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Pte 5 Module Unit I Overview of Curriculum
Pte 5 Module Unit I Overview of Curriculum
Overview
This unit tackles the concepts, nature and purposes of curriculum, curriculum development in
the Philippine Context, types of curricula, foundations of curriculum, and its characteristics.
Under the concepts, nature and purposes of curriculum, the origin of the term curriculum will
be traced to give the students a clear view of what a curriculum is or all about its very nature.
Furthermore, the importance of the curriculum will be discussed and how it was crafted or
formulated by the different experts in the field. Development of the curriculum in the Philippine
context is as important in tracing how it evolved and developed over time from the pre-Spanish
period until such time that the Philippines gained its independence in July 4, 1946 – a liberation from
the American Regime in the country.
The types of curricula and how these types have been founded and its characteristics are
worthy to be discussed to provide the students a better understanding about the entire unit.
Learning Objectives
Setting Up
I would like you to ponder on the following questions, before you continue reading the
topics/lessons included in this module. Read the questions twice and try to reflect.
1. Do you know that everything has a beginning and an end?
2. Do you know the origin of the term, curriculum?
3. What do you think could be the possible reasons how a curriculum has been crafted?
4. Why do you think that you need to study about the curriculum?
5. Does the philosophy, goals, and objectives have something to do with the vision-mission of
an educational institution?
6. From what philosophies are curriculum founded?
7. Which do you think is more important, the learner or the subject-contents?
8. How would you describe the characteristics of a good curriculum?
Lesson Proper
The following are the characteristics of the curriculum as viewed by the Essentialist and the
Progressive type of schools. You have to examine, assess, and reflect on how these characteristics
could affect the operation of an institution.
For your better and clearer understanding, the following are definitions of curriculum presented
in tabular form:
Table 2. Curriculum Definitions
Traditional Points of View of Progressive Points of View of
Curriculum Curriculum
• Body of subjects or subject matter • Listing of subjects, syllabi, course of
prepared by the teachers for the students study, and list of courses or specific
to learn (Bilbao, 2015). discipline can only be called curriculum if
• Synonymous to “course study”. (Bilbao, these written materials are actualized by
the learner (John Dewey).
2015)
• Total learning experiences of the
• “Permanent studies” where the rule of
individual (Caswell and Smith).
grammar, reading, rhetoric, logic, and • All experiences children have under the
mathematics for basic education guidance of teachers (Caswell &
emphasized (Robert Hutchins)
Campbell).
• Curriculum should focus on the • Experiences in the classroom which are
fundamental intellectual disciplines of planned and enacted by the teacher, and
grammar, literature, and writing. It also learned by the students (Marsh and
should also include mathematics, science, Willis).
history, and foreign language (Arthur
• Curriculum is a sequence of potential
Bestor).
experiences set up in schools to discipline
• Discipline is the sole source of curriculum
children and youth in group ways of
(Joseph Schwab). thinking and act (Smith, Stanley, &
• Curriculum should consist entirely of Shore).
knowledge from various disciplines • Experiences in the classroom which are
(Phenix, 1964 as cited by Bilbao, P., planned and enacted by teacher, and also
Dayagbil, F. & Corpuz, B. (2015). learned by the students (Marsh and
Willis).
According to Allan Grathon (2009) as cited by Bilbao, Purita (2012), there are seven (7) types
of curricula operating in schools. But for purposes of identifying some of the types which may not be
working in schools, 10 are presented below. You can then review and scrutinize the different types
and provide examples in the activity at the end of the unit to have successful learning and, eventually,
be effective in your teaching career.
Type Description
1. Recommended Scholars and professional organizations propose it. The curriculum may
Curriculum come from a national agency or any professional organization (Allan
Grathon (2000), as cited by Bilbao et al. (2008)) who has a stake in
education.
2. Written Curriculum It includes documents, courses of study, or syllabi for implementation.
Curriculum experts make most written curricula with the participation
of teachers. An example of this is the Basic Education Curriculum (BEC),
and the written lesson plan of each classroom teacher is made up of
objectives and planned activities of the teacher. (Allan Grathon (2000),
as cited by Bilbao et al. (2008))
3. Taught Curriculum The different planned activities teachers implement or deliver in the
classrooms and schools, which are put into action, compose the taught
curriculum. These are varied activities that are implemented in order to
arrive at the objectives or purposes of the written curriculum. It varied
according to the learning styles of the students and the teaching styles
of the teacher. (Allan Grathon (2000), as cited by Bilbao et al. (2008))
4. Supported Curriculum Includes material resources such as textbooks, computers, audio-visual
materials, laboratory equipment, playgrounds, zoos and other facilities,
which support and help in the implementation of the curriculum (Allan
Grathon (2000), as cited by Bilbao et al. (2008)). Support curriculum
enables each learner to achieve real and lifelong learning.
