The

teacher
and the
School
curriculum
FRANKLIN P. CALAMINOS
Faculty, Education Department
Sorsogon State University
Magallanes Campus
Outline of the Presentation
•The Curricula in School
•The Teacher as a Curricularist
Intended Learning Outcomes
At the end of Unit I, pre-service teachers should be able to:
1. Discuss the different curricula that exist in the schools.

2. Enhance understanding of the role of the teacher as a

curricularist.

3. Analyze the significance of curriculum and curriculum

development in the teacher’s classroom.

4. Improve understanding of the role of teacher as a curricularist

in the classroom and school.
 THE
CURRICULA
IN SCHOOL
 Educational Levels
in the Philippines
1. Basic education (kindergarten, Grade 1 to Grade 6 for
elementary, Grade 7 to Grade10 for junior high school, Grade 11
to Grade 12 for senior high school)
The new basic education levels are provided in the K to 12
Enhanced Curriculum of 2013 of the Department of Education.

2. Technical Vocational Education. This is a post -secondary

technical vocational education and training taken care of by
TESDA.

3. Higher Education. This includes the Bachelor Degrees and

the Graduate Degrees which are under the regulation of
Commission on Higher Education (CHED).
 Types of Curricula in Schools
1. Recommended Curriculum. Almost all curricula found in
our schools are recommended. Basic education is
recommended by DepEd, higher education is recommended
by CHED and vocational Education by TESDA. Professional
organizations or international bodies like UNESCO
recommend curricula in schools also.
2. Written Curriculum. This includes documents based on the
recommended curriculum. They come in the form of course
of study, syllabi, modules, books or instructional guides. A
packet of this written curriculum is the teacher’s lesson plan.
The most recent written curriculum is the K to 12 for
Philippine Basic Education.
 Types of Curricula in Schools
3. Taught Curriculum. From what has been written or planned,
the curriculum has to be implemented or taught. The
teachers and the learners will put life to the written
curriculum. The taught curriculum will depend largely on the
teaching style of the teacher and the learning styles of the
learners.
4. Supported Curriculum. This is described as support
materials that the teacher needs to make learning and
teaching meaningful. These include print materials like
books, charts, posters, worksheets, or non-print materials
like power point presentations, movies, slides, models,
realias, mock-ups and other electronic illustrations. Also
includes facilities where learning occurs outside or inside the
four- walled building. These include the playground,
laboratory, audio-visual room, zoo, museum, market or the
plaza. These are the places where authentic learning
through direct experiences occur.
 Types of Curricula in Schools
5. Assessed Curriculum. Taught and supported curricula have
to be evaluated to find out if the teacher has succeeded or
not in facilitating learning. In the process of teaching and at
the end of every lesson or teaching episode, an assessment
is made. It can either be assessment for learning,
assessment as learning or assessment of learning. If the
process is to find the progress of learning, then the assessed
curriculum is for learning, but it is to find out how much has
been learned or mastered, then it is assessment of learning.
Either way, such curriculum is the assessed curriculum.
6. Learned Curriculum. If student changed behavior, he/she
has learned. The positive outcome of teaching is an indicator
of learning. The positive outcome of teaching is an indicator
of learning. These are measured by tools in assessment,
which can indicate the cognitive, affective and psychomotor
outcomes. Learned curriculum will also demonstrate higher
order and critical thinking and lifelong skills.
 Types of Curricula in Schools

