CBRC E-Hand Outs

BOARD LICENSURE EXAMINATION FOR PROFESSIONAL TEACHERS

Subject Professional Education

Topic Curriculum Development
Subtopic Definition of Curriculum, Levels of Curriculum, and Major Types of Curriculum, Philosophies
in Curriculum Development and Types of Curriculum
Objective -After reading this, you will be able to identify and discuss the definition and concepts of
curriculum, different levels of curriculum, and major types of curriculum.
- After reading this, you will be able to identify and discuss different philosophies in curriculum
development and its types.
Discussion

Curriculum is defined as

 the learning experiences and intended outcomes formulated through systematic reconstruction of
knowledge and experiences, under the auspices of the school for the learners’ continuous and willful
growth in personal-social competence; the cumulative tradition of organized knowledge (Tanner, D.
and Tanner, L.)
 the sum total of all learning content, experiences and resources that are purposely selected,
organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of
learning and human development.
 that what is taught in school; set of subjects, materials and performance objectives; everything that
goes on within the school, including extra-class activities, guidance and interpersonal relationships in
the school (Oliva)
 The planned and guided learning experiences and intended learning outcomes, formulated through
the systematic reconstruction of knowledge and experiences, under the auspices of the school, for
the learners’ continuous and willful growth in personal social competence.”
Different Levels of Curriculum
 Societal Level of Curriculum – the farthest from the learners since this is where the public
stakeholders (politicians, special interest groups, administrators, professional specialists) participate
in identifying the goals, the topics to be studied, time to be spent in teaching/learning, and materials to
aid instruction

 Institutional Level of Curriculum – refers to the curriculum derived from the societal level, with
modification by local educators or lay people; often organized according to subjects and includes
topics and themes to be studied; may also include standards, philosophies, lesson plans, and
teaching guides
 Instructional Level of Curriculum – refers to how teachers use the curriculum developed in the
societal level and modified in the institutional level, or what authorities have determined; involves the
teachers’ instructional strategies, styles and materials used.

 Experiential Level of Curriculum – the curriculum perceived and experiences by each student and
may, therefore, vary among learners because of individual differences.