5. Assessed Curriculum It refers to a tested or evaluated curriculum. Series of evaluations are
being done by the teachers at the duration and end of the teaching
episodes to determine the extent of teaching or to tell if the students are
progressing. Assessment tools like pencil-and-paper tests, authentic
instruments like portfolios are being utilized (Allan Grathon (2000), as
cited by Bilbao et al. (2008)).
6. Learned Curriculum It refers to the learning outcomes achieved by the students. Learning
outcomes are indicated by the results of the tests and changes in
behavior which can be either cognitive, affective or psychomotor (Allan
Grathon (2000), as cited by Bilbao et al. (2008)). In other words, what
you as students learn and what is measured.
7. Hidden Curriculum It is the unintended curriculum that is not deliberately planned but may
modify behavior or influence learning outcomes. Peer influence, school
environment, physical condition, teacher-learner interaction, the mood
of the teacher, and many other factors make up the hidden curriculum
(Allan Grathon (2000), as cited by Bilbao et al. (2008)).
8. Concomitant These are things that are taught at home; those experiences that are part
Curriculum of a family's experiences or related experiences sanctioned by the
family. This type of curriculum may be received at church, in the context
of religious expression, lessons on values, ethics or morals, molded
behaviors, or social experiences based on a family's preferences, Eisner,
E.W. (1994) as cited by Wilson (1990).
9. Phantom Curriculum The messages prevalent in and through exposure to any type of media.
These components and messages play a major part in your
enculturation into the predominant meta-culture or acculturate you
into narrower or generational subcultures (Eisner, E.W. , 1994) as cited
by Wilson (1990).
10. Null Curriculum Various contents that must not be taught to you (Tanner and Tanner,
(Excluded 2007).
Curriculum) Sometimes your teacher ignores some content or skill, deliberately or
unknowingly. S/He may consider some idea unimportant and forget it.
Similarly, your teacher may avoid detailed descriptions of some topic
for one or another reason. Sometimes also, you fail to learn specific
knowledge, skills, or attitude for various reasons.
A. Historical Foundation
B. Philosophical
C. Psychological Foundation
D. Social Foundation
A. Historical Foundation of the Curriculum
Curriculum Development in the Philippines touched on the religion, economic, political, and
social influences and events in the country. Colonial rules in the Philippines tailored the curriculum
to serve colonial goals and objectives, Bilbao (2015) as cited by Prof. Ronnie E. Pasigui
(https://www.slideshare.net/arjaymesguerra/curriculum-development-14099299).
You have to examine the nature/system of the curriculum in the Philippines under the different
periods as follows:
1. Pre-Spanish Period
Pre-Spanish Curriculum
➢ Informal education through interaction with other people.
➢ No direct teaching, no formal method of instruction
➢ Unplanned and unsystematic learning.
➢ Education is for survival, conformity, and enculturation.
3. American Period
➢ Creation of public school system to train Filipinos after the American way of
life or to teach democracy as a way of life
➢ American-devised Curriculum
➢ Based on the ideals and traditions of America and her hierarchy of values
(Bilbao, 2015 as cited by Prof. Ronnie E. Pasigui).
➢ Reading materials were about American history, development, discoveries,
and people.
➢ Medium of Instruction: English
➢ Primary curriculum consisted of three grades which provided body training
and mental training.
➢ Intermediate curriculum consisted of subjects such as arithmetic, geography,
science, and English.
➢ Collegiate Level included a teacher’s training curriculum appropriate for
elementary mentors to replace the Thomasites.
➢ Curriculum organization: separate-subject
9. Present (1986-present)
➢ DECS Order No. 6 s. 1998, issued by Education Sec. Quisumbing strengthens
the teaching of values in the New Elementary School Curriculum (NESC)
launched in SY 1989-1990 under the Program for Decentralized Educational
Development (PRODED) and Secondary Educational Development Program
(SEDP)
➢ Education aimed to promote national development and values education
(Don Adams, 2002)
➢ Implementation of NESC-addressed to civic, intellectual, and character
development of the child
➢ Implementation of RBEC
➢ Implementation of the K-12 Curriculum
Of all foreign educational systems, the American educational system has the greatest influence
on our educational system. The following six curriculum theorists contributed their views on
curriculum:
a. Franklin Bobbit (1876-1956)- presented curriculum as a science that emphasizes students'
needs.
b. Werret Charters (1875-1952) considered curriculum also a science-based on students'
needs, and the teachers plan the activities.
c. William Kilpatrick (1871-1965) - viewed curriculum as purposeful activities which are
child-centered.
d. Harold Rugg (1886-1960) - emphasized social studies in the curriculum and the teacher
plans the lesson in advance.
e. Hollis Caswell (1901-1989) - sees curriculum as organized around social functions of
themes, organized knowledge and learner's interests.
f. Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of the
school's philosophy based on students' needs and interests.
