ED 9 - The Teacher and The School Curriculum - Course Outline  Module 8-Curricular Landscape in the 21" Century Classroom

Lesson 1-The 21" Century Curricular Landscape in the Classrooms

CHAPTER 1. Curriculum Essentials Lesson 2-The Final Action for a Curriculum Material: A Celebration!
 Module 1-Curriculum and the Teacher
Lesson 1-Curriculum in Schools
Lesson 2-The Teacher as a Curricularist CHAPTER 1. Curriculum Essentials
 Module 2- The Teacher as a Knower of Curriculum  Module 1-Curriculum and the Teacher
Lesson 1-The School Curriculum: Definition, Nature and scope Lesson 1-Curriculum in Schools
Lesson 2-Approaches to School Curriculum
Lesson 3-Curriculum Development: Processes and Models. The story was written in 1939. Curriculum then, was seen as a tradition of
Lesson 4-Foundations of Curriculum Development organized knowledge taught in schools of the 19th century. Two centuries
later, the concept of a curriculum has broadened to include several modes of
CHAPTER 2. Crafting the Curriculum thoughts or experiences.
 Module 3- The Teacher as a Curriculum Designer
Lesson 1-Fundamentals of Curriculum Designing No formal, non-formal or informal education exists without a curriculum.
Lesson 2-Approaches to Curriculum Designing Classrooms will be empty with no curriculum. Teachers will have nothing to
Lesson 3-Curriculum Mapping do, if there is no curriculum. Curriculum is at the heart of the teaching
profession. Every teacher is guided by some sort of curriculum in the
CHAPTER 3. Implementing the Curriculum classroom and in schools.
 Module 4- The Teacher as a Curriculum Implementor and Manager
Lesson 1-Implementing the Designed Curriculum as a Change Process In our current Philippines educational system, different schools are
Lesson 2-Implementing a Curriculum Daily in the Classroom established in different educational levels which have corresponding
Lesson 3-The Role of the Technology in Delivering the Curriculum recommended curricula. The educational levels are:
Lesson 4-Stakeholders in Curriculum Implementation 1. Basic Education. This level includes kindergarten, Grade 1 to Grade 6 for
elementary, and for secondary, Grade 7 to Grade 10, for the Junior High
CHAPTER 4. Teacher as a Curriculum Evaluator School and Grade 11 and 12 and for the Senior High School. Each of the
 Module 5-Curriculum Evaluation and the Teacher levels has its specific recommended curriculum. The new basic education
Lesson 1- What, Why and How to Evaluate a Curriculum levels are provided in the K to 12 Enhanced Curriculum of 2013 of the
Lesson 2- Curriculum Evaluation Through Learning Assessment Department of Education.
Lesson 3-Planning, Implementing and Evaluating: Understanding 2. Technical Vocational Educational. This is post-secondary technical
the Connection vocational educational and training taken care of by Technical Education and
Skills Development Authority (TESDA). For the TechVoc track in SHS of
CHAPTER 5. Curriculum Development Reforms and Enhancement DepEd, DepEd and TESDA work in close coordination.
 Module 6- Gearing Up for the Future: Curriculum Reforms 3. Higher Education. This includes the Baccalaureate of Bachelor Degrees
Lesson 1- The Enhance Basic Education Act of 2013 (k to 12) and the Graduate Degrees (Master's and Doctorate) which are under the
 Module 7-Outcomes Based-Education: Basis for Enhanced Teacher regulation of the Commission on Higher Education (CHED)
Education Curriculum
Lesson 1-Outcomes Based Education for Teacher Preparation In whatever levels of schooling and in various types of learning environment,
Curriculum several curricula exist. Let us find out how Allan Glatthorn (2000) as
Lesson 2-Enhanced Teacher Education Curriculum Anchored on OBE mentioned in Bilbao, et al (2008) classified these:
 find out how much been learned or mastered, then it is assessment
Types of Curricula in Schools of learning. Either way, such curriculum is the assessed curriculum.
