THE TEACHER AND THE SCHOOL CURRICULUM NOTES
THE TEACHER AND THE SCHOOL CURRICULUM
NOTES
UNDERSTANDING THE CURRICULUM
Definition of Curriculum
 Curriculum as a list of subjects
 Curriculum as learning experiences
 Curriculum as intended learning outcomes
 Curriculum as planned learning experiences
 Curriculum as discipline
 Curriculum as content or subject matter
Different Types of Curriculum
1. Ideal or Recommended- refers to what scholars
propose as the most appropriate curriculum for
learners
2. Intended, Official, or Written- refers to the official
curriculum embodied in approved state curriculum
guides (Glathorn et.al, 2006). It is prescribed by the
government (DepEd, CHED, TESDA).
Examples
 The Kindergarten Curriculum Standards
 The K-12 Curriculum
 CHED Curriculum for GenEd (Memo Order
No. 20 s 2013)
 TESDA Modules and Competencies
3. Implemented- refers to the actual implementation of
the curriculum or what teachers in the school teach.
Academic freedom among faculty members in the
college may also influence how professor plan and
implement their courses.
4. Achieved or Learned- refers to the result of the
curriculum or what students actually learned in school
(Print, 1993).
5. Tested- a set of learning that is assessed in teacher-
made classroom tests, curriculum-referenced tests, and
in standardized tests (Glathorn et.al, 2006).
6. Entitlement- refers to what the people or the general
society believed the learners should expect to learn in
the educational system for them to become good
members of the society.
7. Supported- refers to the curriculum that is reflected
on and shaped by the resources allocated to support or
deliver the official curriculum
8. Null or Censored- refers to various curriculum
contents or topics that must not be taught to the
students (Tanner & Tanner, 2007).
9. Hidden- refers to various skills, knowledge, and
attitudes that students learn in a school as a result of
their interaction with other students, staff, and faculty
members.
Curriculum Foundations
1. Studies of learners and learning theory (psychology)
2. Studies of life (sociology and anthropology)
3. Studies of the nature and value of knowledge
(philosophy)
Five Important Area of Psychology
1. Educational objectives
2. Students characteristics
3. Learning process
4. Teaching methods
5. Evaluation process
Curriculum Conceptions
1. Academic Rationalist- considered as 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 process- seeks to develop a repertoire of
cognitive skills that are applicable to a wide range of
intellectual problems
3. Humanistic- stresses the idea that curriculum or
education is an instrument for developing the full
potentials of individuals
4. Social reconstructions- views the school or schooling
as an agency for social change (needs, issues,
problems, and demands of the society).
5. Technological- is preoccupied with the development
of means of achieve curriculum or educational goals
6. Eclectic- is where curriculum workers find themselves
aligning their ideas with two or more curriculum
conceptions.
Elements of Curriculum
1. Curriculum Intent- is the term by Print (1993) to
mean the direction that curriculum developers wish to
take as a result of participating in the curriculum.
 Aims- broad statement of social and
educational expectations
 Goals- statements more specific aims. Goals
are general statements of what concepts,
skills, and values should be learned in the
curriculum
 Objectives- are specific learning outcomes.
2. Learning Experiences- include all instructional
strategies that are useful for the implementation of the
curriculum. These may appear in the form of activities,
strategies, methods, or approaches that are useful in
implementing curriculum or in teaching the content.
3. Evaluation- includes the different ways and tools used
for evaluating whether or not the curriculum intents
were realized. Evaluation tools are also used to
evaluate the performance of the learners after they
have undergone the curriculum.
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CURRICULUM PLANNING
Curriculum Sources and Influences
1. Society as Source of Curriculum- society is an
important source of curriculum. Teachers need to
understand the cultural, socio-economic, and political
conditions of the people.
2. Learners as Source of Curriculum- knowledge
about learners is one of the major sources of
curriculum. Although the curriculum content is set by
the DepEd and CHED, or TESDA, educators and
curriculum developers have tried to align the
curriculum to the needs and nature of the students.
3. Discipline or Subject Matter as Source of
Curriculum- different subjects are unique in terms of
design and content. There are specific skills and
contents that should be emphasized in each of the
disciplines. In some cases, there are similarities in
skills, concepts, and strands in different subjects that
may be possible points of integration.