The historical development demonstrates the numerous shifts in curriculum goals, values, and
content.
The philosophical foundation of the curriculum helps determine the driving purpose of
education and the roles of the various participants. While all foundations propose to set goals of the
curriculum, philosophy presents the manner of thinking from which those goals are created. One’s
driving philosophy suggests if education should develop the individual or enforce group norms
(Ornstein & Hunkins, pp. 34-36); if it is to enforce group norms, it further defines if that should be
the current set or a move towards changing those norms. Philosophies vary in the perception of truth,
ranging from absolute to relative and from moralistic to scientific (34-37). In all of this, one’s
philosophy defines the role of the teacher, ranging from all-knowing authoritarian to that of a mentor,
and the part of the student, ranging from an obedient vacant vessel to an individual worthy of actively
engaging in one’s educational process. As we look through history, we see how philosophies have
gained and waned in popularity in society and how even psychological research is embraced, ignored,
or even rejected based on philosophical standings of the time.
Philosophy of education lays the solid framework for every curriculum. A curriculum manager
or expert, implementer or teacher, head of school, evaluator supports a clear theory in his/her
decision-making method.
Psychology provides a basis for the teaching and learning process. You, as learners, are not
machines, and your mind is not a computer. As individuals, you are affected by biology and the culture
to which you are exposed. It would be best to consider psychology in the learning and developing the
curriculum to ensure that you can achieve more advanced, more comprehensive, and complete
human understanding.
The following are the three major groups of learning theories that help shape in crafting
the curriculum:
1. Behaviorists Psychology/Behaviorism
➢ Based on the idea that all behaviors are acquired through conditioning through your
interaction with the environment.
➢ Learning is organized so that you can experience success in the process of mastering the
subject matter.
➢ Method of teaching is introduced in a step-by-step manner with proper sequencing of
the task.
Proponents: Edward Thorndike, Ralph Tyler, Hilda Taba, Robert Gagne
2. Cognitive Psychology
➢ focus attention on how you, as individuals, process information and how you monitor
and manage thinking.
➢ Learning constitutes a logical method for organizing and interpreting your
understanding (Bilbao, 2015).
➢ Knowledge is rooted in the tradition of subject matter where your teachers use many
problems and thinking skills in teaching-learning (Bilbao, 2015)..
➢ These are exemplified by reflective thinking, creative thinking, intuitive thinking,
discovery learning, etc. (Bilbao, 2015).
Proponents: Jean Piaget, Howard Gardner, Daniel Goleman
3. Humanistic Psychology
➢ Is concerned with how you can develop your human potential.
➢ is based on Gestalt psychology. Learning can be defined in terms of the fullness of the
question and where the world is evolving. As a learner, you are reorganizing your
expectations continuously.
➢ The program concerns the process, not the goods, the personal needs, not the subject
matter; the psychological sense, and the environmental circumstances in which you are
exposed.
Proponents: Gestalt, Abraham Maslow1, Carl Rogers
Schools exist within the context of society, and social culture influences, and their curricula.
The relationship between curriculum and society is mutual and encompassing. Curriculum-society
relationships are reciprocal and inclusive. Therefore, the curricula should represent and maintain
the culture of society and its ambitions to be relevant. Simultaneously, the community should also be
interested in the changes brought about by formal institutions called schools.
According to Ornstein, A. and Hunkins, F. (1998), education systems are closely tied to the
institutional network of society. Thus, to understand how the content of schooling is shaped in any
society, you must understand the relationship between education and other institutions in society. In
other words, to understand what is taught, how it is taught and why it is taught, you need to look at
the social forces that shape the curriculum. When designing a curriculum, the following questions
must be addressed:
• To what extent should the curriculum consider the world outside of school?
