Curriculum in Schools

Curriculum and Materials Design

Eng. 103
 Professor Reporter

Jaren Aimee Aro Ed. D Hilario M. Cataina

English 103 Prof. MAED English Student
Curriculum in Schools
Curriculum in Schools
 Curriculum
Definition

The term curriculum refers to the lessons and academic content

taught in a school or in a specific course or program. In
dictionaries, curriculum is often defined as the courses offered by a
school, but it is rarely used in such a general sense in schools.
Curriculum typically refers to the knowledge and skills students are
expected to learn, which includes the learning standards or learning
objectives they are expected to meet; the units and lessons that
teachers teach; the assignments and projects given to students; the
books, materials, videos, presentations, and readings used in a
course; and the tests, assessments, and other methods used to
evaluate student learning.
Curriculum
in Schools
 Recommended
Curriculum
• Comes from a national agency like the DepEd,
CHED, DOST or any professional organization that
has a stake in education.
 Written
Curriculum
• Includes documents, course of study,
or syllabi handed down to the
schools, districts, division,
departments, or colleges for
implementation.
 Taught
Curriculum
• Different planned activities which are put into
action in the classroom
• Varied activities that are implemented in order to
arrive at the objectives or purposes in the written
curriculum
• Used by the learners with the guidance of the
teachers.
• Varies according to the learning styles of the
students and the teaching styles of the teachers.
 Supported
Curriculum
• Materials which support or help in the
implementation of the written curriculum

• Should enable each learner to achieve real and

lifelong learning.
 Assessed
Curriculum
• Tested or evaluated curriculum

• A series of evaluations done by the teacher to

determine the extent of teaching or to tell if the
students are progressing
 Learned
Curriculum
• Learning outcomes achieved by the students.

• Indicated by the results of the tests and changes

in behavior which can either be cognitive,
affective or psychomotor.
 Hidden
Curriculum
 Internet /Book Sources

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School Curriculum :
Definition and Nature
Curriculum and Materials Design
Eng. 103
School Curriculum :
Definition
Curriculum and Materials Design
Eng. 103
 Definition
• A planned and guided set of learning
experiences and intended 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 competences. (Daniel Tanner,
1980)
 Definition

• A written document that systematically

describes goals planned, objectives, content,
learning activities, evaluation procedures and so
forth. (Pratt, 1980)
 Definition

• The contents of a subject, concepts and task to

be acquired, planned activities, the desired
learning outcomes and experiences, product of
culture and an agenda to reform society make
up a curriculum. (Schubert, 1987)
 Definition
• A plan that consists of learning opportunities for
a specific time of frame and place, a tool that
aims to bring about behavioral changes in
students as a result of planned activities and
include all learning experiences received by
students with the guidance of a school.
(Goodland and Su , 1992)
 Definition

Answers the three questions:

 What knowledge, skills, and values are worthwhile?
 Why are they most worthwhile?
 How should the young acquire them?
(Cronbeth, 1992)
Nature of Curriculum
 Definition
CURRICULUM is what is taught in school, a set of
subjects, a content, a program of studies, a set of
materials, a sequence of courses, a set of
performance objectives, everything that goes
within the school. It is what is taught inside and
outside the school directed by the teacher,
everything planned in by school, a series of
experiences undergone by learners in school or
what individual experiences as a result of school. In
short, Curriculum is the total learning experiences
of the learner, under the guidance of the teacher.
 Internet /Book Sources

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Curriculum Development:
Processes and Models
Curriculum and Materials Design
Eng. 103
Curriculum Development: Processes and
Models
 Introduction
Curriculum is a dynamic process involving many
different people and procedures. Development
connotes changes which is systematic. A change
for the better means alteration, modification, or
improvement of existing condition. To produce
positive changes, development should be
purposeful, planned and progressive. Usually it is
linear and follows a logical step-by-step fashion
Curriculum Development:
Process
 Curriculum Planning
It considers the school vision, mission and goals. It also
includes the philosophy of strong education belief
of the school. All of these will eventually be
translated to classroom desired learning outcomes
for the learners.
 Curriculum Designing
It is the way curriculum is conceptualized to include
the selection and organization of the content, the
selection and organization of learning experiences
or activities and the selection of the assessment
procedure and tools to measure achieved learning
outcomes.

