Module 1

Curriculum Essentials
Module 1.1: The Teacher and
the School Curriculum
M1.1.1 The Curricula in School
OBJECTIVES:
● Discuss the different curricula that exist in the schools
● Analyze the significance of curriculum and curriculum
development in the teacher’s classroom
Have you read “The Saber-Tooth Curriculum by Harold
Benjamin (1939)?. Take some time to read it and find
out what curriculum is all about during those times.

LINK:
[Link]
[Link]/5c4ee672c49ea6265ab32901/5ce63cee
a5c4217bdb8041ea_Saber-toothed%[Link]
ǪUESTIONS:
1. Does the sabre-tooth curriculum exist at the present? Give
examples

2. What does the author mean, when he said “A curriculum

should be timeless?” Explain

3. What is the difference between education and training.

 A curriculum that does not change
with society becomes MEANINGLESS,
no matter how “academic” or
traditional it claims to be.
In 1939, curriculum was seen as
tradition of organized knowledge
taught in schools of the 19th century

In the 20th century the scope

broadened to include several modes of
thoughts or experiences.

Formal, non-formal or informal

education do not exist without
curriculum.
 No Curriculum Means:

● Teachers will have nothing to do

● Classroom will be empty
● Teachers will have no guide
Curriculum is the heart of the teaching profession
 Current Philippine Curriculum

1. Basic Education ELEMENTARY SECONDARY

Kindergarten, Junior High Senior High

G1 to G6
G7 to G10 G11 and G12
2. Technical Vocational Education
-post secondary. Taken care of Technical Education and Skills Development Authority
(TESDA). For the TechVoc track in SHS of DepEd, DepEd and TESDA work together.

3. Higher Education
-Baccalaureate or Bachelor Degree and the Graduate Degrees (Master’s and
Doctorate) under the regulation of CHED
 In whatever levels of schooling and in various types of learning
environment, several curricula exists.

Types of Curricula Simultaneously Operating in Schools

by Allan Glatthorn (2000) as mentioned in Bilbao, [Link] (2008)

1. Recommended Curriculum

2. Written Curriculum

3. Taught Curriculum

4. Supported Curriculum

5. Assessed Curriculum

6. Learned Curriculum

7. Hidden Curriculum
 INSTRUCTIONS: Match the examples to the type of curriculum

Type of Curriculum Example

[Link] Curriculum Mark conduct a summative test

2. Written Curriculum Karen is demonstrating how to crochet a pot holder which is

taught in her EPP class
3. Taught Curriculum Sir Vernel guides the students in planting Lettuce through
hydroponics.
4. Supported Curriculum The DepEd officially implementing the Matatag Curriculum

5. Assessed Curriculum Mark prepared a syllabus for his EDUC 205 Class

6. Learned Curriculum Peer influence in classroom overall dynamics

7. Hidden Curriculum GMRC Books

1. Recommended Curriculum
● Almost all curricula found in our schools are recommended.
● Recommendations come from DepEd, CHED and TESDA.
● These government agencies regulate and oversee the Philippine
Education.

● Memoranda or policies, standards and guidelines.

● UNESCO
[Link] Curriculum
● Documents based on the recommended curriculum.
● Course study, syllabi, modules, books, or instructional guides among
others.

● Lesson plan
[Link] Curriculum
● From what has been written or planned, the curriculum has to be
implemented.

● Put to life the written curriculum.

● Skill to facilitate learning based on the written curriculum with aid from
instructional materials
● Taught curriculum is dependent to the teaching style of the teacher and
the learning style of the learners
4. Supported Curriculum
● Support materials that the teacher needs to make learning and teaching
meaningful and facilities where learnings occur outside and inside the 4
walled building
● Print materials like books, charts, posters, worksheets, or non-print
materials like PPT, movies, slides, models, realias, mock-ups and other
electronic illustrations.
● Playground, science laboratory, Gym, audio-visual rooms, zoo, museums,
market, plaza, and places for authentic and experiential learning.
[Link] Curriculum
● Assessment as, of and for learning
● Taught and supported curricula have to be evaluated
● FOR = to find the progress of learning
● OF = to find out how much has been learned or mastered
6. Learned Curriculum
● Student changed behavior is learned curriculum. From non-reader to
reader
● Positive outcome of teaching is also an indicator of learning which is
measured by tools in assessment
● Learned curriculum will also demonstrate higher order and critical thinking
and lifelong skills.
[Link] Curriculum
● Not deliberately planned, but has a great impact on the behavior of the
learner
● Peer influence, school environment, media, parental pressures, societal
changes, cultural practices, natural calamities, etc.

