Definition of Curriculum -Measure what the student have learned and 3.

Humanism
evaluation.
-Curriculum is the specification of “what” should -The curriculum is after the process, not the
be learned and “how” it should be taught, and 7. Hidden/Implicit Curriculum product; focuses on personal needs, not on the
the plan for implementing or assessing the subject.
-Not planned or optional.
learning.
3 Major Foundations of Curriculum
7 Types of Curriculum
4. Sociology and Curriculum
1. Project-based Curriculum
1. Recommended Curriculum
It is founded on the belief that there is a mutual
-It focused on real-world tasks or problems that
-The curriculum that is recommended by scholars and encompassing relationship between society
students work collaboratively.
and professional organizations. and curriculum because it exists within the
-It developed students problem solving, critical societal context.
Basic Education- DepEd
thinking, and teamwork skills.
Higher Education- CHED
2. Learner-Centered Curriculum
Academic Rationalist Conception considered as the
Vocational Education- TESDA oldest among the curriculum conceptions.
-It focuses on the needs, interest and abilities of
2. Written Curriculum individual students and it seeks to engage them in It stresses the importance of different bodies of
active, flexible and responsive learning. knowledge, known as disciplines or subject areas,
-documents, for example syllabi, module, and as the focus of the curriculum.
lesson plan. 3. Subject-Centered Curriculum 2. Cognitive Processes Conception - seeks to develop a
repertoire of cognitive skills that are
3. Taught Curriculum -less centered with individual learning. applicable to a wide range of intellectual problems. The
subject matters are instruments or tools
-Teachers actually deliver day by day, and plan 4 Curriculum Foundations
for developing these cognitive skills that are lasting in
activities to put in action.
1. Behaviorism the lives of individuals.
4. Supported Curriculum 3. Humanistic Conception stresses the idea that
-The mastery of the subject is given more curriculum or education is an instrument for
-these are the tools and resources; printed emphasis. So, learning is organized in a step-by- developing the full potential of individuals. It seeks to
materials, handouts, textbooks, power point step process. Using drills and repetition are help individuals discover and develop their
presentation. common. unique identities. It stresses that curriculum
should focus on the needs and interests of
-life-long learning 2. Cognitivism individuals.
4. Social Reconstructionist Conception - views the
5. Learned Curriculum -Cognitive theorists focus on how individuals
school or schooling as an agency for social
process information, monitor and manage their
-The students actually learn, learning outcomes change. Hence, it stresses that, curriculum should
thinking. respond to the different needs, issues,
achieved by the students.
problems, and demands of the society.
6. Assessed Curriculum 5. Technological Conception is preoccupied with the
development of means to achieve curriculum
or educational goals. It views schooling as a
complex system that can be analyzed into its
constituent components.
6. Eclectic Conception is where curriculum workers find
themselves aligning their ideas with two or
more curriculum conceptions. Hence, this
curriculum conception reiterates the realities in
curriculum development that each of the
curriculum conceptions is to be considered and
is
influential to a certain extent in designing the curriculum
Academic Rationalist Conception considered as the
oldest among the curriculum conceptions.
It stresses the importance of different bodies of
knowledge, known as disciplines or subject areas,
as the focus of the curriculum.
2. Cognitive Processes Conception - seeks to develop a
repertoire of cognitive skills that are
applicable to a wide range of intellectual problems. The
subject matters are instruments or tools
for developing these cognitive skills that are lasting in
the lives of individuals.
3. Humanistic Conception stresses the idea that
curriculum or education is an instrument for
developing the full potential of individuals. It seeks to
help individuals discover and develop their
unique identities. It stresses that curriculum
should focus on the needs and interests of
individuals.
4. Social Reconstructionist Conception - views the
school or schooling as an agency for social
change. Hence, it stresses that, curriculum should
respond to the different needs, issues,
problems, and demands of the society.
5. Technological Conception is preoccupied with the
development of means to achieve curriculum
or educational goals. It views schooling as a
complex system that can be analyzed into its
constituent components.
6. Eclectic Conception is where curriculum workers find developing the full potential of individuals. It seeks to
themselves aligning their ideas with two or help individuals discover and develop their
more curriculum conceptions. Hence, this unique identities. It stresses that curriculum
curriculum conception reiterates the realities in should focus on the needs and interests of
curriculum development that each of the individuals.
curriculum conceptions is to be considered and 4. Social Reconstructionist Conception - views the
is school or schooling as an agency for social
influential to a certain extent in designing the curriculum change. Hence, it stresses that, curriculum should
6 Curriculum Conceptions respond to the different needs, issues,
problems, and demands of the society.
1. Academic Rationalist 5. Technological Conception is preoccupied with the
2. Cognitive Processes development of means to achieve curriculum
3. Humanistic Conception or educational goals. It views schooling as a
4. Social Reconstructionist complex system that can be analyzed into its
5. Technological Conception constituent components.
6. Eclectic Conception 6. Eclectic Conception is where curriculum workers find
themselves aligning their ideas with two or
more curriculum conceptions. Hence, this
curriculum conception reiterates the realities in
Elements of Curriculum
curriculum development that each of the
1. Curriculum Intent curriculum conceptions is to be considered and
2. Learning Experiences is
3. Evaluation influential to a certain extent in designing the curriculum
Academic Rationalist Conception considered as the
oldest among the curriculum conceptions.
It stresses the importance of different bodies of
3 Curriculum Sources and Influences knowledge, known as disciplines or subject areas,
as the focus of the curriculum.
Academic Rationalist Conception considered as the
2. Cognitive Processes Conception - seeks to develop a
oldest among the curriculum conceptions.
repertoire of cognitive skills that are
It stresses the importance of different bodies of
applicable to a wide range of intellectual problems. The
knowledge, known as disciplines or subject areas,
subject matters are instruments or tools
as the focus of the curriculum.
for developing these cognitive skills that are lasting in
2. Cognitive Processes Conception - seeks to develop a
the lives of individuals.
repertoire of cognitive skills that are
3. Humanistic Conception stresses the idea that
applicable to a wide range of intellectual problems. The
curriculum or education is an instrument for
subject matters are instruments or tools
developing the full potential of individuals. It seeks to
for developing these cognitive skills that are lasting in
help individuals discover and develop their
the lives of individuals.
unique identities. It stresses that curriculum
3. Humanistic Conception stresses the idea that
should focus on the needs and interests of
curriculum or education is an instrument for
individuals.
4. Social Reconstructionist Conception - views the
school or schooling as an agency for social
change. Hence, it stresses that, curriculum should
respond to the different needs, issues,
problems, and demands of the society.
5. Technological Conception is preoccupied with the
development of means to achieve curriculum
or educational goals. It views schooling as a
complex system that can be analyzed into its
constituent components.
6. Eclectic Conception is where curriculum workers find
themselves aligning their ideas with two or
more curriculum conceptions. Hence, this
curriculum conception reiterates the realities in
curriculum development that each of the
curriculum conceptions is to be considered and
is
influential to a certain extent in designing the curriculum
1. Society as source of curriculum
2. Learners as Source of Curriculum
3. Discipline or Subject Matter as Source of
Curriculum