1. Recommended Curriculum. Almost all curricula found in our schools 6. Learned Curriculum. How do we know if the student has learned?
are recommended. For basic Education, these are recommended by We always believe that if a student changed behavior, he/she has
the Department of Education (DepEd), for higher education (CHED) learned. For example, from a non-reader to a reader or from not
and for vocational education by TESDA. These three government knowing to knowing or from being disobedient to being obedient.
agencies oversee and regulate Philippines and guidelines. Other The positive outcome of teaching is an indicator of learning. These
professional organizations or international bodies like UNESCO also are measured by tools in assessment, which can indicate the
recommend curricula in schools. cognitive, affective and psychomotor outcomes. Learned curriculum
2. Written Curriculum. This includes documents based on the will also demonstrate higher order and critical thinking and lifelong
recommended curriculum. They come in the form of course of skills.
study, syllabi, modules, books or instructional guides among others. 7. Hidden/Implicit Curriculum. This curriculum is not deliberately
A packet of this written curriculum is the teacher's lesson plan. The planned, but has a great impact on the behavior of the learner. Peer
most recent written curriculum is the K to 12 for Philippine Basic influence, school environment, media, parental pressures, societal
Education. changes, cultural practices, natural calamities, are some factors that
3. Taught Curriculum. From what has been written or planned, the create hidden curriculum. Teachers should be sensitive and aware of
curriculum has to be implemented or taught. The teacher and the this hidden curriculum, Teacher must have good foresight to include
learners will put life to the written curriculum. The skill of the these in the written curriculum, in order to bring to the surface what
teacher to facilitate learning based on the written curriculum with are hidden.
the aid of instructional materials and facilities will be necessary. The
taught curriculum will depend largely on the teaching style of the
teacher and the learning style of the learners. Lesson 2-The Teacher as a Curricularist
4. Supported Curriculum. This is described as support materials that
the teacher needs to make learning and teaching meaningful. These Are you aware that the teacher's role in school is very complex?
include print materials like books, charts, posters, worksheets, or Teachers do a series of interrelated actions about curriculum,
non-print materials like Power Point presentation, movies, slides, instruction, assessment, evaluation, teaching and learning. A classroom
models, realias, mock-ups and other electronic illustrations. teacher is involved with curriculum continuously all day. But very seldom
Supported curriculum also includes facilities where learning occurs has a teacher been described as curricularist.
outside or inside the four- walled building. These includes the
Playground, science laboratory, audio-visual rooms, zoo, museum, Curricularist in the past, are referred only to those who developed
market or the plaza. These are the places where authentic learning curriculum theories. According to the study conducted by Sandra Hayes
through direct experiences occurs. (1991), the most influential curricularist in America include John Dewey,
5. Assessed Curriculum. Taught and supported curricula have to be Ralph Tyler, Hilda Taba and Franklin Bobbit. You will learn more of them
evaluate to find out if the teacher has succeeded or not in in the later part of the module.
