1

CHAPTER
CURRICULUM
1

Students:

Abdul, Aliah A.

Carim, Nadjah A.

Hadji Ariep, Naufah M.

Mamadra, Maira L.

Maulani, Sittie Nadzmiah A.

Palawan Norjannah S.

Usman, Hasnia M.
 2

CHAPTER
CURRICULUM
1

TAKE THE CHALLENGE

At the end of the lesson, students will be able to:

a. Identify the types of Curriculums and different function of the teacher as a

curricularist.

b. Differentiate the characteristics of a good curriculum.

c. Reflect on the importance of continuous implementation and adaptation in curriculum

development.

INTRODUCTION
This module delves into the intricacies of the types of curriculums, role of teachers as
curricularists, characteristics of a good curriculum and various approaches to curriculum
development. Understanding these concepts is essential for educators to create engaging and
impactful learning experiences for their students.

A curriculum is a structured set of educational experiences designed to help learners

achieve specific learning outcomes. It outlines the content, methods, materials, and assessments
that will be used to facilitate learning. Curriculum are typically developed by educational
institutions or organizations to guide teachers in delivering instruction and students in acquiring
knowledge and skills in a particular subject or field. Curriculum can vary in scope and complexity,
ranging from individual course plans to comprehensive programs of study spanning multiple years.
The goal of a curriculum is to provide a coherent and effective framework for teaching and
learning.
 3

ENGAGE
Direction: Answer the following questions based on your prior knowledge about the curriculum.
Write your answer in a one (1) whole sheet of yellow paper with 150 – 200 words.

1. As a future educator, what do you think is your function in designing a curriculum? (ex. Lesson
plan, learning activities or syllabus)

2. As a student, how can you say that a curriculum is a good one?

EXPLAIN
PART-1- CURRICULUM

A. Definitions and perspectives of curriculum

1. Etymology of curriculum

Curriculum comes from the latin word "currere", which means "to run”. In new Latin, curriculum
means "a course of study".

2. Common Definitions of Curriculum as

• a list of subjects to be learned in school

• Learning experience (curriculum, curricular, and extra-curricular)
• a list of competencies or intended learning outcomes students need to attain
• a series of topic or subject matter under each subject area.

Educational Levels:

1. Basic Education

2. Technical Vocational Education

 4

3. Higher Education

B. Types of Curriculums

1. Official Curriculum state-sponsored, national policies set for mandatory compliance.

Example: k to 12

2. Recommended Curriculum suggested and advocated for by curriculum experts and/or

professional organizations.

Example: UNESCO (inclusion of gender and development to classes), PAFTE (Philippine

Association for Teachers and Educators)

3. Taught Curriculum what is actually delivered by the teacher, different planned activities which
are put into action in the classroom.

Example: While teaching nouns, Teacher Lea mentions in passing to her class that it is polite to
call people by their given names.

4. Learned Curriculum what learners actually learned. The learning outcomes achieved by the
learners. Example: While attending calligraphy class, Karlo learns proper hand posture and writing
strokes.

5. Support Curriculum it is the instructional materials that the teachers need. These are tangible
materials such as learning modules, textbooks, e-books, computers.

Example: Teacher Arnel uses Microsoft Excel and SPSS when teaching his Economics class to
help him and his students organize, tabulate and numerical data.

6. Written Curriculum sanctioned and approved for classroom delivery. Includes documents in
the form of course of study, syllabi, modules, books or instructional others and guides.

Example: Supervisor Max promptly collects and files weekly Mathematics lesson plan
submissions of the teachers of the department

7. Hidden Curriculum caught values that the students have which made them better individuals.
 5

Example: Due to numerous extra-curricular programs participated in by student leader Bert, he

developed outstanding leadership, self-regulation, and time management.

C. The Teacher as a Curricularist

A curricularist is an education-professional who is a specialist of the curriculum.

The following are the different functions of the teacher as a curricularist

1. Planner the teacher plans daily, monthly, and yearly curricula, and these documents serve as
guides in the curriculum's implementation

2. Writer the teacher writes curriculum plans, supportive instructional materials, and assessments
in accordance with curriculum plans and standards.

