COURSE TITLE: THE TEACHER and the SCHOOL CURRICULUM

COURSE CODE: PROF. ED. 9

COURSE DESCRIPTION:
This course includes the study of the fundamental research-based concepts and principles in
curriculum and curriculum development as a foundation to engage perspective teachers as
curricularists. It also focuses on the more active role of the teacher in planning a
developmentally-sequenced teaching-learning process; identifying constructively-aligned
learning outcomes and competencies; contextualizing, localizing and indigenizing curricula;
implementing relevant and responsive learning programs; and evaluating the curriculum
towards its improvement. The teachers’ individual, collegial change vis-à-vis various contexts of
teaching-learning, curricular requirements and curricular reforms shall also be given emphasis.

COURSE LEARNING OUTCOMES:

At the end of the course pre-service teachers should be able to:
1. demonstrate research-based knowledge of the concepts, theories and principles in the
curriculum and curriculum development within and/or across curriculum teaching areas;
2. demonstrate skills in designing and developing constructively-aligned and
developmentally-sequenced learning programs, experiences and instructional processes
consistent with curricular needs;
3. demonstrate knowledge in implementing contextualized learning programs and/or
instructional plans that are relevant and responsive to the needs of diverse learners;
4. demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups;
5. demonstrate skills in the selection and use of tools appropriate for monitoring, critiquing
and assessing instructional plans; and seek advice concerning strategies that can enrich
teaching practice.

CONTENT: Unit I - Nature of the Curriculum

TIME ALLOTMENT: Week 1-2
INTENDED LEARNING OUTCOMES:
At the end of unit 1, pre-service teachers should be able to:
a. define the major conceptions of curriculum, and;
b. analyze the nature of the curriculum.

A. Definition
Curriculum refers to the lessons and academic context taught in school or in a specific
course or program. According to J.L. Mc Brien, et. al, curriculum may refer to all the courses
offered at a given school, or all the courses offered at a school in a particular area of study.

Characteristics of a Good Curriculum

1. It is continuously evolving. It evolves from one period to another, to the present. For a
curriculum to be effective, it must have continuous monitoring and evaluation. It must
 adapt its educational activities and services to meet the needs of a modern and dynamic
community.
2. It is based on the needs of the people. A good curriculum reflects the needs of the
individual and the society as a whole.
3. It is democratically conceived. A good curriculum is developed through the efforts of a
group of individuals from different sectors in the society who are knowledgeable about
the interests, needs and resources of the learner and the society as a whole. The
curriculum is the product of many minds and energies.
4. It is the result of a long-term effort. A good curriculum is a product of long and tedious
process. It takes a long period of time in the planning, evaluation and development of a
good curriculum.
5. It is a complex of details. A good curriculum provides the proper instructional
equipment and meeting places that are often most conducive to learning. It includes the
student-teacher relationship, guidance and counseling program, health services, school
and community projects, library and laboratories, and other school related work
experiences.
6. It provides for the logical sequence of subject matter. Learning is developmental. Classes
and activities should be planned. A good curriculum provides continuity of experiences.
7. It complements and cooperates with other programs 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.
8. The curriculum has educational quality. Quality education comes through the situation
of the individuals intellectual and creative capacities for social welfare and
development. The curriculum helps the learner to become the best that he can possibly
be.
9. The curriculum has administrative flexibility. It must be ready to incorporate changes
whenever necessary. The curriculum is open to revision and development to meet the
demands of globalization and the digital age.

B. Major Conceptions
1. Types of Curriculum
a. Recommended Curriculum
The Department of Education, the Commission on Higher Education or any
professional organization can recommend and implement a curriculum.
For example, in the Philippines, the curriculum being implemented by DepEd or
CHED is an example of recommended curriculum. In some cases, a law-making body
like the congress and the senate or a university or a school can recommend a
subject, a course, or any academic program deemed necessary for national identity
and security, for environmental protection, and sustainable development.

b. Written Curriculum
This refers to a lesson plan or syllabus written by teachers. Another example is
the one written by curriculum experts with the help of subject teachers. This kind of
written curriculum needs to be pilot tested or tried out in sample schools to
determine its effectiveness.

c. Taught Curriculum
This is about the implementation of the written curriculum. Whatever is being
taught or an activity being done in the classroom is a taught curriculum. So when a
teacher gives a lecture, initiate group work, or ask students to do a laboratory
 experiment with his guidance, the taught curriculum is demonstrated. The
curriculum contains different teaching styles and learning styles to address the
students’ needs and interests.

d. Supported Curriculum

This is the curriculum supported by available resources such resources include

both human (teachers) as well as physical (textbooks, workbooks, audiovisual aids,
teacher guides, grounds, buildings, library books and laboratory equipment).

e. Assessed Curriculum
When students take a quiz or the mid-term and final exams, these evaluations are
the so-called assessed curriculum. The teacher may use the pencil and paper tests
and authentic assessments like portfolio and performance-based assessments to
know if the students are progressing or not.

f. Learned Curriculum
This type indicates what the students have learned. The capability that students
should demonstrate at the end of the lesson can be measured through learning
outcomes. A learning outcome can be manifested by what students can perform or
do either in their cognitive, affective or psychomotor domains. The test results can
determine the learning outcome, and the students can achieve it through learning
objectives.

2. Components of Curriculum
There are four major components of the curriculum which are essential. These are
interrelated to each other. Each of these has a connection to one another.

a. Aims, goals and objectives

They spell out what is to be done. They try to capture what goals are to be
achieved, the vision, philosophy, the mission statement and objectives. They
clearly define the purpose and what the curriculum is to be acted upon and what
to drive at.

b. Content or Subject Matter

This contains information to be learned in school. It is an element or a medium
through which the objectives are accomplished. A primordial concern of formal
education is primarily to transmit organized knowledge in distilled form to a new
generation of young learners.
In organizing the learning contents, balance, articulation, sequence, integration,
and continuity form a sound content.

c. Curriculum experience, instructional strategies and methods

These are the core of the curriculum. These instructional strategies and
methods will put into action the goals and use of the content in order to produce
an outcome. These would convert the written curriculum to instruction. More-
over mastery is the function of the teacher direction and student activity with the
teacher supervision.

d. Curriculum evaluation
 This is an element of an effective curriculum. It identifies the quality,
effectiveness of the program, process and product of the curriculum.

In summary, the components of the curriculum are distinct but interrelated to

each other. They should always be present in a curriculum for they are the
essential ingredients to have an effective curriculum.

The aims, goals, and objectives serve as the anchor of the learning journey, the
content or the subject matter serves as the meat of the educational journey, the
curriculum experience serves as the hands – on exposure to the real spectrum of
learning and finally the curriculum evaluation serves as the barometer as to how
far had the learners understood on the educational journey.

3. Purpose of the Curriculum

The purpose of having a curriculum is to provide teachers with an outline for what
should be taught in classrooms. It equips them with a wide range of theoretical and
methodological skills that will allow them more options and greater flexibility in
designing and implementing learning environments that will maximize their students’
learning, once they are in the teaching service.

The curriculum provides the guidelines to the teachers as well as to students, what a
teacher has to teach and what the students have to learn.

SUGGESTED ASSESSMENT
1. Write a reflection paper on ideas that you have learned from Unit I - Nature of the
Curriculum.
2. Do you think the different types of curriculum are implemented in the classroom by the
teacher? Support your answer.
3. Summative/Unit Test (optional)