Curriculum Influences
1. Students- considered as the most influential among
the different curriculum influences especially in
designing the implemented curriculum. Learners have
different interest, needs, talents, abilities, learning
styles, and thinking preferences.
2. School’s Vision, Mission, and Core Values- very
influential factors in developing the curriculum. They
are fundamental bases in developing the four elements
of curriculum goals, and objectives, content, learning
experiences, and evaluation. These three factors are
included in all the lesson plans or course syllabi to
ensure that the core values of the institution are
included in the syllabi.
3. Admission and Retention Policies- these policies set
the standard of what kind of students are admitted and
what are the thing they need to do as students of the
institution until they graduate. Schools rules are set to
give order and provide smooth implementation of the
curriculum rules also develop the hidden curriculum of
the school.
4. Faculty Members- bring with them their educational
background, experiences, expertise, and personal,
professional, and political views on the institutions.
They also have different interests, teaching styles, and
philosophies, which influence the way they plan,
develop, and implement the curriculum.
5. School Administrators and Board of Trustees- the
influence of school officials and the school
bureaucracy in curriculum processes were recognized
by several curriculum scholars like Wiles and Bondi
(2006). School administrators, including the board of
trustees, play an important role in providing
curriculum leaderships in schools, colleges, and
universities.
6. Accrediting Agencies- are equally influential in basic
education and in higher education. Like DepEd and
CHED, the accrediting agencies set the necessary
standards for curriculum. Instruction, faculty, and
facilities, and influence how the curricular programs
are governed. Accrediting agencies determine the
quality of the courses being offered in an institution.
7. Government Policies and Agencies- in basic
education, DepEd issues Department Orders (Dos) and
memoranda that serve as guide for all public and
private schools in the country. It also prescribes the
official curriculum for basic education and issues the
guidelines for operations for private school. In tertiary,
the CHED, through its series of memorandum orders,
prescribes the minimum general and professional
courses, courses credits, and course descriptions to be
taken by the students.
8. Market Demands (General)- or the needs of the
society. It is imperative that students are prepared in
terms of knowledge, values, and skills to meet the
needs and demands of different institutions of the
society.
9. Alumni- are very helpful in terms of donating money
to support programs for the students, faculty
scholarships, professional chairs, facilities, and
financing student’s activities.
10. Media and Information and Communication
Technologies (ICT)- the presence of technology,
especially the Internet, enables students and teachers
to access almost of the information they need for
teaching and learning.
11. The Church and Church-related Agencies- for
religious school, the different religious orders and the
church play an important role in school. Many
religious institutions serve as extension programs or
mission programs of the church and religious orders
that established them. Religious schools also offer
retreats, chapel services, and other religious activities
to their students.
12. School Facilities and Other Resources- school
facilities like classrooms, libraries, laboratories, ICT
equipment, dormitories, school clinics, counseling
office, canteen, and chapel for sectarian schools are
very useful in providing quality education, especially
in implementing the curriculum.
13. Student Services
 Campus Ministry- helps in the spiritual
nourishments of the students in sectarian
schools
 Guidance and Counseling Services-
provides professional helps to students with
various personal and psychological concerns
 Health Services- respond to various health-
related concerns of the students through a
clinic with full time health workers
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 Financial Assistance and Scholarships-
provides financial assistance to deserving
student.
 Student Affairs Office- guides the students
in organizing activities and provides all forms
of support for academic and personal
development of the students in the school.
CURRICULUM DESIGN
Definition of Curriculum Design
 refers to the arrangement of the elements of a curriculum.
 used interchangeably with curriculum organization
 the macro level deals with arranging or organizing the total
curriculum from the philosophy down to contents of
different subjects
 the micro level deals with organizing the content of a
specific subject or discipline.
Different Curriculum Design
1. Subject-centered designs- majority of the curricula
used in schools are arranged or organized in terms of
subjects. It is most popular among the four types of
curriculum designs. (mastery of the content of the
curriculum)
a. Subject Design- the curriculum is organized
in terms of subjects like Mathematics,
Science, Filipino, English, and other subjects.
Most of these subjects are offered in the
elementary school.
b. Academic Disciplines Designs- like the
subject design, this type of design organizes
the curriculum in terms of disciplines like
Algebra, Physics, Chemistry, Literature,
Economics, Philippine History, and others
disciplines. This type of design is used in high
school or in college. The contents are highly
specialized particularly in college level.
c. Integrated Design- based on the principle
that learners learn in an integrated manner.
