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

No, since a school simply cannot perform its function without a curriculum. A school
cannot establish an environment for training children and the awareness they need to know in
order to survive. Furthermore, a school is useless or useless without a curriculum like a
backbone it cannot stand the pressure of body of knowledge and values without it. A school
cannot exist without a curriculum and curriculum is the heart of teaching.

2. How does a strong belief or philosophy influence curriculum?

It assists the teachers in formulating and shaping opinions, reasoning, and assumptions,
as well as values formation. Before moving on to the next level, learners must demonstrate
certain learning objectives, criteria, and core skills. It can also provide with tools and goals, as
well as encourage initiative, creativity and allow for self-reflection. Their compassion,
determination, collective and institutional background, education, and individual beliefs about
the general public are all brought into and furnish. Then, echoed down to teachers as a baseline
for the development, implementation, assessment, and modification of the curriculum. A
curriculum that is evidence-based serves as a road map for teachers.

3. As a future teachers, how important will a curriculum be to you?

It is very important like a foundation of every buildings as well as map. A stronghold of
every learners and teachers and a road map for the development of teaching modalities. An
effective curriculum provides teachers, learners, administrators and stakeholders with a
measurable plan and structure for delivering a quality education. The curriculum identifies the
learning outcomes, standards and core competencies that learners must demonstrate before
advancing to the next level. Teachers play a key role in developing, implementing, assessing and
modifying the curriculum. An evidenced-based curriculum acts as a road map for teachers and
learners to follow on the path to academic success.

4. What are the implications of an ever changing curriculum to teachers?

The implication of an ever changing curriculum to teachers is that it serves as another
opportunity for the teacher to develop or modify his/her strategies and method of teaching.
There are also negative implications in an ever changing curriculum where the teachers will take
time to adapt to the changes of the curriculum. The actual curriculum content seldom changes,
it’s the method of delivery and the discovery of how children will be better grasp concepts that
is constantly changing. The issue for many teachers is that having to present material in a variety
of ways because they have students with a variety of learning styles and expectations, can be
overwhelming, so they tend to stick to the one size fits all model. If school boards want new
initiatives implemented properly, they need to be prepared to provide more support to teachers
and lower class sizes in implementations.
 1. Name five person who contributed to the field of curriculum. Give the contribution of each
other.
a. FRANKLIN BOBBIT (1876-1956)
Bobbit believes that the learning objectives, together with the activities, should be grouped and
sequenced after clarifying the instructional activities and tasks. He also views curriculum as a
science that emphasizes the needs of the students. This viewpoint explains why lessons are
planned and organized depending on the needs of the students and these needs must be
addressed by the teachers to prepare them for adult life.
b. WERRET CHARTERS (1875-1952)
Aside from emphasizing the students’ needs, he believes that the objectives, along with the
corresponding activities, should be aligned with the subject matter or content. For that reason,
department chairpersons or course coordinators scrutinize the alignment or matching of
objectives and subject matter prepared by the faculty members.

c. WILLIAM KILPATRICK (1871-1965)

For him, the purpose of curriculum is child development, growth, and social relationship. He also
introduced the use of small group interaction, and the project method in which the teacher and
students plan together. Thus, it is called as the child-centered curriculum.

d. HAROLD RUGG (1886-1960)

He introduced the concept of the development of the whole child, the inclusion of social
studies, and the importance of curriculum planning in advance.

e. HOLLIS CASWELL (1901-1989)

He believes that subject matter is developed around the interest of the learners and their social
functions. So, the curriculum is a set of experiences. Learners must experience what they learn.

2. How do philosophy, psychology, history and society influence the development of a

curriculum?
Philosophy
Philosophy is a branch of knowledge devoted to the examination of basic concepts
(e.g. truth, existence and reality). This discipline contributes an integral part to the
development of the curriculum; it is the foundation in which decisions and scrutinizes are
made. It puts or reminds the boundaries and aims the curriculum planners (teachers,
educators and school heads) should be aware of for the improvement of a curriculum. As
Socrates said, “An unexamined life is not worth living.” Therefore, an unplanned,
unimplemented and unevaluated curriculum is not worth the act of using for the welfare of
the stakeholders.

Psychology
 Psychology is a study of cognitive and behavioural processes and things like how to
deal with it and how to improve or gain from it. In a school, there are different kinds of
attitudes and intelligences thus Psychology is the basis for the teaching and learning
process. There is a need to understand every child or even the necessities of every teacher
all for the well-being of what is at stake. This discipline also helps curriculum planners to find
the right approaches or methods of teaching for a certain group of students. Designation of
the right learning faculties and materials to the right group of students is essentially needed
for a school to perform well.

History
The historical foundations only suggest that the curricula implemented are dynamic.
It is changing over time and it also reflects how man has thought about more humane
approach to educate learners. Moreover, history also shows how curriculum adapts to the
time when it is implemented: how its purpose, principles and content change over time. The
learners don’t adjust; it’s the curricula because of the needs of the learners. For example, 30
years ago there were no computer subjects, now there is a need to teach those because of
the rampant use of technology for almost all the industries. There’s a quote by anonymous,
“Don’t left behind.”

Society
Just like how language use reflects the society, curriculum also does. The
development of the curriculum is highly based on the people who will use it. Basically, the
society and its culture affect the curriculum itself. According to Albert Einstein, “All that is
valuable in human society depends upon the opportunity for development accorded the
individual.” Therefore, the curriculum is carved through the needs of the society. There will
be always change in the society and the curriculum must cope with it. It must go with the
flow but it must maintain its values.

3. Explain how the three processes of planning, implementing and evaluating are used in
curriculum development?
Planning, implementing, and assessing are three processes in curriculum development
that are taken separately but are connected to each other. The cycle continues as each is
embedded in a dynamic change that happens in curriculum development.
Planning is an initial process in curriculum development. It includes determining the
needs through assessment. Needs would include those of the learners, the teachers, the
community and the society as these relate to curriculum. After the needs have been
identified, the intended outcomes are set. Intended outcomes should be SMART. Intended
outcomes should be doable, achievable and desired. Together with the methods and
strategies are the identification of support materials. All of these should be written, and
should include the means of evaluation. An example of curriculum plan is a lesson plan. It is
a written document. The end product of planning is a written document. Some outputs of
curriculum planning are lesson plans, unit plan, syllabus, course design, modules, books,
instructional guides, or even a new science curriculum plan.
 The planned curriculum which was written should be implemented. It has to be put into
action or used by a implementor who is the teacher. Curriculum plans should not remain as
a written document. A curriculum planner can also be a curriculum implementor. In fact, a
curriculum planner who implements the curriculum must have a full grasp of what is to be
done. This is an important role of the teacher. With a well-written curriculum plan, a
teacher can execute this with the help of instructional materials, equipment, resource
materials and enough time. The curriculum implementor must also see to it that the plan
which serves as a guide is executed correctly. The skill and the ability of the teacher to
impart and guide learning are necessary in the curriculum implementation. It is necessary
that the end in view or the intended outcomes will be achieved in the implementation.
After planning, and implementation the evaluation will takes place. It is very important
and necessary to find out at this point, if the planned or written curriculum was
implemented successfully and the desired learning outcomes were achieved or not.
Curriculum evaluation as a big idea may follow evaluation models which can be used
for programs and projects