facilitating learning. In the progress of teaching and at the end of
every lesson or teaching episode, an assessment is made. It can In this lesson, will be start using the word curricularist to describe a
either be assessment for learning, assessment as learning or professional who is a curriculum specialist (Hayes, 1991; Orstein &
assessment of learning. If the process is to find the progress of Hunkins, 2004; Hewitt, 2006). A person who is involved in curriculum
learning, then the assessed curriculum is for learning, but if it is to knowing, writing, planning, implementing, evaluating, innovating, and
initiating may be designated as curricularist. A TEACHER'S role is broader however, a transformative teacher will never hesitate to try
and inclusive of others functions and so a teacher is a curricularist. something novel and relevant. (Initiator)
5. Innovates the curriculum. Creativity and innovation are hallmarks of
So, what does a TEACHER do to deserve the label curricularist? Let us an excellent teacher. A curriculum is always dynamic, hence it keeps
look at the different roles of the teacher in the classroom and in the on changing. From the content, strategies, ways of doing, blocks of
school. The classroom is the first place of curricular engagement. The time, ways of evaluating, kinds of students and skills of teachers,
first school experience sets the tone to understand the meaning of one cannot find a single eternal curriculum that would perpetually
schooling through the interactions of learners and teachers that will lead fit. A good teacher, therefore, innovates the curriculum and thus
to learning. Hence, curriculum is the heart of schooling. becomes a curriculum innovator. (Innovator)
6. 6. Implements the curriculum. The curriculum that remains
The teacher as a curricularist..... recommended or written will never serve its purpose. Somebody
has to implement it. As mention previously, at the heart of schooling
1. Knows the curriculum. Learning begins with knowing. The teacher as is the curriculum. It is role where the teacher becomes the
a learner starts with knowing about the curriculum, the subject curriculum implementor. An implementor gives life to the
matter or the content. As a teacher, one has to master what are curriculum plan. The teacher is at height of an engagement with the
included in the curriculum. It is acquiring academic knowledge both learners, with support materials in order to achieve the desired
formal (discipline logic) or informal (derived from experiences, outcome. It is where teaching, guiding, facilitating skills of the
vicarious, and unintended). It is the mastery of the subject matter. teacher is expected to the highest level. It is here where teaching as
(knower) a science and as an art will be observed. It is here, where all the
2. Writes the curriculum. A classroom teacher takes record of elements of the curriculum will come into play. The success of a
knowledge concepts, subject matter or content. These need to be recommended, well written and planned curriculum depends on the
written or preserved. The teacher writes books, modules, laboratory implementation. (implementor)
manuals, instructional guides, and reference materials in paper or 7. 7. Evaluates the curriculum. How can one determine if the desired
electronic media as a curriculum writer or reviewer. (Writer) learning outcomes have been achieved? Is the curriculum working?
3. Plans the curriculum. A good curriculum has to be planned. It is the Does it bring desired result? What do outcome reveal? Are the
role of the teacher to make a yearly, monthly or daily plan of the learners achieving? Are there some practices that should be
curriculum. This will serve as a guide in the implementation of the modified? Should the curriculum be modified, terminated or
curriculum. The teacher takes into consideration several factors in continued? These are some few questions that need the help of a
planning a curriculum. These factors include the learners, the curriculum evaluator. That person is the teacher. (Evaluator)
support material, time, subject matter or content, the desired
outcomes, the context of the learners among others. By doing this, The seven different roles are those which a responsible teacher does in the
the teacher becomes a curriculum planner. (planner) classroom every day! Doing these multi-faceted work qualifies a teacher to
4. Initiates the curriculum. In cases where the curriculum is be a curricularist.
recommended to the schools from DepEd, CHED, TESDA, UNESCO,
UNICEF or other educational agencies for improvement of quality To be a teacher is to be a curricularist even if a teacher may not equal the
education, the teacher is obliged to implement. Implementation of a likes of John Dewey, Ralph Tyler, Hilda Taba, or Franklin Bobbit. As a
new curriculum requires the open mindedness of the teacher, and curricularist a teacher will be knowing, writing, implementing, innovating,
the full belief that the curriculum will enhance learning. There will initiating and evaluating the curriculum in the school and classrooms just like
be many constraints and difficulties in doing things first or leading, the role models and advocates in curriculum and curriculum development
who have shown the way.
 Module 2- The Teacher as a Knower of Curriculum 4. A curriculum includes "all of the experiences that individual learners
Lesson 1-The School Curriculum: Definition, Nature and scope have in a program of education whose purpose is to achieve broad
goals and related specific objectives, which is planned in terms of a
Whether curriculum is taken in its narrow view as a listing of subjects to be framework of theory and research or past and present professional
taught in schools or broadly as all learning experiences that individuals practice." (Hass, 1987)
undergo while in school, we cannot deny the fact that curriculum should be 5. It is a programme of activities (by teachers and pupils) designed so
understood by teachers and other stakeholders. for curriculum affects all that pupils will attain so far as possible certain educational and
teachers, students, parents, politicians, businessmen, professionals, other schooling ends or objectives. (Grundy, 1987)
government officials or even the common people. 6. It is a plan that consists of learning opportunities for a specific time
frame and place, a tool that aims to bring about behaviour changes
Like many concepts in education, there seems to be no common definition in students as a result of planned activities and includes all learning
of 'curriculum". Because of this, the concept of curriculum is sometimes experiences received by students with the guidance of the school.