● Teacher should be conscious and attentive of the hidden curriculum

 Type of Curriculum Example

[Link] Curriculum MATATAG Curriculum Guide

2. Written Curriculum Syllabus, lesson plans, course guide

3. Taught Curriculum Actual classroom discussions

4. Supported Curriculum Textbooks, ICT, trainings, laboratory equipment

5. Assessed Curriculum Quizzes, exams, NAT

6. Learned Curriculum Knowledge and skills students retain

7. Hidden Curriculum Values, norms, attitudes learned informally

PRACTICE FURTHER:
INSTRUCTIONS: Identify the curriculum present in situations and examples given.
1. Anna cannot focus in class because she is having dysmenorrhea
2. CHED Memorandum Order (CMO) No. 20, s. 2013 prescribing the General
Education Curriculum for higher education institutions.
3. Course Guides
4. The children’s application of simple arithmetic in giving change in their sari-sari
store
5. Angeline was recognized as the Valedictorian of their class.
6. Teacher Analize used an organizational chart to introduce the legislative branch of
the Philippine Government
7. The PDF format for the Matatag K-10 Curriculum
PRACTICE FURTHER:
INSTRUCTIONS: Identify the curriculum present in situations and examples given.
1. Anna cannot focus in class because she is having dysmenorrhea Hidden Curriculum
2. CHED Memorandum Order (CMO) No. 20, s. 2013 prescribing the General
Education Curriculum for higher education institutions. Recommended
Curriculum
3. Course Guides Written Curriculum
4. The children’s application of simple arithmetic in giving change in their sari-sari
store Learned Curriculum
5. Angeline was recognized as the Valedictorian of their class. Assessed Curriculum
6. Teacher Analize used an organizational chart to introduce the legislative branch of
the Philippine Government Taught Curriculum
7. Book in AP 7 under MATATAG Curriculum Supported Curriculum
SEATWORK1:
How significant are the different types of curriculum and curriculum
developments in the teacher’s classroom?
M1.1.2 The Teacher as a Curricularist
Objectives:
Enhance understanding of the roles of the teacher as a
curricularist
Are you aware that the teacher’s role in school is
very complex?
A classroom teachers is involved with curriculum
continuously all day. But is seldom has teacher
been called a curricularist.
CURRICULARIST
● PAST = those who developed curriculum theories.
● According to Sandra Hayes (1991), the most influential are

John Dewey Ralph Tyler Hilda Taba Franklin Bobbit

CURRICULARIST
● A curriculum specialist (Hayes, 1991; Ornstein & Hunkins, 2004; Hewitt,
2006)
● A person who is involved in curriculum knowing, writing, planning,
implementing, evaluating, innovating, and initiating may be designated as a
curricularist.

Does this descriptions make us teachers a curricularist?

SOWHATDOESTHE TEACHER DOTO DESERVE THE
LABEL OF CURRICULARIST?
1. KNOWSTHE CURRICULUM (KNOWER)
● Learning begins with knowing.
● Teacher masters the curriculum both
formal (disciplines, logic) and informal
(derived from experiences, vicarious,
unintended)
● Mastery of the subject matter
[Link] THE CURRICULUM (WRITER)
● Takes record of knowledge concepts,
subject matter or content which needs
to be preserved through writing
● Writes books, modules, laboratory
manuals, instructional guides, and
reference materials in paper or
electronic media
3. PLANS CURRICULUM (PLANNER)
● It is the role of a teacher to make a
yearly, monthly or daily plan of the
curriculum
● The teacher takes into consideration
the learners, support material, time,
subject matter or content, the desired
outcomes, the context of the learners
among others
4. INITIATES CURRICULUM (INITIATOR)

