Module 1

Nature of the Curriculum

“Education is the most powerful weapon which you can
use to change the world” – Nelson Mandela

In this Module

 Definition of the Curriculum

 Major Conceptions (Types, Components, and
Purpose)

Knowing the curriculum’s nature is an essential requirement for a future

educator. This module captures the concepts, types, components, and purpose of a
curriculum. These lessons would help learners build their own understanding of what
is the reality of the curriculum. Moreover, this provides key concepts to fully
understand scholars' different perspectives and how their views affect education today.
Meanwhile, on the discussion about types and components, mnemonics were provided
so that you would be able to remember it with ease. This module also has given relevant
samples for this topic so you could have comprehensive learning as you go with self-
directed instruction. Lastly, this module has been arranged from activity, analysis,
abstraction, and application.

At the completion of this module, you should be able to;

 Define the major concepts of the curriculum

 Analyze the nature of the curriculum

Are you all set and ready, then explore and learn the lesson now!
Lesson
Definition of the Curriculum
1

At the end of the session, you are expected to:

1. Define the major conceptions of curriculum.

INTRODUCTION

Hi, students! The lesson I tackles about the definition of the curriculum, and this
would allow you 60 minutes to complete the activities and tasks. Before we start, I
would like to share some rules as a guide during the process of learning and teaching;
1. Read the given information carefully for you to be able to answer the prepared tasks
correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if
the instruction tells you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty
will matter, and surely your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.

Sentence Completion

1. For me curriculum is important because

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 a. As a future teacher, do you now see the importance of a curriculum? How?
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b. Now kindly read the situation below and have some moment to analyze its
differences and similarities.

The tell-tale of Pia and Catriona

By Princess Fe Caballes Deliva

Catriona said to Pia, I wanted to go to school because surely it will prepare me

for the future I have been dreaming. Pia then asked, don’t you think schooling is life
itself? Like schooling is a way of life. Catriona just laughed at her friend and said, you
go to school. You absorb the information given by the teacher; they give a lecture, and
then your graded. When you are given good grades, surely your smart, and that’s an
edge in the future. Pia thought deeper and said, my friend, let us agree to disagree. For
me, schooling does not only measure what you have in your brains that could have a
quantitative description of how intelligent one could be. I believe schooling means we
learn out from what we had known, what we will learn, and how we assimilate these
lessons to real-life situations. Catriona then said, no matter what perspective we have,
let’s us agree, we will finish schooling, and we would be professionals soon.

Guide Questions:
1. Who is to be considered as traditional and who’s progressive?
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2. Do you think the ideas of Pia were realistic than that of Catriona’s?
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3. Do you also think that Catriona’s point is valuable in real life situations?
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 Abstraction: Let Us Build On!

Students, as you have observed you have been given activities above about
curriculum. To have an idea on its definition, points, and types. Please see below for
the essential information.

A. TRADITIONAL AND PROGRESSIVE POINTS OF CURRICULUM

This table gives you information about the difference in points of curriculum
based on the traditional and progressive perspective.

B. PRESCRIPTIVE AND DESCRIPTIVE DEFINITIONS OF CURRICULUM

Curriculum, however, can be defined as prescriptive, descriptive, or both.

Prescriptive [curriculum] definitions provide us with what “ought” to happen, and they
more often than not take the form of a plan, an intended program, or some kind of expert
opinion about what needs to take place in the course of study. (Ellis,2004, p. 4)
Moreover, to deepen your knowledge about the curriculum and its definition,
please refer to the matrix for the different perspectives, understanding, and definition
of the scholars regarding curriculum.
 Author Definition

John Dewey A continuous reconstruction, moving from the child’s present

experience out into that represented by the organized bodies of truth that
we call studies . . . the various studies . . . are themselves experience—
they are that of the race. (pp. 11–12)

Franklin The entire range of experiences, both directed and undirected, concerned
Bobbit in unfolding the abilities of the individual. (p. 43)

Harold O. A succession of experiences and enterprises having a maximum

Rugg lifelikeness for the learner . . . giving the learner that development most
helpful in meeting and controlling life situations. (p. 8)

