CHAPTER 1 : CURRICULUM CONCEPTIONS

Includes:
UNDERSTANDING CURRICULUM - point of view about curriculum concerns
- goals of what curriculum should accomplish
DEFINITIONS OF CURRICULUM - how curriculum should be designed

1. Curriculum as a list of subject 1. Academic Rationalist Conception

- permanent or traditional subjects - oldest among curriculum conceptions
- discipline or subject areas are the focus of curriculum
2. Curriculum as learning experiences
- curricular and co-curricular activities 2. Cognitive Processes Conception
- hidden curriculum - develop cognitive skills
- subject matters are instrument for developing these cognitive skills
3. Curriculum as planned learning experiences
- documents specifying contents, objectives 3. Humanistic Conception
- what students should know in specific discipline - curriculum/education is an instrument for developing full potential
of individuals
4. Curriculum as intended learning outcomes - curriculum should focus on individual's needs and interests.
- list of learning competencies
4. Social Reconstructionist Conception
5. Curriculum as a discipline - schooling is an agency for social change
- has own principles, theories, and practices - curriculum respond to the needs, issues, problems, and demands of
society
6. Curriculum as content or subject matter
- series of topics under each subject 5. Technological Conception
- development of means to achieve curriculum
TYPES OF CURRICULUM - schooling is a complex system that can be analyzed into its
constituent components
1. Ideal or Recommend Curriculum
- most appropriate curriculum 6. Eclectic Conception
- researchers proposed curriculum innovations or alternative - curriculum workers aligning their ideas with two or more
curriculum content curriculum conceptions
- develop response to curricular problems and issues - each curriculum conceptions needs to be considered and is
influential in designing curriculum
2. Intended, Official, or Written Curriculum
- prescribed by the government ELEMENTS OF CURRICULUM
- TESDA, CHED, DEPED
- Example: K-12 Curriculum 1. Intent (Aims, Goals, Objectives)
- direction that curriculum developers wish to take
3. Implemented Curriculum - Aims: broad statement, hope to be achieved
- actual implementation - Goals: specific statement, hope to be learned
- what teachers should teach in school - Objectives: specific learning outcomes
- teachers modify and improve this
2. Content
4. Achieved or learned curriculum - values, concepts, or skills that are important to learn by the
- result of the curriculum learners
- what the students actually learned
- was the school successfully attain their goals 3. Learning experiences
- all instructional strategies
5. Tested Curriculum - form of activities, strategies, methods or approaches
- set of learning that assessed students
4. Evaluation
6. Entitlement Curriculum - ways and tools used to evaluate the "intent"
- expectations of people/general society for the learners to learn

7. Supported curriculum CHAPTER 2 :

- resources allocated to support or deliver the official curriculum
CURRICULUM PLANNING
8. Null or Censored Curriculum
- contents/topics that must not taught CURRICULUM SOURCES (Tyler, 1949)

9. Hidden Curriculum 1. Society

- all learnings as a result of interaction with peers, students, staff, - responding to the needs and demands of the society
faculty members - provides information about the context in curriculum
- not actually taught in formal classroom learning - society becomes multilingual ang multicultural
- includes school culture - important to make the curriculum more relevant and responsive

CURRICULUM FOUNDATIONS 2. Learners

- major beneficiaries/direct subjects of the school curriculum
Psychology - align the curriculum to the needs and nature of students
- understanding human behavior - important in selecting and learning experiences
- studies of learners and learning theory
3. Discipline or subject matter
Sociology and Anthropology - different subjects are unique in terms of design and content
- sociology: knowledge about society - educators are required to analyze the contents prescribed by the
- anthropology: knowledge about culture government
- both focus on the studies of life - important in selecting and designing curriculum contents

Philosophy CURRICULUM INFLUENCES (Stark and Latucca, 1997)

