Understanding

Curriculum
 Table of Contents
A B
Definitions of Views about the
Curriculum D curriculum
Elements of a
Curriculum
C C
Types of Foundations of
Curriculum Curriculum
 INTRODUCTI
ON
● Curriculum is the crux of the whole educational process. Without
curriculum, we cannot conceive any educational Endeavour.
● The curriculum in a literal sense,a pathway towards a goal.
● Curriculum is actually what happens during a course i.c., lecture,
demonstrations, field visits, the work with the client and so on.
● Curriculum also means a written description of what happens.
● 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.

● The term curriculum has been derived from a Latin word

'Currere' which means a 'race course' or a runway on which
one runs to reach a goal. If the teacher is the guide, the
curriculum is the path. Curriculum is the total structure of
ideas and activities.
 Characteristics of Curriculum
● The curriculum is continuously evolving
● It is is based on the needs of the pupils
● It has educational quality
● The curriculum complements and cooperates with
other programs of the community
● The curriculum is the result of a long term effort
Views about the
Curriculum
1. Traditional Points of View of Curriculum

Robert Joseph
Hutchins Schwab

Arthur
Bestor
Robert Hutchins
“permanent studies”

EMPHASIS:
1. Grammar, reading, rhetoric, logic
and math (BASIC ED - 3Rs);
2. Liberal Education
Arthur Bestor
- an essentialist
- Believes that the mission of
schools should be cognitive
(intellectual) training
- Focus: grammar, literature,
writing, mth, science, history and
FL
Joseph Schwab
- believes that “discipline is he sole
source of curriculum”. Curriculum
should consist only if knowledge which
comes from disciplines.
- In Phil education, curriculum is
divided into chunks of knowledge
For Basic Ed as SUBJECT Areas (Eng,
Science, Soc Studies, Math, etc,)
- For College, discipline includes
HUMANITIES, SCIENCES,
LANGUAGES, etc.
2. Progressive Points of View of Curriculum