characterized as fragmentary, elusive and confusing. However, the word (Goodland and Su, 1992)
originates from the Latin word currere referring to the oval track upon which 7. It provides answer to three questions:
Roman chariots raced. The new International Dictionary defines curriculum 1. What knowledge, skills and values are most worthwhile? 3. How
as the whole body of a course in an educational institution or by a should the young acquire them? (Cronbeth, 1992)
department while the Oxford English Dictionary defines curriculum as
courses taught in schools or universities. Curriculum means different things Some Points of Other Curricularists
to different people. Sometimes educators equate curriculum with the Since the concept and meaning of curriculum are shaped by a person's when
syllabus while a few regards it as all the teaching- learning experience which put together, the different definitions from diverse points of view, would
the student encounters while in school. Numerous definitions indicate describe curriculum as dynamic and perhaps ever changing.
dynamism which connotes diverse interpretations as influenced by modes of
thoughts, pedagogies, philosophies, political as well as cultural perspectives. Points of view about the curriculum can either be traditional or progressive
Here are some of them. according to the person's philosophical, psychological and even
psychological orientations. These views can also define what a curriculum is
Some Definitions of Curriculum all about.

1. Curriculum is a planned and guided set of learning experiences and Curriculum from Traditional Points of View
intended outcomes, formulated through the systematic
reconstruction of knowledge and experiences under the auspices of The traditional points of view of curriculum were advanced by Robert
the school, for the learner' continuous and wilful growth in personal Hutchins, Arthur Bestor, and Joseph Schwab.
social competence." (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned,  Robert M. Hutchins views curriculum as "permanent studies" where
objectives, content, learning activities, evaluation procedures and so rules of grammar, reading, rhetoric, logic and mathematics for basic
forth. (Pratt, 1980) education are emphasized. The 3Rs (Reading, Writing, 'rithmetic)
3. The content of a subject, concepts and tasks to be acquired, planned should be emphasized in basic education while liberal education
activities, the desired learning outcomes and experiences, product should be the emphasis in college.
of culture and an agenda to reform society make up a curriculum.  Arthur Bestor as an essentialist believes that the mission of the
(Schubert, 1987) school should be intellectual training, hence curriculum should focus
on the fundamental intellectual disciplines of grammar, literature
 and writing. It should include mathematics, science, history and The nature of curriculum has given rise to many interpretations, depending
foreign language. on a person's philosophical beliefs. Let us put all of these interpretations in a
 Joseph Schwab thinks that the sole source of curriculum is a summary.
discipline, thus the subject areas such as Science, Mathematics,
Social Studies, English and many more. In college, academic CURRICULUM is what is taught in school, a set of subjects, a content, a
disciplines are labelled as humanities, sciences, languages, program of studies, a set of materials, a sequence of courses, a set of
mathematics among others. He coined the word discipline as a performance objectives, everything that goes in school. It is what is thought
ruling doctrine for curriculum development. inside and outside of school directed by the teacher, everything planned by
 Phillip Phenix asserts that curriculum should consist entirely of school, a series of experiences undergone by learners in school or what
knowledge which comes from various discipline. individual learner experiences as a result of school. In short, Curriculum is
the total learning experiences as a result of school. In short, curriculum is
Collectively from the traditional view of theorists like Hutchins, Schwab, the total learning experiences of the learner, under the guidance of the
Bestor and Phenix, curriculum can be defined as a field of study. teacher.