● Leading in the implementation of

what is required by the educational
authorities
● Starting is always diffcult but the
teachers are always at the frontlines
in pushing for the applications of
these changes
5. INNOVATESTHE CURRICULUM (INNOVATOR)
● Creativity and innovation are
hallmarks of an excellent teacher.
● One can never find a single eternal
curriculum that would perpetually fit
thus a teacher must be creative and
innovative in coping to curriculum
changes
6. IMPLEMENTING THE CURRICULUM (IMPLEMENTER)
● The teachers implement what is
planed and recommended
● It is where teaching, guiding,
facilitating skills of the teachers are
expected to be of the highest.
● This is where teachings as a science
and as an art will be observed.
● It is here where all elements of the
curriculum come to play
[Link] THE CURRICULUM (EVALUATOR)
● Evaluation of teaching.
● Is the curriculum working? Does it
bring the desired result? What do
outcomes reveal? Are the learners
achieving?
Doing these multi-faceted work qualifies a
teacher to be a curricularist.

A curricularist will be knowing, writing,

implementing, innovating, initiating
and evaluating the curriculum
SEATWORK2:
Answer the Self-Check Activity.
Copy of the material will be given.
Module 1.2: The Teacher as
a Knower of Curriculum
M1.2.1 The School Curriculum: Definition,Nature
and Scope
OBJECTIVES:
● Define curriculum from different perspectives
● Describe the nature and scope of curriculum
DEFINITIONS OF
CURRICULUM
Traditional Points of View
● Robert M. Hutchins - “permanent studies” where rules of
grammar, reading, rhetoric, logic and mathematics for
basic education are emphasized. 3Rs for basic education
while liberal education for college.

● Arthur Bestor (essentialist) - believes that the mission of

the school should be intellectual training, hence curriculum
should focus on the fundamental intellectual disciplines of
grammar, literature and writing. It should include
mathematics, science, history and foreign language.
Traditional Points of View
● Joseph Schwab -thinks that the sole source of curriculum is
a discipline, thus the subject areas such as Science,
Mathematics, Social Studies, English and many more. In
college, academic disciplines as a ruling doctrine for
curriculum development.

● Philip Phenix - asserts that curriculum should consist

entirely of knowledge which comes from various disciplines.
Traditional Points of View

COLLECTIVELY, in the traditional views of the

curriculum it can de defined as a field of study. From
these views, curriculum is mostly written documents
such as syllabus, course of study, books and
references where knowledge is found but is used as
means to accomplish intended goals.
Progressive Points of View
● John Dewey - believes that education is experiencing.
Reflective thinking is a means that unifies curricular
elements that are tested by application.

● Colin Marsh and George Willis - also viewed

curriculum as all the experiences in the classroom
which are planned and enacted by the teacher
and also learned by the students.
Progressive Points of View

● Holin Caswell, William Stanley and Harlan Shore - likewise 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.
Progressive Points of View

PROGRESSIVISTS view curriculum as a total

learning experiences of the individual.
SUMMARYOF THESE VIEWS
Curriculum is what is (1) taught in school, a (2) set of
subjects, a (3) content, a (4) program of studies, a (5) set of
materials, a (6) sequence of courses, a (7) set of performance
objectives, (8) everything that goes within the school. In
short, curriculum is the total learning experiences of the
learner under the guidance of the teacher.
• Why do you think the traditional curriculum puts strong
emphasis on subject mastery and content coverage?

• Do you believe memorization and repetition are still

important in today’s classrooms? Why or why not?

• Why does the progressive curriculum emphasize learners’

interests, experiences, and needs?

