Module 1.

Curriculum: Concepts, Nature and Purposes

Lesson 1

Concepts, Nature and Purposes of Curriculum

Curriculum – dynamic process

-Listing of subjects
-Total learning experiences
e.g., PCSPE, SOUTELE, PCE", NCBTS
- can be viewed as a field of study
- made up of foundations 'philosophical, Historical, psychological, and societal foundations)

Curriculum from Different Points of View

1. Traditional Points of View of Curriculum

- body of subjects or subject matter prepared by the teachers for the students to learn.
- Synonymous to “course study” and “Syllabus”
- Most of the traditional ideas view as written documents or a plan of action in
accomplishing goals.
- “Permanent studies” where the rule of grammar, reading, rhetoric, logic and mathematics
for basic education emphasized. (Hutchins)

-Written documents or a plan of action in accomplishing goals"

Robin M. Hutchins – permanent studies (basic education)

Artur Bestor – an essentialist

-mission of the school should be intellectual training
-should focus on the fundamental intellectual disciplines
Joseph Schwab- Academic discipline (ruling doctrine) is the sole source of curriculum
- Divided into chunks of knowledge
Phenix- consists entirely of knowledge

2. Progressive Points of View of Curriculum

Progressivist point of view- listing of school subjects, etc… do not make a curriculum
- can only be called curriculum if the written materials are actualized by the learner
- It is learner- centered, having in mind that no two persons are alike
- Listing of subjects, syllabi, course of study and list of courses or specific discipline can only be
called curriculum if these written materials are actualized by the learner.
- Total learning experiences of the individual

John Dewey’s definition of experience and education

- reflective thinking is a means that unifies curricular elements.
- Thought is not derived from action but tested application
Caswell and Campbell- all experiences of children have under the guidance of teachers
 - Shared by Smith, Stanley and Shores (sequence of potential experiences set up in the
schools for the purpose of disciplining children and youth in group ways of thinking and
acting).

Marsh and Willis- experiences in the classroom which are planned and enacted by the teacher,
and also learned by the students

Points of View on Curriculum Development

Development- connotes changes which are systematic
- Should be purposeful, planned and progressive

Two Models:
1. Ralph Tyler - Four Basic Principles/ Questions
What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to attain these
purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained or not?

2. Hilda Taba- linear model

Advocacy was grassroots approach

Seven Major Steps

1. Diagnosis of learners needs and expectations of larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it.

The three interacting processes in curriculum development are

1. Planning
2. Implementing
3. Evaluating

Types of Curriculums Operating in Schools

- Described by Allan Glatthom ( 2000)
What