Module 2: CURRICULUM: CONCEPTS, NATURE AND PURPOSE

LEARNING OUTCOMES

At the end of the lessons, the students will be able to:

1. Define curriculum.
2. Analyze the different types of curriculum.
3. Discuss different curriculum foundations.
4. Discuss different curriculum conceptions.

LET US EXPLORE

Let us find out how teachers, and students define curriculum from their own points
of view. With your classmates, friends, college teacher, student teacher, non-
education college student). Ask each of one the question: What is curriculum to you?
(Write their name). Record their answers and present the definition in a matrix like
the one below. Compare each definition. Are they similar? Different?

Persons Interviewed Answer to Question: What is Curriculum to you?

Elementary Grade
Teacher
School Principal/School
Head
College Teacher
Student Teacher (4Th year
BEED/BSED students)
Non-education college
student

TOPIC: CURRICULUM: CONCEPTS, NATURE AND PURPOSE

CURRICULUM FROM DIFFERENT POINTS OF VIEW

There are many definitions of curriculum. Because of this, the concept of

curriculum is sometimes characterized as fragmentary, elusive and confusing.
However, the numerous definitions indicate dynamism that connotes diverse
interpretations of what curriculum is all about.

1. Traditional Points of View of Curriculum

a. In early years of 20th century, the traditional concepts of curriculum
“curriculum is that is a body of subjects or subject matter prepared by the
teachers for the students to learn”.

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Module 2: CURRICULUM: CONCEPTS, NATURE AND PURPOSE
b. Robert M. Hutchins views curriculum as “permanent studies” where the
rules of grammar, reading, rhetoric and logic and mathematics for basic
education are emphasized.
c. Arthur Bestor believes that the mission of the school should be intellectual
training,
d. Thus curriculum can be viewed as a field of study. It is made up of its
foundations (philosophical, historical, psychological and social
foundations); domains of knowledge well as its research and principles.

2. Progressive Points of View

a. Curriculum is defined as the total learning experiences of the individual.
This definition is anchored on John Dewey’s definition of experience and
education.
b. Caswell and Campbell viewed curriculum as “all experiences children have
under the guidance of teachers.”
c. March and Willis on the other hand viewed the curriculum as all the
“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. A change for the better
means any alteration, modified or improvement of existing condition. Development
should be purposeful, planned and progressive.

Ralph Tyler Model: Four Basic Principles.

Tyler’s Model show that in curriculum development, the following considerations

should be made;

a. Purposes of the school

b. Educational experiences related to the purposes
c. Organization of the experiences
d. Evaluation of the experiences

Hilda Taba improved on Tyler’s model. She believed that teachers who teach or
implement the curriculum should participate in developing. Her advocacy was
commonly called the grassroots approach. She presented seven major steps to her
model where teacher’s couild have a major input.

1. Diagnosis of learners’ needs and expectations of the larger society.

2. Formulation of learning objectives
3. Selection of learning content

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Module 2: CURRICULUM: CONCEPTS, NATURE AND PURPOSE
4. Selection of learning experiences
5. Organization of learning activities
6. Determination of what to evaluate and the means of doing it.

TYPES OF CURRICULUM OPEARATING IN SCHOOLS

From the various concepts given, Allan Glatthorn (2000) describes seven types of
curriculum operating in the schools;

1. Recommended Curriculum- proposed by scholars and professional

organization. Most of the school curricula are recommended. The curriculum
may come from CHED,DOST and DepEd
2. Written Curriculum – appears in school, district, division or country
documents. It includes documents, course of study or syllabi handed down to
the schools. Most of the written curricula are made by curriculum experts with
participation of teachers.
3. Taught Curriculum – what teachers implement or deliver in the classroom
and schools. The different planned activities which are put in to action in the
classroom compose the taught curriculum.
4. Supported Curriculum – resources-textbooks, computers, audio-visual
materials which support and help in the implementation of the curriculum.
These refer to the support curriculum that includes material resources such as
textbooks, playgrounds, zoos and other facilities.
5. Assessed Curriculum – which is tested and evaluated. This refers to a
tested or evaluated curriculum. At the end of teaching episodes, series of
evaluation are being done by the teachers to determine the extent of teaching
or to tell if the students are progressing.
6. Learned Curriculum – what students actually learn and what is measured.
This refers to the learning outcomes achieved by the students.
7. Hidden Curriculum – the unintended curriculum. This is not deliberately
planned but may modify behavior or influences learning outcomes.