• How does assessment differ in a progressive curriculum

compared to a traditional one?
M1.2.2 Approaches to the School Curriculum
OBJECTIVES:
● Describe the different approaches to school curriculum
● Explain by examples how the approaches clarify the
definition of curriculum
● Reflect on how the three approaches interrelate with
each other
● Examine textbooks that proves all three are present in the
curriculum
 There are various definitions of
curriculum. In this lesson, let us look
at the curriculum as either a Content,
a Process, or a Product to fully
understand the different perspectives
of what curriculum is all about.
 3 Ways of Approaching the Curriculum

1. Curriculum as a Content or Body of Knowledge

2. Curriculum as a Process
3. Curriculum as a Product
1. Curriculum as a
Content or Body
of Knowledge
 CONTENT
• This view sees curriculum as what students need to
learn.
• It focuses on the subjects, topics, facts, and information
included in the course.

Main Question: What should be taught?

Example: In Economics, students must learn scarcity, supply

and demand, inflation, and fiscal policy.

Focus: Knowledge and subject matter

 CONTENT
= body of knowledge to be transmitted to students
using appropriate teaching methods
= acquisition of facts,concepts and principles of
the subject matter
 All curricula have content regardless of their
design or models. In most educational setting,
curriculum is anchored on a body of
knowledge or discipline.

There are 4 ways of presenting the content of

the curriculum.
There are 4 Ways of presenting the content

1. Topical Approach
2. ConceptApproach
3. ThematicApproach
4. ModularApproach
1. Topical Approach
- organizes curriculum content according to specific topics. Instruction
moves from one topic to another, usually following the structure of a
textbook. The focus is on covering a wide range of information.

Key Characteristics: Examples: (Economics)

• Content-centered Unit: Sectors of the Economy
• Many topics are covered • Agriculture
• Knowledge-focused • Industry
• Services
(Each sector is discussed separately)

Focus: What do students need to know?

2. ConceptApproach
- organizes content around major and sub-concepts. Instead of covering
many topics, it focuses on deeper understanding of big ideas and the
relationships among them.

Key Characteristics: Examples: (Economics)

• Fewer topics Major Concept: Scarcity
• Organized around major Sub-concepts:
concepts • Choice
• Emphasizes relationships and • Opportunity Cost
interactions • Trade-offs
• Develops higher-order thinking Students examine how scarcity leads to choices,
and how every choice involves an opportunity
cost.
Focus: How are ideas interconnected?
3. ThematicApproach
- integrates different concepts and subject areas under a unifying theme.
It helps students develop broader conceptual understanding across
disciplines.

Key Characteristics: Examples:

• Theme-centered Theme: Sustainable Development
• Often interdisciplinary This may include:
• Integrative • Economic growth (Economics)
• Environmental protection (Geography)
• Government regulation (Political Science)
• Cultural practices (Sociology)
All lessons revolve around the central theme.

Focus: How do different concepts connect within a common theme?

4. Modular Approach
- divides the curriculum into self-contained units or modules. Each
module includes objectives, content, activities, and assessment.
Examples: (Economics)
Key Characteristics: Module: Elasticity of Demand and Supply
• Complete unit of instruction • Learning Objectives
• Structured and organized • Pre-test
• May allow self-paced learning • Lesson Discussion
• Common in distance or flexible • Practice Problems
learning • Performance Task
• Post-test
Each module functions as an independent
learning package.
Focus: How can learning be structured into complete instructional units?
CRITERIA IN THE SELECTION OF CONTENT (Scheffer,1970 in Bilbao,et al 2015)

SIGNIFICANCE VALIDITY UTILITY

Content should contribute Authenticity of the Usefulness of that
to the development of C, A content over time. Is content to the students’
&P it still a fact? life

LEARNABILITY
FEASIBILITY INTEREST
The complexity must be
Can it be learned within Will learners take interest
within the range of
the time frame? in the content? Are the
learners’ experiences
content meaningful?
Mayalso include…
1. Commonly used in daily life
2. Appropriate to the maturity levels and abilities of
the learners
3. Valuable for the future career
4. Related to other subject field or discipline for
complementation and integration
5. Important in the transfer of learning to other
disciplines
Palma in 1952 proposed that the contents in the
curriculum should be guided by BALANCE,
ARTICULATION, SEQUENCE, INTEGRATION and
CONTINUITY (BASIC)
However, Hunkins and Ornstein (2018) added
and important element which is SCOPE.
BASIC – BASICS
BASICS meaning
SEQUENCE
BALANCE ARTICULATION
Logical arrangement of
Content must be fairly Seamlessness in the
the content
distributed in depth and content, no gaps and no
(vertically/horizontally)
breadth. overlaps
(easy to complex)