- studies of the nature and value of knowledge - affect the whole academic plan
- what subjects or topics are worthwhile
- helps in organizing schools and classrooms Academic Plan
- incorporates a total blueprint for action, including the purposes,
activities, and ways of measuring success.
1. External influences
- directly influence curriculum decision making 7. Government Policies and Agencies
> society
> market demand In basic education:
> government - DepEd issues DOs and memoranda; guides public & private schools
> disciplinary associations
> alumni In college level:
- CHED issues Mos
2. Internal influences - prescribes faculty qualifications, facilities, and other requirements
- related to the school for the implementation and administration of the courses
> faculty members
> students 8. Market Demands
> disciplines - needs of the society
> program mission - student’s knowledge, values, and skills are prepared to meet the
needs and demands of the society
3. Organizational Influences - schools are expected to develop graduates that can be assets and
- school factors but more concerned with the governance of the good citizens of the society
program and support system
> school resources 9. Alumni
> leadership - donating money
> governance and program relationship - providing comment or evaluation feedback
- living testimony of the quality education offered by the school
SEVERAL CURRICULUM INFLUENCES
10. Media and ICT (Information and Communication Technologies)
(Pawilen, 2011) - internet enables teachers and students to access almost all info’s
- shows the result of FGD with the faculty members and - technology connects the school to global community
administrators who identified the ffg. several curriculum influences - LCD, projectors, etc. are made available for instructional purposes
- these influences are always considered in planning, designing,
developing, revising, and evaluating curriculum 11. The Church and Church-related Agencies
- schools offers institutional requirements such as bible subjects,
1. Students theology, and Christian living subjects
- most influential among the different curriculum influences - religious schools offers retreats, chapel services, other religious act
- teachers observe that their demographic characteristics influence
their attitude and performance toward learning 12. School Facilities and Other Resources
- school facilities that are very useful in providing quality education,
2. School’s Vision, Mission, and Core Values includes:
- fundamental bases in developing the four elements of curriculum > classrooms
- included in all lesson plans/courses syllabi > libraries
- reflected in the planned, implemented, and hidden curriculum > laboratories
- reflections of what the institutions can contribute to the society > ICT equipment
and to the development of individuals > dormitories
- students and alumni are expected to possess the core values > school clinics
> counseling office
3. Admission and Retention Policies > canteen
- set the standards of what kind the students are admitted > chapel for sectarian schools
- includes the things they need to do in the institution until they > laboratories
graduate
- school rules are set to give order and provide smooth 13. Student Services
implementation of the curriculum campus ministry:
- helps in spiritual nourishment
4. Faculty Members guidance and counseling services:
- key implementers - helps personal and psychological concerns
- experts in contents they teach and in pedagogy health services:
- helps health related concerns through clinic
In basic education: financial assistance and scholarship:
- teachers take the role of a second parent to their students - provides financial assistance
- teachers are seen as models of high-ethical life student affairs office:
- teachers are intellectuals in various subject areas - guides in organizing activities
- provides all forms of support for academic & personal development
In college level:
- teachers are experts in the fields
CHAPTER 3 :
- teachers have academic freedom that allows them to modify and
plan their syllabi CURRICULUM DESIGN
5. School Administrators and Board of Trustees
- providing curriculum leadership in schools, colleges, & universities DEFINITIONS OF CURRICULUM DESIGN
- set and approve rules for the school - refers to the arrangement of the elements of the curriculum
- administer the planning, implementation & evaluation of curriculum - in many books, it is used interchangeably with curriculum
- part of the entire team of curriculum workers organization

6. Accrediting Agencies LEVELS OF ORGANIZING CURRICULUM CONTENT (Posner, 1997)

- set the necessary standards for curriculum, instruction, faculty, and
facilities 1. Macrolevel
- determine the quality of the courses being offered in an institution - general or overall process of curriculum development
- arranging or organizing the total curriculum from the philosophy
Accrediting Agencies in PH down to the context of the different subjects
> ACSCU-AAI - referred to as function of curriculum design
(Association of Christian Schools, Colleges, and Universities,
Accrediting Agency Incorporation) 2. Microlevel
> PAASCU - specific phase or on a specific context
(Philippine Accrediting Association of Schools, Colleges, and - organizing the content of a specific subject/discipline
Universities) - referred to as function of curriculum organization
> AACCUP
(Accrediting Agency for Chartered Colleges and Universities in the
Philippines)
CURRICULUM DESIGN (Print, 1998) SEQUENCING CURRICULUM CONTENT (Print, 1993)

