GROUP Group

1 1 Intawon, Michelle D.

Concept

Curriculum

Nature Purpose
GROUP 1 Intawon, Michelle D.

Curriculum?

A planned and guided set of learning

experiences. (Daniel Tanner, 1980)
A written document that systematically
describes goals planned, objectives,
content, learning activities, evaluation
procedures and so forth. (Pratt, 1980)
Concepts, Nature and Purposes By: Purita B. Bilbao

The concept of curriculum is sometimes

characterized as fragmentary, elusive and
confusing. However, numerous definitions
indicate dynamism that connotes diverse
interpretations of what curriculum is all
about.
Types of Curriculum In Schools By: Purita B. Bilbao

Recommended Curriculum recommended by the DepEd, CHED,

and TESDA. Recommendations come in the form of memoranda.
Written Curriculum includes documents based on the curriculum. It
comes in a form of course of study, syllabi, modules, books, etc. The
most recent written curriculum is the
Taught Curriculum It will depend on the teaching style of the
teacher and learning style of the learners.
Supported Curriculum materials that the teacher needs to make
learning and teaching meaningful.
Types of Curriculum In Schools By: Purita B. Bilbao

Assessed Curriculum taught and supported curricula have to be

evaluated to find out if the teacher has succeeded or not.
Learned Curriculum positive outcome of teaching is an indicator
of learning. It demonstrates higher order and critical thinking and
lifelong skills.
Hidden/Implicit Curriculum not deliberately planned but has a
great impact on the behavior of the learner. Peer influence, school
environment, media, parental pressures, are some factors that
create the hidden curriculum.
 Diverse Points of View
Traditional Progressive

Permanent Studies Robert John Reflective thinking unifies

Hutchins Dewey curricular elements that is
tested by application.
Focus on the Holin Caswell
grammar, Arthur & All experiences children
literature and have under the guidance
Bestor Kenn
Campbell of teachers.
writing.

Discipline as a Joseph Othaniel Smith, Sequence of potential

William Stanley
ruling doctrine Schwab & Harlan Shore experiences

All experiences which

Consist entirely are planned and
of knowledge Phillip Colin Marsh & enacted by the teachers
& learned by the
Phenix George Willis students.
Curricularists
 Purposes:
For the learners continuous and wilful growth in personal social
competence.
To attain so far as possible certain educational and other schooling
ends or objectives.
To reform society make up a curriculum.
To achieve broad goals and related specific objectives.
A tool that aims to bring about behavior changes in learners as a
result of planned activities and includes all learning experiences
received by learners with the guidance of the teacher/school.
 ELEMENTS /COMPONENTS OF
CURRICULUM

The nature of the elements and

the manner in which they are
organized may comprise which we
call a curriculum design.
 Component 1:

CurriculumAims,
Goals and
Objectives
Aims of Elementary Education
Provide knowledge and develop skills, attitudes, values essential to
personal development and necessary for living in and contributing
to a developing and changing society.

Provide learning experiences which increase the childs awareness

of and responsiveness to the changes in the society;

Promote and intensify knowledge, identification with and love for

the nation and the people to which he belongs; and

Promote work experiences which develop orientation to the world

of work and prepare the learner to honest and gainful work.
Aims of Secondary Education

Continue to promote the objectives of elementary

education and

Discover and enhance the different aptitudes and

interests of students in order to equip them with skills for
productive endeavor and or to prepare them for tertiary
schooling.
Aims of Tertiary Education
Provide general education programs which will promote
national identity, cultural consciousness, moral integrity and
spiritual vigor;

Train the nations manpower in the skills required for national

development;

Develop the professions that will provide leadership for the

nation; and

Advance knowledge through research and apply new knowledge

for improving the quality of human life and respond effectively
to changing society.
School Vision and Mission
Example of schools vision:
A model performing high school where students are
equipped with knowledge, skills and strength of character
to realize their potential to the fullest.

Example of schools mission:

To produce globally competitive lifelong learners.
Domains

Cognitive knowledge, comprehension, application,

analysis, synthesis, evaluation

Affective receiving, responding, valuing, organization,

characterization

Psychomotor perception, set, guided response,

mechanism, complex overt response, adaptation,
origination.
 Component 2

Curriculum Content or Subject

Matter
Subject-centered view of curriculum

The fund of human knowledge represents the

repository of accumulated discoveries and inventions
of man down the centuries, due to mans exploration
of the world.
Learner-centered view of curriculum

Relates knowledge to the individuals

personal and social world and how he or she
defines reality.