Curriculum is highly academic and is concerned with broad historical,
philosophical, psychological and social issues. From a traditional view,
curriculum is mostly written documents such syllabus, course of study. Lesson 2-Approaches to School Curriculum
books and references where knowledge is found but is used as a means
to accomplish intended goals. Three ways of approaching a Curriculum

Curriculum from Progressive of View Curriculum can be approached or seen in three ways. It can be defined as a
On the other hand, a listing of school subject, syllabi, course of study, content, a process or an outcome. If you examine the definitions provided
and specific discipline does not make a curriculum. In a broadest term, a by the experts in the field, there are three ways of approaching a curriculum.
progressive view of curriculum is the total learning experiences of the First, is to approach it as content or a body of knowledge to be transmitted.
individual. Let us look into how curriculum is defined from a progressive Second, is to approach it as a product or the learning outcomes desired
point of view. learners. Third, is to approach it as a process what actually happens in the
classroom when the curriculum is practiced...
 John Dewey believes that education is experiencing. Reflective
thinking is a means. that unifies curricular elements that are tested 1. Curriculum as a Content or Body of Knowledge
by application. It is quite common for traditionalists to equate a curriculum as a
 Holin Caswell and Kenn Campbell viewed curriculum as all topic outline, subject matter, or concepts to be included in the
experiences children have under the guidance of teachers. syllabus or a book. For example, a primary school mathematics
 Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum consists of topics on addition, multiplication, subtraction,
curriculum as a sequence of potential experiences, set up in schools division, distance, weight and many more. Another example is in
for the purpose of disciplining children and youth in group ways of secondary school science that involves the study of biological
thinking and acting. science, physical science, environmental science and earth science.
 Colin Marsh and George Willis also viewed curriculum as all the Textbooks tend to begin with biological science such are plants and
experiences in the classroom which are planned and enacted by the animals, physical science with the physical elements, force and
teacher and also learned by the students. motion, earth science with the interaction of the biological and
physical science and earth's phenomena, elimate, vegetation
 followed by economic activities such as agriculture, mining, need for validity check and verification at a regular interval, because content
industries urbanization and so forth. which may be valid in its original form may not continue to be valid in the
current times.
If curriculum is equated as content, then the focus will be the body
of knowledge to be transmitted to students using appropriate 3. Utility. Usefulness of the content in the curriculum is relative to the
teaching method. There can be a likelihood that teaching will be learners who are going to use these. Utility can be relative to time. It may
limited to the acquisition of facts, concepts and principles of the have been useful in the past, but may not be useful now or in the future.
subject matter, however, the content or subject matter can also be Questions like: Will I use this in my future job? Will it add meaning to my life
taken as means to an end. as a lifelong learner? Or will the subject matter be useful in solving current
concerns?
All curricula have content regardless of their design or models. The
fund of knowledge is the repository of accumulated discoveries and 4. Learnability. The complexity of the content should be within the range of
inventions of man from the explorations of the earth and as experiences of the learners. This is based on the psychological principles of
products of research. In most educational setting, curriculum is learning. Appropriate organization of content standards and sequencing of
anchored on a body of knowledge or discipline. contents are two basic principles that would influence learnability.

There are four ways of presenting the content in the curriculum. 5. Feasibility. Can the subject content be learned within the time allowed,
These are: resources available, expertise of the teachers and the nature of the
1. topical approach, where much content is based on knowledge, learners? Are there contents of learning which can be learned beyond the
and experiences are included; formal teaching-learning engagement? Are there opportunities provided to
2. concept approach with fewer topics is cluster around major and learn these?
sub-concepts and their interaction, with relatedness emphasized;
3. thematic approach as a combination of concepts that develop 6. Interest. Will the learners take interest in the content? Why? Are the
conceptual structures, and contents meaningful? What value will the contents have in the present and
4. modular approach that leads to complete units of instruction. future life of the learners? Interest is one of the driving forces for students
to learn better.
Modular in the Selection of Content
The selection of the subject matter or content, aside from the seven criteria
There are some suggested criteria in the selection of knowledge or subject mentioned earlier, may include the following guide in the selection of the
matter. (Scheffer, 1970 in Bilbao, et al 2009) CONTENT.