Three Major Types of Curriculum

1. Subject-Centered Curriculum: emphasis on well-organized subject by lecture; on improving teaching of
subject matter and on uniformity of exposures; on teaching facts and knowledge for future use;
Questions
focus on “What” rather than “Why” or “How”; on conformity to patterns set by the curriculum
 Subject Design: the oldest and so far the most familiar design for teachers, parents and other
laymen; easy to deliver since complementary books are written and support instructional materials
are commercially available.
 Discipline Design (Separate/Single Subject): related to the subject design, but it focuses only on
academic discipline (or organized subject matter area) which is referred to specific knowledge
learned through a method which the scholars use to study a specific content of their fields; teachers
should teach how the scholars in the discipline will convey the particular knowledge. It is often use in
the college in which discipline becomes the degree program.
 Correlated Design: comes from a core, correlated curriculum that links separate subject design in
order to reduce fragmentation, isolation or compartmentalization, that is, subjects in two or more
 areas are related in content and time: maybe factual (facts relate subjects), descriptive, normative,
but the subject identities remain
 Fused Subjects: similar to correlated subjects but the individual identity of each subject is lost
(example: social studies, which is a combination of geography, and culture, history; Language arts,
where reading, speaking, listening and writing are all taught)
 Broad-Fields Design (Interdisciplinary): broadening and integration or fusion of several subjects
on longer time blocks; may integrate through a) principles or themes; or b) historical integration of
subject like Humanities program or General Science (Biology, chemistry and Physics). It combines
two or more related subjects into a single broad field of study like Language Arts combines the
separate but related subjects of Reading, Spelling, Writing, Speaking, Listening, and Composition. It
is commonly found in elementary and middle grades.
 Spiral Curriculum: A spiral concept of the curriculum provides for both horizontal (widening of
knowledge) and vertical (deepening of knowledge) aspects of the curriculum design simultaneously.
2. Learner-Centered Curriculum: Emphasis on all-around growth of learners; on meaningful immediate use
of learning; on understanding and improving through active, dynamic process; on parts flow together as
whole, with continuous fusion and merging.
 Activity-Based: based on child’s needs but there is no advance planning; may necessitate special
subjects for specialized interests; use of problem-solving method; cooperative planning.
 Child-Centered: focuses on normal, “custom-made” activities for children, with no advance planning
made; use of experiential rather than rote learning. It is anchored on the needs and interests of the
child; the learner is not considered as a passive individual but as one who engages with his/her
environment; one learns by doing; learners interact with the teachers and the environment.
(Proponents: John Dewey, Rouseau, Pestallozi and Froebel).
 Experience-Centered Design: experiences of the learners become the starting point of the
curriculum; the school environment is left open and free since the interests and needs of learners
cannot be pre-planned; learners are made to choose from various activities that the teacher
provides; the learners are empowered to shape their own learning from the different opportunities
given by the teacher; the activities revolve around different emphasis such as touching, feeling,
imagining, constructing, relating, etc.; hence, the emergence of multiple intelligence theory blends
well in this design.
 Process-Oriented: focuses on personal attributes and skills of individual learner in ever-widening
circles of self, others, and society (working well with others, effective leadership, giving and following
directions, making judgment, decision making, planning, etc.); emphasizes development of skills and
traits that will serve the learner for life; there is a higher degree of carry-over into everyday living
experiences than in other designs, and a better balance between affective and cognitive
considerations. (Ex. teaching thinking skills, public speaking skills).
 Humanistic Design: the development of self is the ultimate objective of learning; it stresses the
whole person and the integration of thinking, feeling, and doing; focuses also is the development of
positive self-concept and interpersonal skills; the concept of self-actualization applies here as well as
self-directed learning. (Proponents: Abraham Maslow and Carl Rogers).
3. Problem-Based Curriculum (Society/Cultural Based): Emphasizes problem-solving processes and
skills on human and social relations more than content – acquisition
 Life-Situations Design (Social Process and Life Functions-Focused): uses the past and present
experiences of the learners as a means to analyze the basic areas of living; the pressing immediate
problems of the society and the students’ existing concerns are utilized; focuses heavily on society,
that is, social processes, functions, or problems become the center for the design of the curriculum.
This design is focused heavily on society. A major goal is the improvement of society through the
direct involvement of the schools.

 Core (social function): focuses on the set of learning experiences that are felt to be essential for all
students that includes common needs, problems, concerns; centers on general education and the
problems are based on common human activities; its underlying purpose is to create a universal
sense of inquiry, discourse, and understanding among learners of different backgrounds and
aspirations; broad areas of concern are examined and set of learning experiences intended to
promote a common body of knowledge are carefully prepared

TYPES OF CURRICULUM OPERATING IN SCHOOLS

 Recommended Curriculum: most of the school curricula are recommended. The curriculum may
come from a national agency (like DepEd or DOST) or any professional organization (like PAFTE)
that has stake in education.
 Written Curriculum: This includes documents, course of study, or syllabi handed down to the
schools, districts, division, departments, or colleges for implementation. Most of this are written by
the experts with participation of the teachers. Examples are the BEC, written lesson plan and
planned activities of the teachers.
 Taught Curriculum: The different planned activities which are put into action in the classroom and
are implemented in order to arrive at the objectives or purposes of the written curriculum.
 Supported Curriculum: These are materials that support or help the implementation of a written
 curriculum such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds,
and other facilities.
 Assessed Curriculum: This refers to a tested or evaluated curriculum.
 Learned Curriculum: This refers to the learning outcomes achieved by the students, which are
indicated by the results of the tests and changes in behavior.
 Hidden Curriculum: This is unintended curriculum which is not deliberately planned but may modify
behavior or influence learning outcomes.