• How do changes in society affect curriculum? (Ornstein and Hunkins, 1998)
Knowing the social foundations of the curriculum is crucial in making decisions about what
should be included in the curriculum and eventually what happens in the classroom. Schools exist
within the context of society and influence culture, which in turn shapes curriculum. The story
‘Curriculum of Forest School’ illustrates this point. A curriculum should be able to prepare (Sarah
Beason) students for the present and the future. In other words, a curriculum should address your
wants and needs by responding to social conditions locally, nationally, and globally (McNeil, 1995).
You might ask, “Why do I need to study algebra? I do not intend to be a mathematician, computer
scientist, or engineer”. The importance of such subjects in a curriculum may not be apparent to you
as learners. Still, teachers know that solving algebra problems requires thought skills that may not
seem instantly important but will benefit you indirectly later in your life in many careers and jobs.
The effectiveness of the development of a curriculum determines the quality of the curriculum
itself.
According to Stabback, Philip (UNESCO, 2015), the following should be the characteristics of a
good quality curriculum:
➢ Values you as a child and holds that every child matters equally;
➢ Is comprised of high quality ‘content’ which is up-to-date and relevant;
➢ Suitably demanding;
➢ Appropriately sequenced and progressive;
➢ Balanced;
➢ Integrated;
➢ Is well-organized and structured;
➢ Clearly documented or comprises a number of inter-related components expressed in
consistent and coherent documents; and
➢ Is underpinned by a set of theoretical and philosophical beliefs about how children learn.
Furthermore, in their article published in the IOSR Journal of Nursing and Health Science (IOSR-
JNHS), Mrs. Subharani P, Mrs. Bhuvaneswari G., Mrs. Tamil Selvi S. &, Mrs. Sujithra. S. identified the
following characteristics of a good curriculum:
7. The Curriculum complements and cooperates with other programs of the community.
• The curriculum is responsive to the needs of the community.
• The school offers its assistance in the improvement and realization of ongoing
programs of the community.
• There is cooperative effort between the school and the community towards greater
productivity.
References
Books
Bilbao, Purita, Filomena T. Dayagbil & Brenda B. Corpuz. 2015. Curriculum Development for Teachers
Lorimar Publishing. Quezon City Metro Manila.
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum development. Quezon
City: Lorimar Publishing, Inc.
Burks, Kendra (1998). Elementary Instruction Specalist. Pleasanton Indepnedent School District.
Cortes, C.E. (1981) The societal curriculum: Implications for multiethnic educations. In Banks,
J.A (ed.) Educations in the 80’s: Multiethnic education. National Education Association.
Corpuz and Salandanan 2015. Principles of Teaching. Lorimar Publishing. Quezon City Metro Manila.
Daryl Tabogoc, CEO/President at “Dytabian Media Production” on Mar 15, 2013 7,251 views.
Eisner, E.W. (1994) The educational imagination: On design and evaluation of school
programs. (3rd. ed) New York: Macmillan.
Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a new millennium. Boston: Allyn and
Bacon.
Neeraja KP., (2003). “Textbook of nursing education” New delhi : Japee brothers medical publishers
(p) Ltd.
Pawilen, Greg T. 2015. Curriculum Development: A Guide for Teachers. Rex Book Store. Manila,
Philippines.
Reyes, Emerita & Erlinda Dizon, Ed.D. 2015. Curriculum Development. Adriana Publishing Co., Inc.
Quezon City, Metro Manila.
Sankaranarayana (2009). “Learning and Teaching Nursing”. Calicut: Benny publication 3rd edition.
Saylor, Galen J. William M Alexander & Arthur J. Lewis. 1981. Curriculum Planning for Better
Teaching and Learning, 4th Edition. New York: Holt, Rinehart & Winston.
Tanner, D., & Tanner, L. (2007). Curriculum Development: Theory into Practice (4th ed.). Upper
Saddle River, New Jersey Columbus, Ohio: Pearson Merrill Prentice Hall.
Tyler R.W. 1949. Basic Principles of Curriculum and Instruction. Chicago and London: University of
Chicago Press.
Wilson, L. O. (1990, 2004, 2006) Curriculum course packets ED 721 & 726, unpublished
Journals
Mrs. Subharani P, Mrs. Bhuvaneswari G., Mrs. Tamil Selvi S. &, Mrs. Sujithra. S.IOSR Journal of
Nursing and Health Science (IOSR-JNHS) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 3, Issue 2 Ver.
IV (Mar-Apr. 2014), PP 48-50. www.iosrjournals.org
Stabback, Philip (2015), Current and Critical Issues in Curriculum and Learning
In-Progress Reflection. UNESCO IBE, No.2 IBE/2016/WP/CD/02.
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