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Curriculum: The Nature and Scope of Curriculum (Philippine Context)

This document discusses the nature and scope of curriculum in the Philippine context. It defines curriculum in several ways, such as the total structure of ideas and activities, the total effort of the school to bring about desired outcomes, and a structured set of learning outcomes. Traditionally, curriculum was viewed as a body of subjects prepared by teachers for students to learn. Progressively, it came to be defined as the total experiences of the individual. Curriculum is determined by various factors like basic needs, social and cultural aspects, individual talents, and ideals. It can be oriented around the child, society, or knowledge.

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Farah Eva C Carpio
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459 views27 pages

Curriculum: The Nature and Scope of Curriculum (Philippine Context)

This document discusses the nature and scope of curriculum in the Philippine context. It defines curriculum in several ways, such as the total structure of ideas and activities, the total effort of the school to bring about desired outcomes, and a structured set of learning outcomes. Traditionally, curriculum was viewed as a body of subjects prepared by teachers for students to learn. Progressively, it came to be defined as the total experiences of the individual. Curriculum is determined by various factors like basic needs, social and cultural aspects, individual talents, and ideals. It can be oriented around the child, society, or knowledge.

Uploaded by

Farah Eva C Carpio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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CURRICULUM

THE NATURE AND SCOPE OF CURRICULUM


( PHILIPPINE CONTEXT )
BY:
FARAH EVA C. CARPIO, LPT
INSTRUCTOR
INTRODUCTION

• Curriculum is an important element of education. Aims of


education are reflected in the curriculum. In other words,
the curriculum is determined by the aims of life and
society. Aims of life and society are subject to constant
change. It is the crux of the whole educational process,
Without curriculum, we cannot conceive any educational
endeavor. It is actually what happens during a course.
There many definitions of curriculum. Because of this,
the concept of curriculum is sometime characterized as
fragmentary, elusive and confusing. However, numerous
definitions indicates dynamism that connotes diverse
interpretations of what curriculum is all about. The
definitions are influenced by modes of thoughts,
pedagogies, political as well as cultural experiences.
DEFINITION CURRICULUM

The term curriculum has been derived from a Latin


word “ currere “ which means a ’ race course ‘ or a
runway in which one runs to reach a goal. If the teacher
is the guide, curriculum is the path. Curriculum is the
total structure of ideas and activities
DEFINITION CURRICULUM

Some authors define curriculum as the


total effort of the school to bring about
desired outcomes in school and out-of-
school situations.
DEFINITION CURRICULUM

It is also defined as a sequence of potential


experiences set up in school for the purpose
of disciplining children and youth in group
ways of thinking and acting.
DEFINITION CURRICULUM

Curriculum is a structured set of


learning outcomes or task that
educators usually call goals and
objectives ( Howell and Evans 1995 )
DEFINITION CURRICULUM

Curriculum is the “ what “ of


teaching
DEFINITION CURRICULUM

All the learning activities which are planned


and guided by the school whether they are
carried out in groups, or individually, inside
and outside the school – kerr, 1968
DEFINITION CURRICULUM

Curriculum is a tool in the hand of the artist ( teacher )


to mould his material ( learners ) with his ideals in the
school - Cunningham
DEFINITION CURRICULUM

A document which describes a structures series of


learning objectives and outcomes for a given subject
matter area. It includes a specification of what
should be learned, how it should be taught, and plan
for implementing/assessing the learning.
TRADITIONAL POINT OF VIEW

In the early years of 20th century, the traditional concepts


held of the “ curriculum is that it is a body of subjects or
subject matter prepared by the teachers for the students to
learn.
Synonymous with course, especially the course of study in a
university ( syllabus )
TRADITIONAL POINT OF VIEW

Robert M. Hutchins views curriculum as “ permanent


studies “, where the rules of grammar, reading, rhetoric
and logic and mathematics for basic education are
emphasized. Basic education should emphasize the Rs
and college education should be grounded on liberal
education.
TRADITIONAL POINT OF VIEW

Arthur Bestor, an essentialist, believes that the mission


of the school should be intellectual training. Curriculum
should focus on the fundamental intellectual discipline of
grammar, literature and writing. It should also include
mathematics, science, history and foreign language
TRADITIONAL POINT OF VIEW

Joseph Schwab’s view of curriculum is


that discipline is the sole source of
curriculum.
TRADITIONAL POINT OF VIEW

In our education system, curriculum is divided into


chunks of knowledge we call subject areas; in the basic
education such as English, Mathematics, Science, Social
Studies and others. In college, discipline may include
humanities, science, languages and many more
TRADITIONAL POINT OF VIEW

Most of the traditional ideas view


curriculum as written documents or a
plan of action in accomplishing goals.
PROGRESSIVE POINT OF VIEW

Curriculum is defined as the total experiences of the


individual. This definition is anchored on John Dewey’s
definition of experience and education. He believe that
reflective thinking is a means that unifies curricular.
Though is not derived from action but tested by
application.
PROGRESSIVE POINT OF VIEW

Caswell and Campbell viewed


curriculum as all the “ experiences
children have under the guidance of a
teacher “
PROGRESSIVE POINT OF VIEW

Marsh and Willis view curriculum as all the


“ experiences in the classroom which are
planned and entered by the teacher, and
also, learned by the student. “
PROGRESSIVE POINT OF VIEW

Smith, Stanley and Shores defined curriculum as


a “ sequence of potential experiences set up in
schools for the purpose of disciplining children
and youth in group ways of thinking and acting “
• 
CONCEPTS OF CURRICULUM

• Curriculum is a dynamic process. Development connotes


change which are systematic. A change for the beter
means any alteration, modification or improvement of
existing condition. To produce positive changes,
development should be purposeful, planned and
progressive. This is how curriculum evolves.
CONCEPTS OF CURRICULUM

•In its narrow sense, curriculum viewed merely as a listing


of subject to be taught in school. In a broader sense, it refers
to the total learning experiences of individuals not only in
school but in society as well. ( Purita P. Bilbao, Ed.D )
•Curriculum includes course of studies, methods of
teaching, extra and co curricular activities, in– addition to the
regular programs.
CONCEPTS OF CURRICULUM
DETERMINANTS OF CURRICULUM

• Basic Need
• Social Aspects
• Cultural Factors
• Individual Talents
• Ideals: Intellectual, Moral
• Religious
• Traditional
ORIENTATIONS TO CURRICULUM

• Child-centered
• Society-centered
• Knowledge-centered
THANK YOU!

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