Hollis Composed of all the experiences children have under the guidance of
Caswell in teachers. . . . Thus, curriculum considered as a field of study represents
no strictly limited body of content, but rather a process or procedure.
Caswell & (pp. 66, 70)
Campbell

Ralph Tyler All the learning experiences planned and directed by the school to attain
its educational goals. (p. 79)

Robert A sequence of content units arranged in such a way that the learning of
Gagne each unit may be accomplished as a single act, provided the capabilities
described by specified prior units (in the sequence) have already been
mastered by the learner. (p. 23)

James All planned learning outcomes for which the school is responsible.
Popham & Curriculum refers to the desired consequences of instruction. (p. 48)

Eva Baker

J. L. A written plan outlining what students will be taught (a course of study).

McBrien & 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.
R. Brandt

Meanwhile, descriptive curriculum is experience. The experienced curriculum

provides “glimpses” of the curriculum in action. The descriptive definitions of
curriculum go beyond the prescriptive terms as they force thought about the curriculum
“not merely in terms of how things ought to be but how things are in real classrooms”
(Ellis, 2004, p. 5)
 Application: Let’s Apply

Author Definition

Hollis All the experiences children have under the guidance of teachers.
Caswell &

Doak
Campbell

Thomas Those learnings each child selects, accepts, and incorporates into himself
Hopkins to act with, on, and upon, in subsequent experiences.

W. B. Ragan All experiences of the child for which the school accepts responsibility.

Glen Hass The set of actual experiences and perceptions of the experiences that each

individual learner has of his or her program of education.

Daniel The reconstruction of knowledge and experience that enables the learner
Tanner &
to grow in exercising intelligent control of subsequent knowledge and
Laurel
Tanner experience.

D. F. Brown All student school experiences relating to the improvement of skills and

strategies in thinking critically and creatively, solving problems, working

collaboratively with others, communicating well, writing more

effectively,

reading more analytically, and conducting research to solve problems

E. Silva An emphasis on what students can do with knowledge, rather than what
units

of knowledge they have, is the essence of 21st-century skills

You are given 30 minutes to answer this assessment.
1. In the courses that you are currently taking, identify (3) practices that can be
considered as (3) traditional and (3) progressive (5 points each).

Points of View of Curriculum Practices

Traditional Curricular Practices

Progressive Curricular Practices

In your opinion, which definition is appropriate today? Why? Relate your

answer on the illustration given to you.
Today I learned that
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CLOSURE

CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information be
part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.
 Lesson
Major Conceptions of Curriculum
2

At the end of the session, you are expected to:

1. Analyze the nature of the curriculum.

INTRODUCTION

The previous discussion had given you a different definition and perspective
towards the curriculum. Our lesson for this part would give you important information
about the types of curriculum, its components, and what is its purpose in the teaching-
learning process. This module is good for 60 minutes, and all activities should be
successfully accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on
Lesson I. I hope you are ready so that we could start.

Poem Analysis

The Curriculum Types

By Princess Fe Caballes-Deliva

I am the curriculum, and I have different types.

One is recommended, and other is supported.
I am written and taught by your teacher
I am learned and assessed by the learner
But hey, don’t forget I could be everything
Can be seen, heard, experienced and even hidden.

1. Based on the information above, do you think the curriculum has one sole
purpose?
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2. If you say no, what do you think is its types? And how these types contribute to
the curriculum components?
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Analysis

A. Matching type. Match the terms on the images below. This activity is related to the
types of curriculum operating in the school. Write your answer on the space provided
in each item.

__________1. Recommended Curriculum __________5. Assessed Curriculum

__________2. Written Curriculum __________6. Learned Curriculum
__________3. Taught Curriculum __________7. Hidden Curriculum
__________4. Supported Curriculum

A.
D
. G
.

B.
E

C.

F
.
B. Matching type. Match the questions to the components in the box presented, make
sure that the answer addressed each other correctly. Write the letter of the correct
answer on the space provided.
A. aims, goals and objectives B. subject matter/content

C. learning experience D. evaluation approaches

1. What is to be done?
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2. What is the subject matter to be included?
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3. What are the instructional strategies, resources, and activities that will be
employed?
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4. What methods and instruments will be used to assess the results of the
curriculum?
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Abstraction: Let Us Build On!