1. Significance. Content should contribute ideas, concepts, principles and Guide in the Selection of the Content in the Curriculum
generalization that should attain the overall purpose of the curriculum. It is 1. Commonly used in the daily life
significant. if content becomes the means of developing cognitive, affective 2. Appropriate to the maturity levels and abilities of the learners
or psychomotor skills of the learner. As education is a way of preserving 3. Valuable in meeting the needs and competencies of the future career
culture, content will be significant when this will address the cultural context 4. Related to other subject fields or discipline for complementation and
of the learners. integration
5. Important in the transfer of learning to other disciplines
2. Validity. The authenticity of the subject matter forms its validity.
Knowledge becomes obsolete with the fast-changing times. Thus, there is a
BASIC Principles of Curriculum Content We have seen that the curriculum can be approached as content. On
the other hand, it can also be approached as a process. Here,
In 1952, Palma proposed the principle of BASIC as a guide in addressing curriculum is not seen as a physical thing or a noun, but as a verb or
CONTENT in the curriculum. B.A.S.I.C. refers to Balance, Articulation, an action. It is the interaction among the teachers, students and
Sequence. Integration and Continuity. In organizing content or putting content. As a process, curriculum happens in the classroom as the
together subject matter, these principles are useful as a guide. questions asked by the teacher and the learning activities engaged
in by the students. It is an active process with emphasis on the
Balance. Content should be fairly distributed in depth and breadth. This will context in which the processes occur. Used in analogy of the a recipe
guarantee that significant contents should be covered to avoid too much or in a cookbook, a recipe is the content while ways of cooking is the
too little of the contents needed within the time allocation. process.

Articulation. As the content complexity progresses with the educational Curriculum as a process is seen as a scheme about the practice of
levels, vertically or horizontally, across the same discipline smooth teaching. It is not a package of materials or a syllabus of content to
connections or bridging should be provided. This will assure no gaps or be covered. The classroom is only part of the learning environment
overlaps in the content. Seamlessness in the content is desired and can be where the teacher places action using the content to achieve an
assured if there is articulation in the curriculum. Thus, there is a need of outcome. Hence the process of teaching and learning becomes the
team among writers and implementers of curriculum. central concern of teachers to emphasize critical thinking, thinking
meaning-making and heads-on, hands-on and may others.
Sequence. The logical arrangement of the content refers to sequence or
order. These can be done vertically for deepening the content or horizontally As a process, curriculum links the content. While content provides
for broadening the same content. In both ways, the pattern usually is from materials on what to teach, the process provides curriculum on how
easy to complex, what is known to the unknown, what is current to to teach the content. When accomplished, the process will result to
something in the future. various curriculum experiences for the learners. The intersection of
the content and process is called the Pedagogical Content
Integration. Content in the curriculum does not stand alone or in isolation. It Knowledge or PCK. It will address the question: If you have this
has some ways of relatedness or connectedness to other contents. Contents content, how will you teach.
should be infused in other disciplines whenever possible. This will provide a
wholistic or unified view of curriculum instead of segmentation. Contents This section will not discuss in detail the different teaching strategies
which can be integrated to other disciplines acquire higher premium than from where learning experiences are derived. Rather, it will describe
when isolated. how the process as a descriptor of curriculum is understood. The
content is the substance of the curriculum, how the contents will be
Continuity. Content when viewed as a curriculum should continuously flow communicated and learned will be addressed by the process.
as it was before, to where it is now, and where it will be in the future. It
should perennial. It endures time. Content may not be in the same form and To teachers, the process is very critical. This is the other side of the
substance as seen in the past since changes and developments in curriculum coin: instruction, implementation, teaching. These three words
occur. Constant repetition, reinforcement and enhancement of content are connote the process in the curriculum. When educators ask
all elements of continuity. teachers: What curriculum are you using? Some of the answers will
be: 1. Problem-based. 2. Hands-on, Minds On 3. Cooperative
Learning 4. Blended Curriculum 5. On-line 6. Case-based and any
2. Curriculum as a Process more. These responses approach curriculum as a Process. These are
 ways of teaching, ways of managing the content, guiding learning, approach is the formulation of behavioural objectives stated as
methods of teaching and learning and strategies of teaching or intended learning outcomes or desired products so that content and
delivery modes. In all of these, there are activities and actions that teaching methods may be organized and results evaluated. Products
every teacher and learner do together or learners are guided by of learning are operationalized as knowledge, skills, and values.
