CURRICULUM DEVELOPMENT
REPORTER: JOYCE P. TRAYA
MODULE 2: THE TEACHER AS A
KNOWER OF CURRICULUM
LESSON 1 The School Curriculum: Definition, Nature and Scope
CURRICULUM
- the word originates from the Latin word currere referring to the oval track upon which Roman chariots
raced.
- the New International Dictionary defines curriculum as the whole body of a course in an educational
institution or by a department.
- the Oxford English Dictionary defines curriculum as courses taught in schools or universities.
- means different things to different people .
-sometimes educators equate curriculum with the syllabus while a few regard it as all the teaching-learning
experiences which the student encounters while in school.
-numerous definitions indicate dynamism which connotes diverse interpretations as influenced by modes of
thoughts, pedagogies, philosophies, political as well as cultural perspectives.
SOME DEFINITIONS OF CURRICULUM
1. Curriculum is 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 competence.” ( Daniel Tanner, 1980 )
2. It is a written document that systematically describes goals planned, objectives, content, learning activities, evaluation
procedures and so forth. ( Pratt, 1980 )
3. The contents of a subject, concepts and tasks 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 )
4. A curriculum includes “ all of the experiences that individual learners have in a program of education whose purpose is to
achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and
present professional practice.” ( Hass, 1987 )
5. It is a programme of activities ( by teachers and pupils ) designed so that the pupils will attain so far as possible certain
educational and other schooling ends or objectives. ( Grundy, 1987 )
6. It is a plan that consists of learning opportunities for a specific time frame and place, a tool that aims to bring about behavior
changes in students as a result of planned activities and includes all learning experiences received by students with the guidance
of the school. ( Goodland and Su, 1992 )
7. It provides answers to three questions: 1. What knowledge, skills and values are most worthwhile? 2. Why are they most
worthwhile? 3. How should the young acquire them? ( Cronbeth, 1992 )
SOME POINTS OF VIEW OF OTHER CURRICULARISTS
Curriculum from Traditional Points of View
* ROBERT M. HUTCHINS views curriculum as “permanent studies” where rules of grammar,
reading, rhetoric, logic and mathematics for basic education are emphasized. The 3Rs ( Reading,
Writing, 'rithmetic ) should be emphasized in basic education while liberal education should be the
emphasis in college.
* ARTHUR BESTOR as an 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.
* 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 are labelled as humanities, sciences, languages, mathematics among others. He coined
the word discipline as a ruling doctrine for curriculum development.
* PHILLIP PHENIX asserts that curriculum should consist entirely of knowledge which comes from
various disciplines.
Curriculum from 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.
* HOLIN CASWELL and KENN CAMPBELL viewed curriculum as all experiences children have
under the guidance of teachers.
* OTHANIEL SMITH, 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.
* 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.
SUMMARY
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 thaught inside and outside of school directed by the teacher, everything planned by school, a
series of experiences undergone by learners in school or what individual learner experiences as a result of
school. In short, Curriculum is the total learning experiences of the learner, under the guidance of the
teacher.
ACTIVITY 1- Traditional or Progressive: What is your View of Curriculum?
1. What is your own definition of a curriculum? Write down your answer in the the space
provided.
2. Do you have a traditional view of a curriculum, a progressive view or both? Explain
your view based on your definition.
Label the description/ definition on the left with either Traditional ( T ), or Progressive ( P ).
No Description (T) (P)
.
1 Teachers are required to teach the book from cover to cover.
2 If the learners can memorize the content, then the curriculum is best.
3 Children are given opportunity to play outdoors.
4 Parents send children to a military type school with rigid dicipline.
5 Teachers are reluctant to teach beyond the written curriculum.
6 Prerequisites to promotion for the next grade are skills in reading, writing and
arithmec only.
7 Teachers provide varied experiences for the children.
8 Learning can only be achieved in schools.
9 It is systematic arrangement of contents on the course syllabus.
10 Co-curricular activities are planned for all to participate.
LESSON 2 Approaches to School Curriculum
THREE WAYS OF APPROACHING A CURRICULUM
1. content or body of knowledge
2. process
3. outcome
1. Curriculum as a Content or Body of Knowledge
- a topic outline, subject matter, or concepts to be included in the syllabus or a books.
thank you and god bless!