This section will provide you a thorough discussion on the components, types,
and purpose of the curriculum. You will be provided with a mnemonic as a guide to
remember the key important terms with ease. Moreover, an exhibit will be given to
you so that the pertinent ideas would be organized and comprehensive.
A. COMPONENTS OF THE CURRICULUM. Students, for the components of the
curriculum, let us have the mnemonics “ASLE”, this stands for A (aims, goals, and
objectives), S (subject matter), L (learning experiences), and E (evaluation and
approaches). Moreover, below you are given samples and elaborations for you to have
a good grasp of this topic.

AIMS, GOALS, AND

OBJECTIVES – Ex.
Educational Act of 1982, SUBJECT MATTER
Aims of Secondary – Information
Education and Tertiary learned in school.
Education

CURRICULUM

LEARNING EVALUATION AND

EXPERIENCES – heart APPROACHES –
of the curriculum, the Formal
teacher and learner determination of
takes action to the quality and
facilitate learning effectiveness of the
curriculum

B. TYPES OF CURRICULUM. The mnemonics for the types of curriculum, is RW-

TSA-LC. Moreover, the exhibit below gives you the different types of the curriculum
and situations/examples where it is observed.

Curriculum operating in Situations and Examples

Schools

Recommended Proposed by scholars and professional organizations.

Curriculum
 Ex. CHED has recommended the learning outcomes
for “The teacher and the curriculum.

Written Curriculum Appears in school, district, division, or country

documents.

Ex. The teacher made a lesson plan with 4 A’s format

for the lesson “Curriculum from Different Point of
Views”.

Taught Curriculum What teachers implement or deliver in the classrooms

and schools.

Ex. The teacher used a constructivist approach so

that the learners will share what they had known
already about definitions of curriculum.

Supported Curriculum Resources-textbooks, computers, audio-visual

materials which support and help in the
implementation of the curriculum.

Ex. Due to the CoViD19 pandemic, the teacher made

use of the facebook messenger as a platform to
extend the lessons to the learners even without face to
face interactions.

Assessed Curriculum What is tested and evaluated.

Ex. Princess created a paper and pen assessment for

her quiz on the topic curriculum definitions.

Learned Curriculum What the students actually learn and what is measured.

Ex. Joanne got a 1.0 grade on her subject “The teacher

and the school curriculum”.

Hidden Curriculum Unintended curriculum. (peer influence, school

environment, physical conditions, teacher-learner
interaction, mood of the teacher and etc.,)

Ex. Joemer chose BSED-English because her friends

chose it too.
 Application: Let’s Apply

Students, I hope you have learned well the ideas given to you. This time we will
be assessing your knowledge. Please answer these items with the learning you had from
this module. I am discouraging you to search the answers in the internet for this
assessment is a test of what you had learned.

I. Get a copy of one of the lesson plans you had already written on your past
subjects. Read every detail of the lesson plan and specifically look in the following;
1. What are the objectives of the lesson plan?
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2. What is the subject matter content?
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3. What strategies or method of teaching is utilized?
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4. What evaluation procedure is used?
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5. Do the four components fit or match with one another? Explain
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6. Can you consider a lesson plan as a curriculum? Why?
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 II. Write specific examples (one per curriculum) of what you have observed on
your school. These examples should be those of the existing different curricula in
the operation of schools.

Curriculum operating in Examples from observation

Schools

Recommended
Curriculum

Written Curriculum

Taught Curriculum

Supported Curriculum

Assessed Curriculum

Learned Curriculum

Hidden Curriculum
Today I learned that
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CLOSURE:

That’s it for Lesson II, I hope you will continue your enthusiasm as you proceed
to the next lessons. You are now equipped with the essential knowledge of learning the
basic of curriculum.

CONGRATULATIONS!!!!!

You may now proceed to the next

lesson

Module Summary

The module was design to provide basic information on the major concepts of
curriculum as well as its nature. The activities, analysis, abstraction and application in
the module were provided to deepen your understanding of what curriculum is all about
and as well as its importance in education.