then write a summary of their answers.
2. Discuss the role of teachers and other curriculum specialists in ensuring the
success of the implemented curriculum.

Recommended Reading Materials

 Pre-service teachers' beliefs about curriculum orientations.

 www.sciencedirect.com
 What pre-service teachers need to know to be effective at values-based education.
https://files.eric.ed.gov/fulltext/EJ995221.pdf
 The concept of curriculum and its effect on teaching and learning.
https://www.youtube.com/watch?v=9p1MvxGAolw

Assessment Task
Write a short reflection paper on ideas that you learned based on this module (300-
500 words). Submission of your paper will be sent thru email on September 11,
2020

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 Reflection Evaluation Criteria

Criteria Superior (54-60 Sufficient (48-53 Minimal (1- Unacceptable

points) points) 47 points) (0 point)

Depth of Response Response Response Response

Reflection demonstrates an demonstrates a demonstrates demonstrates a
in-depth reflection general reflection a minimal lack of
on, and on, and reflection on, reflection on, or
personalization of, personalization of, and personalization
(25% of the theories, the theories, personalization of, the theories,
TTL concepts, and/or concepts, and/or of, the concepts,
Points) strategies strategies theories, and/or
presented in the presented in the concepts, strategies
course materials course materials to and/or presented in
___/15 to date. date. Viewpoints strategies the course
Viewpoints and and interpretations presented in materials to
interpretations are are supported. the course date.
insightful and well Appropriate materials to Viewpoints and
supported. Clear, examples are date. interpretations
detailed examples provided, as Viewpoints and are missing,
are provided, as applicable. interpretations inappropriate,
applicable. are and/or
unsupported or unsupported.
supported with Examples,
flawed when
arguments. applicable, are

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 Examples, not provided.
when
applicable, are
not provided
or are
irrelevant to
the
assignment.
Required Response includes Response includes Response is Response
Componen all components all components missing some excludes
ts and meets or and meets all components essential
exceeds all requirements and/or does components
requirements indicated in the not fully meet and/or does not
indicated in the instructions. Each the address the
(25% of instructions. Each question or part of requirements requirements
TTL question or part of the assignment is indicated in indicated in the
Points) the assignment is addressed. All the instructions.
addressed attachments instructions. Many parts of
thoroughly. All and/or additional Some the assignment
___/15 attachments documents are questions or are addressed
and/or additional included, as parts of the minimally,
documents are required. assignment inadequately,
included, as are not and/or not at
required. addressed. all.
Some
attachments
and additional
documents, if
required, are
missing or
unsuitable for
the purpose of
the
assignment.
Structure Writing is clear, Writing is mostly Writing is Writing is
concise, and well clear, concise, and unclear and/or unclear and
organized with well organized with disorganized. disorganized.
excellent good Thoughts are Thoughts
(25% of
sentence/paragrap sentence/paragrap not expressed ramble and
TTL h construction. h construction. in a logical make little
Points) Thoughts are Thoughts are manner. There sense. There
expressed in a expressed in a are more than are numerous
coherent and coherent and five spelling, spelling,
___/15 logical manner. logical manner. grammar, or grammar, or
There are no more There are no more syntax errors syntax errors
than three than five spelling, per page of throughout the
spelling, grammar, grammar, or writing. response.
or syntax errors syntax errors per
per page of page of writing.
writing.
Evidence Response shows Response shows Response Response
and strong evidence of evidence of shows little shows no
Practice synthesis of ideas synthesis of ideas evidence of evidence of
presented and presented and synthesis of synthesis of
insights gained insights gained ideas ideas presented

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 throughout the throughout the presented and and insights
entire course. The entire course. The insights gained gained
(25% of implications of implications of throughout the throughout the
TTL these insights for these insights for entire course. entire course.
Points) the respondent's the respondent's Few No implications
overall teaching overall teaching implications of for the
practice are practice are these insights respondent's
thoroughly presented, as for the overall
___/15
detailed, as applicable. respondent's teaching
applicable. overall practice are
teaching presented, as
practice are applicable.
presented, as
applicable.

Source: web.uri.edu

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