1. Sociological Foundations
- Society and culture relate to curriculum in the sense that they are part of the bases and sources of many
curriculum matters and decisions. Whatever changes there are in them, education in general and curriculum
in particular are affected.
 The societal changes/forces affect the school, and hence, the curriculum: these include: Cultural
Traditions, Moral Values and Laws
2. Philosophical Foundations
- Philosophy is the starting point in any curriculum decision making and is the basis for all subsequent
decisions regarding curriculum. Philosophy gives direction to curriculum and becomes the criteria for
determining the aims, selection, organization and implementation of the curriculum in the classroom and the
school in general; the schools’ underlying beliefs and values have impact on curriculum content and choices
of appropriate strategies activities in implementing the curriculum. Philosophy helps us answer the general
questions such as: “What are schools for?”, “What subjects are of value?”, “How should students learn the
content?”
AREA OF PHILOSOPHY EMPHASIS
Idealism Importance of mind and spirit and of developing
them in the learner; reality is in the ideas
independent of sense and experience; Abstract
thinking as the highest form.
Realism truth can be tested/proven; knowledge derived from
sense experience; exercising the mind; logical and
abstract thinking are highest form
Pragmatism man can know anything within his experience;
Existentialism Reality is a matter of individual existence; the
meaning of life is what each individual makes; focus
on conscious awareness of choice
Perennialism Focus on past and permanent studies; mastery of
facts and timeless knowledge
Essentialism Essential skills and academic subjects; mastery of
concepts and principles of subject matter
Progressivism Knowledge leads to growth and development; a
living learning process; focus on active and relevant
learning
Reconstructionism To improve and reconstruct society; education for
change and social reform; Awareness of societal
needs and problems; quest for a better societ

3. Historical Foundations:
- The historical foundation of curriculum reflects the educational focus prevalent during a particular period or
event in Philippine history. This focus could be made basis or model for curriculum development of recent
years.

PERIOD CHARACTERISTICS
 Pre-Spanish Focused on practical training to satisfy basic needs for survival and to
transmit social ideas, customs, beliefs, and traditions; Training done
in the homes
 Spanish Focused on the learning of the Christian Doctrine; religion; the course
of study is not centralized; no grade level; rote memorization
 American Focused on establishing the public school system, highly influenced
by the philosophy of John Dewey; spread of democracy; the course of
study is prescribed, uniform and centralized
 Commonwealth Focused on the development of moral character, personal discipline
civic conscience, and vocational efficiency as provided for in the 1935
constitution
 Japanese Focused on promoting the East Asia co – prosperity sphere
educational objective; spread of new Asian order; Use of threat and
punishment; course of study is prescribed, uniform and centralized;
rote memorization; use of threat and punishment
 New Society Focused on national development goals; manpower training; high
 level professions; self actualization
 Fourth Republic Focused on promotion of the rights of all citizens to quality education

4. Educational Philosophy
AREAS OF PHILOSOPHY DEFINITION
Metaphysics study of what is beyond the natural (what is real is
true); systematic analysis of the question of ultimate
reality; fundamental existence of reality; developed
during middle age
Epistemology truth about the nature of knowledge; has to do with
effective approaches to teaching; recognizes
importance of education; It asks What is true?; Also
discusses How we know? What we know?
Logic focuses on logical and accurate thought patterns;
focuses on the formal structure of truth and
argument
Axiology sets values desirable to live by, anytime, or place;
divided ethics (concerns with good or evil) into
moral and aesthetic (values); subjects as GMRC
and Values Education
References

Bilbao, E. P., Lucido, P. P., Iringan, P. T., & Javier, E. R. (2008). Curriculum Development.
Lorimar Publishing Inc. Retrieved from
https://www.academia.edu/38821461/Curriculum_Development_Full_Book_
Bilbao, P. P., Dayagbil, F. T., & Corpuz, B. B. (2015). Curriculum Development for Teachers
OBE and K-12 Based.