A curriculum design will also include the resources to

be utilized and the statement of the intended
learning outcomes.
 Curriculum Implementing

is putting into action the plan which is based on the

curriculum design in the classroom setting or the
learning environment. 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 the end in view of achieving
the intended learning outcomes. Implementing the
curriculum is where action takes place.
 Curriculum Implementing

Implementing the curriculum is where action takes

place. It involves the activities that transpire in
every teacher’s classroom where learning becomes
an active process.
 Curriculum Evaluating

determines the extent to which the desired outcomes

have been achieved. This procedure is on-going as
in finding out the progress of learning (formative)
or the mastery of learning (summative). Along the
way, evaluation will determine the factors that
have hindered or supported the implementation.
 Curriculum Evaluating

It will also pinpoint where improvement can be made

and corrective measures, introduced. The result of
evaluation is very important for decision making of
curriculum planners, and implementors.
Curriculum Development:
Models
 Ralph Tyler Model:
Four Basic Principles
Also known as Tyler’s Rationale, the
curriculum development model emphasizes
the planning phase. This is presented in his
book Basic Principles of Curriculum and
Instruction. He posited four fundamental
principles which are illustrated as answers to
the following questions:
 Ralph Tyler Model:
Four Basic Principles
1.What education purposes should schools seek to
attain?

2.What educational experiences can be provided that are

likely to attain these purposes?

3.How can these educational experiences be

effectively organized?

4.How can we determine whether these

purposes are being attained or not?
Hilda Taba Model: Grassroots
Approach
She believed that teachers should participate in
developing a curriculum. As a grassroot approach
Taba begins from the bottom, rather than from the top
as what Tyler proposed.

She presented seven major steps to her linear

model which are the ff:
 Hilda Taba Model: Grassroots
Approach
1. Diagnosis of learner’s needs and expectations
2. of the larger society
3. Formulation of learning objectives
4. Selection of learning contents
5. Organization of learning contents
6. Selection of learning experiences
7. Determination of what to evaluate and the means of doing it.
 Galen Saylor and William
Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed

curriculum development as consisting of four steps.
Curriculum is “a plan for providing sets of learning
opportunities to achieve broad educational goals and
related specific objectives for an identifiable population
served by a single school center.
 Goals, Objectives and
Domains
Curriculum planners begin by specifying the major
educational goals and specific objectives they wish to
accomplish.

Each major goal represents a curriculum domain:

personal development, human relations, continued
learning skills and specialization.
 Curriculum Designing

Designing a curriculum follows after appropriate

learning opportunities are determined and how each
opportunity is provided.
 Curriculum implementation

a designed curriculum is now ready for

implementation. Teachers then prepare instructional
plans where instructional objectives are specified and
appropriate teaching methods and strategies are utilized
to achieve the desired learning outcomes among students.
 Evaluation
The last step of the curriculum model is evaluation.
A comprehensive evaluation using a variety of evaluation
techniques is recommended. It should involve the total
educational program of the school and the curriculum
plan, the effectiveness of instruction and the achievement
of students. Through the evaluation process, curriculum
planner and developers can determine whether or not the
goals of the school and the objectives of instruction have
been met.
 Through the evaluation process, curriculum planner
and developers can determine whether or not the goals of
the school and the objectives of instruction have been
met.

All the models utilized the process of (1) curriculum

planning, (2) curriculum designing, (3) curriculum
implementing, and (4) curriculum evaluating.
 Internet /Book Sources

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Curriculum
Design
Fundamentals of Curriculum
Designing
Curriculum and Materials Design
Eng. 103
Fundamentals of Curriculum Designing
 CURRICULUM
is considered the “heart” of any learning institution
which means that schools or universities cannot exist
without it.

Total learning experiences of individuals not only in

school, but in society as well.
 Fundamentals

- one of the basic and important parts of something.

 Design
– is used as a verb to designate a process (as in
“designing a curriculum”), or as a noun to denote a
particular plan resulting from a design process (as in “a
curriculum design”).
 Curriculum Design
refers to the structure or the arrangement of the
components or elements of a curriculum.
What are the Fundamentals of
curriculum designing?
1. Diagnosis of need

2. Formulation of objectives

3. Selection of content

4. Organization of content
 5. Selection of learning
experiences

6. Organization of learning experiences

7. Determination of what to evaluate and

what to evaluate and ways and means of
doing it.
 Internet /Book Sources

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ia.edu/ /kazekage15/curriculum
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