teacher. Some of the strategies are time-tested traditional methods
while others are emerging delivery modes. Curriculum product is expressed in form of outcomes which are
referred to as the achieved learning outcomes. There may be several
When curriculum is approached as a PROCESS, guiding principles are desired learning outcomes will be achieved. These learned or
presented. achieved learning outcomes are demonstrated by the person who
1. Curriculum process in the form of teaching methods or strategies has meaningful experiences in the curriculum. All of these are result
are means to achieve the end. of planning, content and processes in the curriculum.
2. There is no single best process or method. Its effectiveness will
depend on the desired learning outcomes, the learners, support
materials and the teacher. Lesson 3-Curriculum Development: Processes and Models.
3. Curriculum process should stimulate the learners' desire to
develop the cognitive, affective, psychomotor domains in each
individual. Curriculum Development Process
4. In the choice of methods, learning and teaching styles should be
considered. Curriculum development is a dynamic process involving many different
5. Every method or process should result to learning outcomes people and procedures. Development connotes changes which is systematic.
which can be described as cognitive, affective, and psychomotor. A change for the better means alteration, modification or improvement of
6. Flexibility in the use of the process or methods should be existing condition. To produce positive changes, development should be
considered. An effective. process will always result to learning purposeful, planned and progressive. Usually it is linear and follows a logical
outcomes. step-by-step fashion involving the following phases: curriculum planning.
7. Both teaching and leaming are the two important processes in the curriculum design, curriculum implementation and curriculum evaluation.
implementation of the curriculum. generally, most models involve four phase.

3. Curriculum as a Product 1. Curriculum planning considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of school. All of these will
Besides viewing curriculum as content that is to be transmitted, or eventually be translated to classroom desired learning outcomes for the
process that gives action using the content, it has also been viewed learners.
as a product. In other words, product is what the students desire to 2. Curriculum designing is the way curriculum is conceptualized to include
achieve as a learning outcomes. the selection and organization of content, the selection and organization of
learning experiences or activities and the selection of assessment procedure
The product from the curriculum is a student equipped with the and tools to measure achieved learning outcomes. A curriculum design will
knowledge, skills and values to function effectively and efficiently. also include the resources to be utilized and the statement of intended
The real purpose of education is to bring about significant change in learning outcomes.
students' pattern og behaviour. It is important that any statement of 3. Curriculum implementing is putting into action the plan which is based on
objectives or intended outcomes of the school should be a the curriculum design in the classroom setting or the learning environment.
statement of changes to take place in the students. Central to the The teacher is the facilitator of learning and, together with the learners, uses
the curriculum as design guides to what will transpire in the classroom with what Tyler proposed. She presented seven major steps to her linear
the end in view of achieving the intended learning outcomes. Implementing model whish are the following:
the curriculum is where action takes place. It involves the activities that 1. Diagnosis of learners' needs and expectations of the larger society
transpire in every teacher's classroom where learning becomes an active 2. Formulation of learning objectives
process. 3. Selection of learning contents
4. Curriculum evaluating determines the extent to which the desired 4. Organization of learning experiences
outcomes have been achieved. This procedure is on-going as in finding out 5. Selection of learning experiences
the progress of learning (formative) or the mastery of learning (summative). 6. Determination of what to evaluate and the means of doing it.
Along the way, evaluation will determine the factors that have hindered or
supported the implementation. It will also. pinpoint where improvement can 3. Galen Saylor and William Alexander Curriculum Model
be made and corrective measures, introduced. The result of evaluation is Galen Saylor and William Alexander (1974) viewed curriculum
very important for decision making of curriculum planners, and development as consisting of four steps. Curriculum is "a plan for
implementors. providing sets of learning opportunities to achieve broad
educational goals and related specific objectives for an identifiable
Curriculum Development Process Models population served by a single school center."