A. Subject-centered Design 1. Simple to Complex

- most of the curricula used in schools are arranged or organized in - the topics are arranged in progressive spiral sequence
terms of subject
- the most popular among the four curriculum designs 2. Prerequisite Learning
- followed in subject that largely consist of laws and principles
1. Subject Design - to understand these laws and principles, students should learn the
- offered in elementary level basic prerequisite knowledge and concept
- curriculum is organized in terms of subject
- subject are organized in fragmented manner 3. Chronology
- suggest sequencing of content according to chronology of events
2. Academic Disciplines Design
- offered in high school or college level 4. Whole to Part Learning
- curriculum is organized in terms of discipline - deductive approach
- see the big picture to understand specific concepts and skills
3. Integrated Design
- learners learn in an integrated manner 5. Increasing Abstraction
- merger two or more related subjects - sequenced according to the idea or principle that a student can
learn most effectively if the concept is related or relevant to own
TYPES OF INTEGRATION personal experiences
> Interdisciplinary
- merging two related disciplines/subjects
CHAPTER 3 :
- example: science + health
> Multidisciplinary CURRICULUM DEVELOPMENT
- merging two or more related disciplines
- example: geography + history + economics
> Core CURRICULUM DEVELOPMENT MODELS
- all disciplines/subjects put together using a single theme
- used in preschool A. Linear Models of Curriculum Development
- example: self > family > community - highly prescriptive
- logical and sequential approach
B. Learner-centered Design - direct and time efficient approach
- focus on the needs, nature, and interests of learners - rational step by step procedure
- aim is to develop the student’s potential and abilities - starting with objectives

1. Activity or Experience Design 1. Tyler’s Rational Linear Model

- concentrates on meaningful and interesting activities 2. Taba’s Grassroots Rational Model
- develop various skills process skills, problem solving, etc. 3. Standards-based Curriculum Development Model
4. Understanding by Design Model (UBD)
2. Humanistic Design 5. Systematic Design Model
- focus on the holistic development of an individual 6. Murray Print Model for Curriculum Development
- addresses the needs and nature of the learners
B. Cyclical Models of Curriculum Development
C. Problem-centered Design - prescriptive
- understanding and finding solutions to individual & social issues - continuous process
- require student’s skills to address social and individual problems - starting with situational analysis

1. Thematic Design 1. Audrey Nicholls & Howard Nicholls Model for Curriculum
- emphasis on human activities as the themes of study Development
- others use different topics that are interesting to students 2. Wheeler’s Curriculum Development Model
- themes can either be concepts, guided questions, etc. 3. The Contextual Filters Model of Course Planning

2. Problem Design
- learners are exposed in solving real-life problems B. Dynamic Models of Curriculum Development
- they are exposed to practical situations or issues - can modify, change, and improve
- starting with any curriculum element or process
D. Core Learning Designs
- learning a set of common subjects, disciplines, courses, skills, or 1. Walker’s Model of Curriculum development
knowledge 2. Skilbeck’s Curriculum Development Model
- aims to provide a uniform type of education that is transformative 3. Eisner’s Artistic Approach to Curriculum Development
and relevant to all types of students 4. Pawilen’s Model for Developing Curriculum

1. Core Design
- set of common subjects, disciplines, or courses
- required for students to study before they graduate

2. National Core Curriculum

- set of subjects or courses
- requires to be taught to all students across the country
- prescribed by the state through DepEd and CHED

THINGS TO CONSIDER IN DESIGNING CURRICULUM (Main Forces)

1. Horizontal Organization
- scope and integration
- concerned with the arrangement of curriculum components
- focuses on establishing relationships and integration among subject
areas in elementary and secondary curriculum

2. Vertical Organization
- sequence
- focuses on the spiral progression of curriculum contents
- distribution of curriculum contents from K-12
- focus on developing student’s mastery of the content