John Smith, Stanley

Dewey & Shores

Caswell & Marsh &

Campbell Willis
John Dewey
- believes that reflective thinking is a
means that unifies curricular elements.
Thought is not derived from acion but
tested by application.
Caswell & Campbell
Curriculum - all experiences
children have under the guidance of
teachers.
Smith, Stanley &
Shores
Curriculum - as a sequence of
potential experiences set up in the
schools for the purpose of
disciplining children nd youth in
group ways of thinking and acting.
Marsh & Willis
Curriculum - all the experiences in
the clssroom which are planned and
enacted by the teacher, and also
learned by the students.
 Types of
Curriculum
 Types of Curriculum
01 02 03
RECOMMENDED WRITTEN TAUGHT
CURRICULUM CURRICULU CURRICULU
M M
04 05 06
SUPPORTED ASSESSED LEARNED
CURRICULU CURRICULU CURRICULU
M M M
07
HIDDEN
CURRICULU
M
 1. RECOMMENDED
CURRICULUM
For Basic Education, these are
recommended by the DepEd, for Higher
Education, by the CHED, and for
vocational education by TESDA.
Other professional organizations or
international bodies like UNESCO also
recommend curricula in schools.
2. Written Curriculum.
This includes documents based on the
recommended curriculum. The written curriculum
refers to a lesson plan or syllabus written by
teachers.
 3. Taught Curriculum
The teacher 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 style of the students. Whatever is
being taught or an activity being done in the classroom is a taught
curriculum. So, when teachers give a lecture, initiate group work, or
ask students to do a laboratory experiment with their guidance, the
taught curriculum is demonstrated. This curriculum contains different
teaching and learning styles to address the students’ needs and interests.
 4. Supported Curriculum
This is described as support materials that the teacher
needs to make learning and teaching meaningful.
Supported Curriculum also includes facilities where
learning occurs outside or inside the four-walled building.
● playground
● science laboratory
● audio-visual rooms • zoo
 • museum
• plaza
5. Assessed Curriculum
When students take a quiz or the mid-term and final
exams, these evaluations are the so-called assessed
curriculum. Teachers may use the pencil and paper tests
and authentic assessments like portfolio assessment and
performance-based assessments to know if the students
are progressing or not.
6. Learned Curriculum
This type of curriculum indicates what the students have
learned. The capability that students should demonstrate at the
end of the lesson can be measured through learning outcomes. A
learning outcome can be manifested by what students can
perform or do either in their cognitive, affective, or
psychomotor domains. The test results can determine the
learning outcome, and the students can achieve it through
learning objectives.
7. Hidden/Implicit Curriculum
The hidden curriculum refers to the unplanned or
unintended curriculum but plays a vital role in learning. It
consists of norms, values, and procedures.
This curriculum is not deliberately planned, but has
a great impact on the behaviour of the learner.
 Some factors that create the
Hidden Curriculum:
●  peer influence ●  societal changes
●  school environment ●  cultural practices
●  media ●  natural calamities
●  parental pressures
 Foundation of Curriculum
Foundations of curriculum are the
considerations of educational programs and
policies in the light of an interdisciplinary
endeavor involving philosophical,
psychological, sociological, and historical,
understandings
 Curriculum decisions are
influenced by various education
issues, such as learning purpose,
Philosophical subject matter sources, teaching
Foundations process, and leaner
characteristics, and are based on
fundamental beliefs from one's
philosophy of education.
 Educational Psychology
focuses on understanding and
predicting human behavior
Psychological through the study of learning
Foundations patterns and teaching principles,
influencing teacher-student
behavior within the curriculum
context.
 Schools are integral to
society and influence it through
their curriculum. They shape
society, which in turn influences
Social the curriculum. Understanding the
Foundations relationship between education
and other institutions is crucial for
comprehending the content,
teaching methods, and reasons
behind the curriculum.
 History is the creation of
human activities and events,
guiding curriculum through
Historical different phases of human
development. Students recognize
Foundations that cultural and personal issues
occur continually, often
overwhelming them and making it
difficult to make sense of them.
 Globalization
Globalization easy exchange of goods,facilitates
and services, and ideas, altering
Technology global living and work. Nobel
Prize-winning Thomas
distinct, Friedman and PayPal co-
influence over founder Peter Thiel argue for
exploring unexplored
curriculum. and developing new ideas.frontiers
 Elements of Curriculum
Curriculum Intent- is the term used by Print
(1993) to mean the direction that curriculum
developers wish to take as a result of
participating in the curriculum. It includes the
aims, goals. and objectives found in any
curriculum documents.
•Aims - are the broad statements of social or educational
expectations. Aims include what is hoped to be achieved by
the entire curriculum.
•Goals - are statements more specific than aims. Goals are
general statements of what concepts, skills, and values should
be learned in the curriculum.
•Objectives - are specific learning outcomes. Objectives
include what specific concepts, skills. and values should be
learned by the students. Usually, objectives are used in
making decisions or planning about instruction.
 Elements of Curriculum
2. Contents may include values, concepts, or skills that are
important for the learners to learn.

3. Learning Experiences include all instructional strategies that are

useful for the implementation of the curriculum. These may appear
in the form of activities, strategies, methods, or approaches that are
useful in implementing the curriculum or in teaching the content.
 Elements of Curriculum
4. Evaluation includes the different ways and tools used for
evaluating whether or not the curriculum intents were realized.
Evaluation tools are also used to evaluate the performance of
the learners after they have undergone the curriculum.
 Understand the process of
curriculum planning

Step One: Needs Assessment

Needs Assessment data helps the Curriculum Design

and Development Team (CDDT) to fully understand the
intent of, and expectations for the completed curriculum.
 Steps Two: The Planning Session and Content
Development

The Planning Session and Content Development steps

typically occur in tandem. It is during the planning session
that discussions occur about the content that is to be
developed and delivered in the curriculum.
 Step Three: Content Development

The Planning Session is the core of the curriculum

development process, involving finalizing performance
objectives, developing instructional strategies, and creating
lesson plans, participant materials, and training aids to guide
participants towards achieving program outcomes and
module performance objectives.
 Step Four: Pilot Delivery and Revision

The curriculum undergoes a pilot delivery with a

target audience to validate its content, instructional
strategies, and expected outcomes. This process includes
complete lesson plans, participant materials, and visual aids.
 Step Five: The Completed Curriculum Package

The validated curriculum package should include

lesson plans, trainer materials, participant manuals, and
training aids, including visuals and transparencies, to
effectively deliver the program to its target audience.