SCOPE
INTEGRATION CONTINUITY
Scope must encompass
Relatedness and Perennial and endures cognitive, affective and
connectedness to other time. Constant psychomotor skills (more
contents enhacement of content content is not always
better
2. Curriculum as a
Process
 It’s…
1. Problem-Based
2. Hands-on, Minds-on
3. Cooperative Learning
4. Blended Curriculum
5. On-line
What curriculum 6. Case-based
are you using?
 PROCESS
= not NOUNbut as a VERB (action)
= interaction among teachers, students,and content
= Teaching and Learning Activities
= Content and Process goes hand in hand
= Instruction, Implementation,Teaching
=Teaching Ways
Guiding Principles:
1. Curriculum process in the form of teaching methods or
strategies are means to achieve the end. (MEANS = process)
2. There is no single best process or method
3. Curriculum process should stimulate the learners’ desire to
develop KSA
4. In choosing methods, teaching and learning styles must be
considered
5. Every method or process must result to an outcome
6. Flexibility in the use of the process or method should be
considered
7. Both teaching and learning are the two important processes in
the implementation of the curriculum
3. Curriculum as a
Product
 Besides being viewed as …
Content that is transmitted
Process that gives action to content
PRODUCT that students desire to achieve.
 PRODUCT
= student equipped with the KSA
= CHANGE
= behavioral
= meaningful experiences in the curriculum
CONCLUDING ǪUESTION

After learning from this lesson, how would

you prepare yourself to become a teacher,
using the three approaches to curriculum?
Assignment
Making Inventory of Curriculum Approach as Content, Process, and
Product

INSTRUCTIONS: Choose a book that is being used in elementary, high school

and college. Identify the following: CONTENT, PROCESS, PRODUCT.

Use short bond paper and attach pictures as proof of the books under
inventory.

Do this with your groups.

Sample format is in the next slide.

Title of the Book:
Grade Level: Subject Area Used

CONTENT PROCESS PRODUCTION/OUT

EXAMPLE: EXAMPLE COME
A. Type of curriculum A. Individual research EXAMPLE:
in the classroom B. Interview A. List of types of
C. Observation curriculum
B. Skill in
interview and
observation

1.

2.

3.
M1.2.3 Curriculum Development: Process and
Models
OBJECTIVES:
● Explain and summarize the curriculum development
process and models
CURRICULUM DEVELOPMENT PROCESS
1. CURRICULUM Consideration of the school vision,
PLANNING mission and goals

Selection and organization of

2. CURRICULUM
content, learning experiences,
DESIGNING
assessment procedures and tools

3. CURRICULUM Putting the plan into action

IMPLEMENTING

4. CURRICULUM Determining the extent to which the

EVALUATION desired outcomes have been achieved

Generally, most models involve these four phases

Curriculum
Development
Process Models
1. RALPH TYLER MODEL: Four Basic Principles
● Also known as “Tyler’s Rationale”
● Emphasis in the PLANNING phase
● 4 fundamental principles which are illustrated as answers to the
ff. Questions:
○ What education purposes should schools seek to attain?
○ What educational experiences can be provided that are
likely to attain these purposes?
○ How can these educational experiences be effectively
organized?
○ How can we determine whether these purposes are being
attained or not?
2. HILDATABAMODEL: Grassroots Approach
● Improved Tyler’s model
● Teachers should participate in developing the curriculum
● Presented 7 major steps
3. GALEN SAYLORANDWILLIAMALEXANDER
CURRICULUM MODEL: Administrative Model
● 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”
●
Saylor and Alexander Curriculum
Model
CONCLUDING ǪUESTION:

● How do the three models differ from

each other?