1.

CURRICULUM is defined as
the learning experiences and intended outcomes formulated through systematic reconstruction of
knowledge and experiences, under the auspices of the school for the learners’ continuous and willful
growth in personal-social competence; the cumulative tradition of organized knowledge (Tanner, D. and
Tanner, L.)
the sum total of all learning content, experiences and resources that are purposely selected, organized
and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and
human development.
that what is taught in school; set of subjects, materials and performance objectives;
everything that goes on within the school, including extra-class activities, guidance and
interpersonal relationships in the school (Oliva)
The planned and guided learning experiences and intended learning outcomes,
formulated through the systematic reconstruction of knowledge and experiences,
under the auspices of the school, for the learners’ continuous and willful growth in
personal social competence.”
2. DIFFERENT LEVELS OF CURRICULUM FOCUS: Curriculum Development and Educational
Technology Competencies: For Curriculum Development
1. Apply approaches to curriculum
2. Align curriculum components to instruction and assessment
3. Distinguish the roles of stakeholders in the delivery of the curriculum For Educational
Technology
4. Identify varied and appropriate use of technology;
5. Employ instructional materials and technology appropriate for a chosen subject-area,
that is, for teaching; and
6. Apply principles in the preparation and utilization of the conventional and non-
conventional technology tools as well as the traditional and alternative strategies.
3. DIFFERENT LEVELS OF CURRICULUM
SOCIETAL LEVEL OF CURRICULUM–the farthest from the learners since this is where the
public stakeholders (politicians, special interest groups, administrators, professional
specialists) participate in identifying the goals, the topics to be studied, time to be
spent in teaching/learning, and materials to aid instruction
INSTITUTIONAL LEVEL OF CURRICULUM – refers to the curriculum derived from the societal
level, with modification by local educators or lay people; often organized according to
subjects and includes topics and themes to be studied; may also include standards,
philosophies, lesson plans, and teaching guides
INSTRUCTIONAL LEVEL OF CURRICULUM–refers to how teachers use the curriculum
developed in the societal level and modified in the institutional level, or what
authorities have determined; involves the teachers’ instructional strategies, styles and
materials used.
Experiential Level of Curriculum – the curriculum perceived and experiences by each
student and may, therefore, vary among learners because of individual differences.
4. THREE MAJOR TYPES OF
CURRICULUM SUBJECT-
CENTERED
CURRICULUM
Emphasis on well-organized
subject by lecture; on improving
teaching of subject matter and
on uniformity of exposures; on
teaching facts and knowledge
for future use; Questions focus
on “What” rather than “Why”
or “How”; on conformity to
patterns set by the curriculum
Subject contains fragmented,
unique body content, different
from other subject/disciplines
Central task: mastery of the
subject matter, the amount to
be covered of which follows a
set of standards and
well-organized context
Learning sequences in a step-
by-step pattern
Habits and skills taught as
separate aspects of learning
Lacks consideration for the
learners’ capacity for growth
and has low level of cooperative
interaction since the teacher is
in full control
Textbook is the primary
instructional tool; and the 7
liberal arts comprised the
curriculum
LEARNER-CENTERED
CURRICULUM
Emphasis on all-around
growth of learners; on
meaningful immediate use of
learning; on understanding and
improving through active,
dynamic process; on parts flow
together as whole, with
continuous fusion and merging
Focuses on the learners’
interest and the integration of
content from many subject
fields
Subject matter selection
based on learners’
needs/interests as needed for a
task
High level of cooperative
interaction in which habits and
skills integrated in learning
experiences; cooperative
controls by learners, parents,
and teachers.
Learners are encouraged to
use problem-solving skills,
methods, and to set their own
tasks.
Promotes integration of subject but
with scope and
sequence not well-defined
Structures developed as a
result of on-going process
PROBLEM-BASEDCURRICULUM
(SOCIETY/CULTURAL BASED)
Emphasizes problem-solving
processes and skills on human
and social relations more than
content – acquisition
Based on the needs of society
and culture; rooted in the study
of life, social problems, and
activities of social life
Promotes social action and
reconstruction theories whose
major goal in the improvement
of the society through a direct
involvement of both schools
and the learners
Integrates different subject
matter and their relevance to
students and society
Content strongly relevant to
learners but has weak scope
and sequence of subjects