5. Hidden/implicit Curriculum. This curriculum is not

deliberately planned but has great impact on the
behavior of the learner. Peer influence, school
environment, media, parental pressures, societal
changes, cultural practices, natural calamities are some
factors that create the hidden curriculum. Teachers
should be sensitive and aware of this hidden curriculum.
Teachers must have good foresight to include these in
the written curriculum, in order to bring to the surface
what are hidden.
 THE TEACHER
AS A
CURRICULARIST
 Types of Curricula in Schools
The teacher as a Curricularist…
1. knows the curriculum. The teacher as a learner
starts with knowing about the curriculum, the
subject matter or the content. As a teacher, one
has to master what are included in the curriculum.
It is acquiring academic knowledge both formal
(disciplines, logic) or informal (derived from
experiences, vicarious, and unintended). It is the
mastery of the subject matter. (Knower)
 Types of Curricula in Schools
2. writes the curriculum. Teacher takes record of
concepts, subject matter or content. The teacher
writes books, modules, laboratory manuals,
instructional guides, and reference materials in paper
or electronic media (writer).
3. plans the curriculum. A good curriculum has to be
planned. It is the role of the teacher to make a yearly,
monthly, or daily plan of the curriculum. This will
serve as a guide in the implementation of the
curriculum. The teacher has to consider these factors
when planning a curriculum: learners, support
materials, time, subject matter or content, desired
outcomes, and context of the learners (planner).
 Types of Curricula in Schools
4. initiates the curriculum. The teacher is obliged
implement the recommended curriculum. Implementation
of the new curriculum requires open-mindedness of the
teacher. He/ She will never hesitate to try something novel
and relevant (initiator).
5. innovates the curriculum. Creativity and innovation are
hallmarks of an excellent teacher. A curriculum is always
dynamic, hence it keeps on changing. From the content,
strategies, ways of doing, blocks of time, ways of
evaluating, kinds of students and skills of teachers, one
cannot find a single eternal curriculum that would
perpetually fit. A good teacher, therefore, innovates the
curriculum and thus becomes a curriculum innovator
(innovator).
 Types of Curricula in Schools
6. implements the curriculum. It is the role of the teacher to
implement the curriculum. He/She gives life to the
curriculum. The teacher is at the height of an engagement
with the learners, with support materials in order to achieve
the desired outcome. It is where teaching, guiding,
facilitating skills of the teacher is expected to the highest
level. It is here, where all elements of the curriculum will
come into play. The success of a recommended, well-
written and planned curriculum depends on the
implementation (implementor).
7. evaluates the curriculum. The teacher determines if the
desired learning outcomes have been achieved
(evaluator).
THE TEACHER
AND THE
CURRICULUM
In order for curriculum development to be effective and schools
to be successful, teachers must be involved in the development
process.
• An effective curriculum should reflect the philosophy,
goals, objectives, learning experiences, instructional
resources, and assessments that comprise a specific
educational program (“Guide to curriculum development,”
2006 in Alsubaie, 2016).
• It can be subject specific or a generalized overview of
expectation. It must be a usable tool to assists teachers in
the development of individualized strategies and the
methods and materials necessary for them to be
successful (Alsubaie, 2016).
• The teacher should be involved in every phase of
curriculum making, including the planning of specific
goals, materials, content and methods (Dolt in Salsag,
2019).
• Teachers are the primary group in curriculum
development (Oliva in Salsag, 2019).
THE IMPORTANCE OF
TEACHERS
INVOLVEMENT IN
CURRICULUM
DEVELOPMENT
Without doubt, the most important person in the curriculum
implementation process is the teacher.
• With their knowledge, experiences and competencies, teachers
are central to any curriculum development effort. Better
teachers support better learning because they are most
knowledgeable about the practice of teaching and are
responsible for introducing the curriculum in the classroom.
• If another party has already developed the curriculum, the
teachers have to make an effort to know and understand it. So,
teachers should be involved in curriculum development. For
example, teacher’s opinions and ideas should be incorporated
into the curriculum for development.
• On the other hand, the curriculum development team has to
consider the teacher as part of the environment that affects
curriculum (Carl, 2009 in Alsubaie, 2016). Hence, teacher
involvement is important for successful and meaningful
curriculum development.
• Teachers being the implementers are part of the last stage of
the curriculum development process (Alsubaie, 2016).
 The
teacher
and the
School
curriculum
FRANKLIN P. CALAMINOS
Faculty, Education Department
Sorsogon State University
Magallanes Campus