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UNIT 1: Curriculum Essentials
1.0. Intended Learning Objectives:
a. Differentiate the various perspectives of the curriculum.
b. Classify scenarios in the classroom that can identify the sub-system of the curriculum
and that makes a teacher a curricularist
c. Critique a curriculum identifying the characteristics of a good curriculum.
1.1. Introduction:
1.2. Topics:
Rita is a Teacher Education Student, along the way of the class, her teacher presented the subject entitled
“The Teacher and the School Curriculum”. Given with the illustration below, Help Rita in mapping out
things using a Concept/Web Map and with the question she have in mind.
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1.2.1. Definition of Perspective of Curriculum:
In the many angle of understanding the definition of curriculum, it is always important to
look at the various way it is defined. In the progressive change of time, its definition has been
changed and refined by many authors and curricularist as they call themselves. But in under-
standing it in a basic way, it is therefore good and appropriate to look at it in four (4) ways:
A. Etymology of Curriculum:
One must understand that Curriculum from the Latin word “Currere,” which means
“to run”. But looking at it in a new Latin translation, Curriculum means “a course of study.”
Therefore, we can put it in a context that a Curriculum can be associated with the idea of stu-
dents running in a certain race course.
It might sound like a student engaging into a sport but it is true, curriculum will al-
ways be the students race course where he/she has to follow the track in order to finish it.
B. Common Definition of Curriculum:
After looking at the etymology of curriculum let us go then to the common defini-
tions used to give light to the term Curriculum. Remember that
:
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curricular activities they encounter inside or outside the school.
C. Traditionalist Perspective vs. Progressivist Perspective:
i. Traditional Perspective
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The “what” of education;
A structured set of outcomes;
Listing of subjects to be learned;
The sequence of courses;
The educational rudiments made up of the philosophical, historical, psy-
chological, and social foundations;
The combination of domains of knowledge as well as research theories and
principles, teamed up with broad issues and academics; and
The written documents or plan of action in accomplishing the goals of edu-
cation.
ii. Progressivist Perspective
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D. Prescriptive vs Descriptive
As we continue to explore the various changes in the definition of the curriculum, we
might have to consider that a curriculum can be both prescriptive and descriptive.
i. Prescriptive Curriculum
When we speak of the Prescriptive Curriculum, it refers to what is “ought” to happen,
and they more often than not take the form of a plan, an intended program, or some expert
opinion about what needs to take place in the course of study. Therefore, the concept of pre-
scriptive curriculum is on being ideal or following what should be in the plan. Below are the
various definitions of Prescriptive Curriculum:
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ii. Descriptive Curriculum:
There is a big difference between prescriptive and descriptive curriculum because if it is on
the what is ought to be done in the prescriptive curriculum. But descriptive curriculum goes be-
yond what the perspective curriculum defines because here, they force thought about curriculum
not merely how things ought to be but how things are in a real classroom. In short, they are more
on the aspect of experience because it provides glimpses of the curriculum in action. Below are
various definitions of curriculum:
Having known these two, we can say that they presented a new perspective in understand-
ing how the curriculum works. The difference or the dynamism that a curriculum has gives the
changing perspective of understanding the curriculum.
Make a summary of the various perspective in defining curriculum. Use a graphic organizer in
presenting it.
1.2.2. Types or the Sub-system of Curriculum inside the Classroom:
Glatthorn (2000) de-
scribes seven types of curriculum
1. Recommended Curriculum. The recommended curriculum is that which is
recom
2.
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3. Taught Curriculum. The different planned activities which are put into actions in the
classrooms compose the taught curriculum. These are varied activities that are imple-
mented in order to arrive at the objectives or purpose of written curriculum.
4. Supported Curriculum. The supported curriculum includes those resources that sup-
5. Assessed Curriculum. The assessed curriculum is that which appears in tests and perfor-
mance measures: state test, standardized tests, district tests, and teacher made tests.
6. Learned Curriculum. The learned curriculum is the bottom line curriculum, the curric-
7. Hidden Curriculum. This is the unintended curriculum which is not deliberately planned
but may modify behavior or influence learning outcomes. There are lots of hidden curricu-
la that transpire in the schools. Peer influence, school environment, physical condition,
teacher-learner interaction, mood of the teachers and many other factors make up the hid-
den curriculum.
Map out using a graphic organizer different situation in the classroom that the following
types or sub-system of curriculum is occurring.
1.2.3. The Teacher as a Curricularist:
1.
2. Writes the curriculum. A classroom teacher takes record of knowledge concepts, subject
matter or content. These need to be written on preserved. The teacher writes books, mod-
ules, laboratory manuals, instructional guides, and reference materials in paper or elec-
tronic media as a curriculum writer or viewers. (Writer)
3. Plans the curriculum. A good curriculum has to be planned. It is role of the teacher to
make a yearly, monthly or daily plan of the curriculum. This will serve a guide in the im-
plementation of the curriculum. The teacher takes into considerations several factors in
planning a curriculum. (Planner)
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4.
5.
6.
7. Evaluates the curriculum. How can one determine if the desired learning outcomes
have been achieved? Is the curriculum working? are the learners achieving? Are there
some practices that should be modified? These are some few questions that need the
help of curriculum evaluator. That person is the teacher. (Evaluator)
Reflect on one characteristic of a teacher as a curricularist and cite a situation in the class-
room that would present the said characteristic.
1.2.4. Approaches About School Curriculum
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1.2.5. Characteristics of a Good Curriculum:
1. Adaptable. A good curriculum is flexible in order to cater to the specific and current needs
of every learner, but must also be resilient to change.
2. Collaborative. A good curriculum is a product of various minds. As a curriculum caters to
a variety of learning styles and intelligences, so too must it be the collective output of multi-
sectoral and interdisciplinary planning.
3. High-Quality. A good curriculum is of premium value; its conceptualization, design and
implementation must undergo rigorous processes that are endorsed by curriculum experts
and validated by curriculum implementers.
4. Relevant. A good curriculum is up-to-date and is tailored to guilt the current demands of
learning. It must also be of significance and utility to the learners.
5. Responsive. A good curriculum is built on its projected social value. It must address specif-
ic social needs including answers to problem that have yet to be asked or identified.
Why there is a need for a good curriculum?
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1.3 REFERENCES
Bilbao, P.P., Dayagbil, F.T., Corpuz, B.B. (2020). The Teacher and the School Curriculum. LORIMAR
Publishing
[Link]./33820685/Module 1. Curriculum Concepts Nature and Purposes lesson 1 Concepts Nat
ure and Purposes of Curriculum (Module: Unit 1
1.4 Acknowledgment
The images, tables, figures and information contained in this module
were taken from the references cited above.