1. Ralph Tyler Model: Four Basic Principles
Also known as Tyler's Rationale, the curriculum development model 1. Goals, Objectives and Domains. Curriculum planners begin by
emphasizes the planning phase. This is presented in his book Basic specifying the major educational goals and specific objectives
Principles of Curriculum and Instruction. He posited four they wish to accomplish. Each major goal represents a
fundamental principles which are illustrated as answers to the curriculum domain: personal development. human relations,
following questions: continued learning skills and specialization. The goals and
1. What education purposes should schools seek to attain? domains are identified and chosen based on research findings,
2. What educational experiences can be provided that are likely to accreditation standards, and views of the different stakeholders.
attain these purposes? 2. Curriculum Designing. Designing curriculum follow after
3. How can these educational experiences be effectively organized? appropriate learning opportunities are determined and how
4. How can we determine whether these purposes are being each opportunity is provided. Will the curriculum be designed
attained or not? along the lines of academic disciplines, or according to students
needs and interests or along themes? These are some of the
Tyler's model shows that in curriculum development, the following questions that need to be answered at this stage of the
considerations should be made: development process.
1. Purposes of the school 3. Curriculum Implementation. A designed curriculum is now ready
2. Educational experiences related to the purposes for implementation. Teachers then prepare instructional plans
3. Organization of experiences where instructional objectives are specified and appropriate
4. Evaluation of the experience teaching methods and strategies are utilized to achieve the
desired learning outcomes among students.
2. Hilda Taba Model: Grassroots Approach 4. Evaluation. The last step of the curriculum model is evaluation, a
Hilda Taba improved on Tyler's model. She believed that teachers comprehensive evaluation using a variety of evaluation
should participate in developing a curriculum. As a grassroots techniques is recommended. it should involve the total
approach Taba begins from the bottom, rather than from the top as educational programme of the school and the curriculum plan,
the effectiveness of instruction and the achievement of
 students. Through the evaluation process, curriculum planner B. Essentialism
and developers can determine whether or not and the Aim: To promote intellectual growth of learners to become
objectives of instruction have been met. competent
Role: Teachers are sole authorities in the subject area
All the models utilized the processes of (1) curriculum planning, Focus: Essential skills of the 3Rs; essential subject
(2)curricular designing, (3) curriculum implementing, and (4) Trends: Back to basics, Excellence in education, cultural literacy
curriculum evaluating.
C. Progressivism
Aim: Promote democratic social living
Lesson 4: Foundations of Curriculum Development Role: Teacher leads for growth and development of lifelong
learner
Focus: Interdisciplinary subjects. Learner-centred. Outcomes-
Foundations of Curriculum based
Trends: Equal opportunities for all, Contextualized curriculum,
1. Philosophical Foundations Humanistic education
Educators, teachers, educational planners and policy makers must
have a philosophy or strong belief about education and schooling D. Reconstructionism
and the kind of curriculum in the teachers' classrooms or learning Aim: To prove and reconstruct society. Education for change
environment. Philosophy of the curriculum answers questions like: Role: Teacher act as agent of changing and reforms
What are schools for? What subjects are important? How should Focus: Present and future educational landscape
students learn? What methods should be used? What outcomes Trends: School and curricular reform, Global education,
should achieved? Why? Collaboration and Convergence, Standards and Competencies

The various activities in school are influenced in one way or another 2. Historical Foundation
by a philosophy. John Dewey influenced in one way or another by a Where is curriculum development coming from? The historical
philosophy. John Dewey influenced the use of the focus on the foundation will show to us the chronological development a long
fundamentals of reading, writing and arithmetic are essential time line. Reading materials would tell us the curriculum
subject in curriculum. development started when franklin Bobbit (1876-1956) wrote the
book "the curriculum." Let us see how each one contributed to
There are many philosophies in education but we will illustrate only curriculum development during his own. time. Here are eight among
those presented by Ornstein and Hunkins in 2004. the many, we consider to have great contributions.

A. Perennialism
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
In summary, the foundation upon which curriculum is based are
educational philosophies, historical developments, psychological
explanations, and societal influences. All of these foundations are
interrelated to each.