MAJOR FOUNDATION OF CURRICULUM

1. Philosophical Foundation of Curriculum

a. The philosophy of a curriculum planner, implementer or evaluator reflects
his or her life experiences, common beliefs, social and economic
background and education. For example, John Dewey looks at “education
as a way of life” a laboratory in which philosophy becomes concrete and is
tested.
b. Let us look at four philosophies and how these relate to curriculum.

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Module 2: CURRICULUM: CONCEPTS, NATURE AND PURPOSE
A. PERRENIALISM
Aim of Education- to cultivate the intellect
Role of Education – teachers help students think with reason
Focus in the Curriculum- Classical subjects and literary analysis
Curriculum trends- Use of great books and return to liberal arts

B. ESSENTIALISM
Aim of Education- to promote intellectual growth and educate
competent person
Role of Education – the teacher is the sole authority on her/his subject
area
Focus in the Curriculum- essential skills of the 3 R’s
Curriculum trends- excellence in education and cultural literacy

C. PROGRESSIVISM
Aim of Education- to promote democratic and social living
Role of Education – knowledge leads to growth and develop lifelong
learners who actively learn by doing.
Focus in the Curriculum- students’ interest, human problems and
affairs
Curriculum trends- school reforms, humanistic education

D. RECONSTRUCTIONISM
Aim of Education- to improve and reconstruct society education for
change
Role of Education – teachers act as agents of change, various
educational including research
Focus in the Curriculum- focus on present and future trends and
issues of national and international interests
Curriculum trends- equality of educational opportunities in education,
access to global education

2. Historical Foundations of Curriculum

There several curriculum theorist and how they view curriculum from
historical perspective.
1. Franklin Bobbit- he presented curriculum as a science that emphasizes on
student’s need. Curriculum prepares students for adult life.
2. Werret Charters – for him curriculum is a science. It gives emphasizes on
student’s needs. The subject matter and the activities are planned by the
teacher.
3. William Kilpatrick – curricula are purposeful activities which are child-
centered. The purpose of the curriculum is child development and growth.

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Module 2: CURRICULUM: CONCEPTS, NATURE AND PURPOSE
4. Harold Rugg- curriculum should develop the whole child. It is child-
centered. It emphasizes social studies and the teacher plans curriculum in
advance.
5. Hollis Caswell – he believes that curriculum is a set of experiences.
Subject matter is developed around social functions and learner’s interests.
6. Ralph Tyler – he believes that curriculum is a science and an extension of
school’s philosophy. It is based on student’s needs and interest.

LET US WRAP UP

Let us find out how much we have learned from the lesson. You may go back to
your readings and activities which you have done before. Good luck!

1. Name five persons who contributed to the field of curriculum. Give the
contribution of each.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How do philosophy and history influence the development of a curriculum?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

LET US ASSESS

Let us pause for a while and reflect on what we have read, discussed, shared in
the lesson. This portion will require you to have a deep thinking. Answer the
questions by yourself.

1. Can a school exist without a curriculum? Why or Why not?

2. How does a strong belief of philosophy influence curriculum?
3. As a future teachers, how important will a curriculum be to you?

ANSWER KEY

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Module 2: CURRICULUM: CONCEPTS, NATURE AND PURPOSE

RUBRICS FOR ACTIVITY

CRITERIA Excellent Good (7-9 Fair (4-6 Needs

(10-12 points) points) Improvement
points) (1-3 points)

The answers The answers A large part of The answers

Content and are are partially the answers does not
Substance completely answers the are incorrectly answer the
and correctly question answer the question at
correctly. question. all.
The answers The answers There are Many mistakes
abides with all understood many in language,
Language and the rules of although mistakes in and it is totally
Comprehension language, there are language, not understood
and it is easily some and the essay
understood. mistakes in is hard to
language understand.

REFERENCES

CURRICULUM DEVELOPMENT by: Purita P. Bilbao, Paz I. Lucido, Tomasa C.

Iringan and Rodrigo B. Javier.

CURRICULUM DEVELOPMENT, A GUIDE FOR TEACHERS AND STUDENTS by

Greg Tabios Pawilen

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