3. Knower the teacher must be knowledgeable about the subject matter.

4. Initiator the teacher implements the curriculum with the full belief that the Curriculum he/she
is initiating will enhance learning

5. Innovator the teacher makes adaptations in the curriculum whenever he/she sees fit and
appropriate.

6. Implementor the teacher gives life to the curriculum.

7. Evaluator the teacher evaluates whether the curriculum achieves the intended outcomes.

D. 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.

2. Collaborative a good curriculum is a product of various minds.

3. High Quality a good curriculum is of premium value, its conceptualization, design and
implementation must undergo rigorous process that are endorsed by curriculum experts and are
validated by curriculum implementers.
 6

4. Relevant a good curriculum is up-to-date and is tailored to suit the current demands of
learning.

5. Responsive a good curriculum is built on its projected metal value.

E. Ways of Approaching a Curriculum

1. Curriculum as a Content or body knowledge. It is quite common for traditionalists to equate

a curriculum to a topic outline, subject matter, or concepts to be included in the syllabus or a book.

There are four ways of presenting the content in the curriculum. These are:

a. Topical Approach, much content is based on knowledge and experiences are included;

b. Concept Approach, with fewer topics in clusters around major and sub-concepts, and their
interaction, emphasized, with relatedness;

c. Thematic Approach, as a combination of concepts that develop conceptual structures, and

d. Modular Approach, that leads to complete units of instruction,

2. Curriculum as a Process. Here, curriculum is not seen as a physical thing or a noun, but also
a verb or an action. It is the Interaction among the teachers, students and content.

3. Curriculum as a Product. It is what the students desire to achieve as learning outcomes.

 7

EXTEND BY RESEARCHING
Direction: Look for a three published articles or online journals related to the Characteristics of a
Good Curriculum and fill in the matrix below.

Title/Year/Author:

Finding:

Implications:

Differences:

EXTEND BY REFLECTING

The curriculum involves various type of curriculum such as official, recommended, learned
taught, support, written and hidden and also involves the teacher as a curricularist, teacher as
planner, knower, writer, initiator, innovator, implementor, and evaluator. The curriculum includes
also the characteristics of a good curriculum such as content, process and product. Reflect on your
role in curriculum designing and implementation. Write your answer in an essay form with 200 –
300 words.
 8

CHAPTER TEST
Direction: Based on what you have learned about the curriculum, answer the following questions.
The answer in each question must be 200 – 250 words only. Use the rubric as a guide when writing
your essay and check it again before you submit your essay.

1. List down the types of curriculums, explain and interconnect each.

2. How does a teacher's role as a curricularist involve collaboration with other educators and
stakeholders?

3. How can teachers continuously improve their curriculum design and instructional practices
through professional learning opportunities?

4. How can teachers overcome the challenges in implementing curriculum effectively and create
meaningful learning experiences for their students?
 9

ESSAY RUBRICS
Author: Amparo Zapanta

CRITERIA UNSATISFACTORY NEEDS SATISFACTORY OUTSTANDING

(0 PTS) IMPROVEMENT (15 PTS) (25 PTS)
(5 PTS)
Content and -Content is -Content is not -Content is accurate -Content is
Development Incomplete. comprehensive and /or and persuasive. comprehensive,
-Major points are not persuasive. -Major points are accurate, and
clear. -Major points are stated. persuasive.
-Specific examples addressed, but not well -Responses are -Major points are
are not used. supported. adequate and stated clearly and are
-Responses are address topic. well supported.
inadequate or do not -Content is clear. -Responses are
address topic. -Specific examples excellent, timely and
-Specific examples do are used. address topic.
not support topic. -Content is clear.
-Specific examples are
used.
Organization -Organization and - Structure of the paper -Structure is mostly - Structure of the paper
& Structure structure detract is not easy to follow. clear and easy to is clear and easy to
from the message. follow. follow.
-Transitions need
-Writing is disjointed improvement. -Transitions are -Transitions are logical
and lacks transition present. and maintain the flow
of thoughts. -Conclusion is of thought throughout
missing, or if provided, -Conclusion is the paper.
does not flow from the logical
body of the paper. -Conclusion is logical
and flows from the
body. of the paper.

Grammar, -Paper contains -Paper contains few -Rules of grammar, Rules of grammar,
Punctuation numerous grammatical, usage, and usage, and punctuation
& Spelling grammatical, punctuation and punctuation are are followed; spelling
punctuation, and spelling errors followed with minor is correct.
spelling errors error.
-Spelling is correct.
 10

REFERENCES

Banto, N., Gasanara, A., Hadjigaffar, R. and Sultan, A. (2024). Curriculum Development,
implementation and Evaluation – Unit 1 : Curriculum Nature, Concepts & Components
Bilbao, p., Dayagbil, F., Corpuz, B. (2020)- The Teacher and the School Curriculum. Published
by LORIMAR Publishing Inc
Department of Education Republic of the Philippines, DepEd k to 12 Program
[Link]