Gerome Bruner: Knowledge is a model we

construct to give meaning and structure to
regularities in experience.
Criteria used in selection of subject matter for the
curriculum:

Self-sufficiency less teaching effort and educational resources, less learners

effort but more results and effective learning outcomes most economical
manner (Scheffler, 1970)
Significance contribute to basic ideas to achieve overall aim of curriculum,
develop learning skills.
Validity meaningful to the learner based on maturity, prior experience,
educational and social value.
Utility usefulness of the content either for the present or the future.
Learnability within the range of the experience of the learners
Feasibility can be learned within the time allowed, resources available,
expertise of the teacher, nature of learner
 Principles to follow in organizing the
learning contents (Palma 1992):
Balance Content curriculum should be fairly distributed in depth and breadth of
the particular learning or discipline. This will ensure that the level or area will
not be overcrowded or less crowded.

Articulation Each level of subject matter should be smoothly connected to the

next, glaring gaps or wasteful overlaps in the subject matter will be avoided.
Sequence This is the logical arrangement of the subject matter. It refers to the
deepening and broadening of content as it is taken up in the higher level.
INTEGRATION - The horizontal connections are needed in subject areas that are
similar so that learning will be related to one another.
CONTINUITY - Learning requires a continuing application of the new knowledge,
skills, attitudes or values so that theses will be used in daily living. The constant
repetition, review and reinforcement of learning.
 Component 3
Curriculum Experience
Instructional strategies and methods will link to curriculum
experiences, the core and heart of the curriculum. The instructional
strategies and methods will put into action the goals and use of the
content in order to produce an outcome.
Teaching strategies convert the written curriculum to instruction.
Among these are time tested methods, inquiry approaches,
constructivist and other emerging strategies that complement new
theories in teaching and learning. Educational activities like field
trips, conducting experiments, interacting with computer programs
and other experiential learning will also form par of the repertoire of
teaching.
Whatever methods the teacher utilizes to implement the
curriculum, there will be some guide for the selection and
use. Here are some of them:

Teaching methods are means to achieve the end

There is no single best teaching method

Teaching methods should stimulate the learners desire to develop the cognitive,
affective, psychomotor, social and spiritual domain of the individual.
In the choice of teaching methods, learning styles of the students should be considered.

Every method should lead to the development of the learning outcome in three domains

Flexibility should be a consideration in the use of teaching methods

 Component 4
Curriculum Evaluation

To be effective, all curricula must have an element of

evaluation. Curriculum evaluation refer to the formal
determination of the quality, effectiveness or value of the
program, process and product of the curriculum. Several
methods of evaluation came up. The most widely used is
Stufflebeams CIPP Model. The process in CIPP model is
continuous and very important to curriculum managers.
CIPP MODEL

CONTEXT environment of curriculum

INPUT ingredients of curriculum

PROCESS ways and means of implementing

PRODUCT accomplishment of goals

 Regardless of the methods and materials evaluation will utilize, a suggested plan
of action for the process of curriculum evaluation is introduced.
These are the steps:
Focus on one particular component of the curriculum. Will it be subject are, the
grade level, the course, or the degree program? Specify objectives of evaluation.
Collect or gather the information. Information is made up of data needed regarding
the object of evaluation.
Organize the information. This step will require coding, organizing, storing and
retrieving data for interpretation.
Analyze information. An appropriate way of analyzing will be utilized.
Report the information. The report of evaluation should be reported to specific
audiences. It can be done formally in conferences with stakeholders, or informally
through round table discussion and conversations.
Recycle the information for continuous feedback, modifications and adjustments to
be made.
Interrelationships of the Components of a
Curriculum

Aims / Objectives

Evaluation Content/Subject
Matter

Methods/Strategies
PRE - SPANISH
CURRICULUM
PRE SPANISH CURRICULUM

Before the coming of the Spaniards, the Filipinos possessed a culture of

their own.

Testified from the Diary of Fr. Pedro Chirino the inhabitants were civilized
people, possessing their system of writing,laws and moral standards in a well
organized system of government.
They did not have an organized system of education

They have the code of Kalantiao and Maragtas.

No direct teaching or no formal methods of Instruction

PRE SPANISH CURRICULUM

Occupational skills are taught by fathers to the young boys

like farming and fishing.

Informal learning is facilitate by the family, play group and

neighborhood.

Ideas and facts were acquired through suggestions,

observation, example and imitation.

Education was oral, practical and hands-on.

SPANISH DEVISED CURRICULUM

Curriculum consisted of the three Rs ( Reading, wRiting, Religion

)

Curricular goals were the acceptance of Catholicism and

acceptance of Spanish Rules.

School were parochial and convent schools.

Method of instruction were the CARTILLA (is a small book or

notebook which contains the alphabet and the first reading
exercises ), CATON (is a book with simple texts used to learn how to
read), CATESISMO (practice or study the Catholic religion)

Method of Instruction was individual memorization.