Thus, this type of curriculum design tries to
merge two or more related subjects.
i. Interdisciplinary- includes the
merging of two related disciplines
or subjects. An example is the
integration of Science and Health.
Educators believed these are two are
naturally integrated. One needs
science knowledge in order to
understand health concepts.
ii. Multidisciplinary- includes the
integration of three or more related
disciplines. An example is the
Social Studies curriculum. This
subject integrates civic, history,
culture, and economics.
iii. Core- requires that all subjects or
disciplines in the school curriculum
be put together using a single theme.
Usually, this type of integrated
curriculum design is used in
preschool where subjects are
combined using curriculum themes.
2. Learner-centered Design- focus on the needs, nature,
and interests of the learners in the curriculum. The aim
of these designs is to develop the potentials and
abilities of the learners and making the curriculum
relevant to them.
a. Activity/Experience Design- this
concentrates on activities that are meaningful
and interesting to the learners. In doing these
activities, learners will develop various skills
like process skills, communication skills,
problem solving, critical thinking, and
creativity that are important for the learners.
b. Humanistic Design- the curriculum is
composed of topics and learning experiences
that focus on the holistic development of an
individual. It also addresses the needs and
nature of the learners. The goal of this design
is the development of a well-rounded
individual.
3. Problem-centered Design- focus on understanding
and finding solutions to individual and social issues
and problems. They engage themselves in meaningful
learning of various social and individual problems like
poverty, climate change, peace and order or terrorism,
diseases, traffic, and economic recessions, among
others.
a. Thematic Design- this design suggests the
thematic approach to integration. The only
thing that is different is the main focus of the
theme. Themes can either be concepts,
guided questions, activities, or standards and
skills but the purposes and goals are all
intended to provide an education that is
holistic, meaningful, and relevant to the life
of the learner.
b. Problem Design- the learners are exposed to
different lessons in problems solving
involving real-life problems. By doing
problem-solving activities, the learners are
exposed to some practical situations or issues
that are important to them and to their
community.
4. Core Learning Designs- focus on learning set of
common subjects, disciplines, courses skills, or
knowledge that is necessary for students to master. It
aims to provide a uniform type of education based on
a certain philosophy or educational theory.
a. Core Design- this is a set of common
subjects, disciplines, or courses that are
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
required for students to study before they
graduate or to a different level.
b. National Core Curriculum Design- this is a
set of subjects or courses that are required to
be taught to all students across the country. It
is prescribed by the state through the
Department of Education or the Commission
on Higher Education. (General Education
Curriculum for undergraduate courses and
the K-12 Curriculum for basic education)
Things to Consider in Designing Curriculum
1. Horizontal Organization- is often referred to a scope
and horizontal integration that is concerned with the
arrangement of curriculum components at any point in
time (Print, 1993). It focuses on establishing
relationships and integration among subject areas in
elementary or secondary curriculum.
2. Vertical Organization- focuses on the spiral
progression of curriculum contents. For example, what
skills, concepts, and values should be taught in Science
from Grade I to Grade VI. It focuses on the distribution
of curriculum contents from Kindergarten to Grade 12
(K-12).
Sequencing Curriculum Content
Sequencing curriculum content is essential in
curriculum design. Sequence is defined as the order in which
contents are presented to the learners (Print, 1993).
Traditionally, contents are sequenced based on the nature of the
subjects and disciplines they belong.
Design Principles
1. Simple to complex- this is traditionally applied to
disciplines like Math, Language, Science, or Music.
The topics are arranged in a progressive-spiral
sequence. (inductive)
2. Prerequisite Learning- this principle is followed in
subjects and courses that largely consist of laws and
principles like Geometry, Algebra, and Physics. To
understand the laws and principles, students should
learn the basic prerequisite knowledge and concepts.
3. Chronology- this design principle suggests
sequencing of content according to chronology of
events. History is an example.
4. Whole-to-Part Learning- this is a deductive
approach to designing contents. One must see the big
picture of ideas to understand the specific concepts and
skills. (deductive)
5. Increasing Abstraction- content can be sequenced
according to the idea or principle that a student can
learn most effectively if the concept or skills is related
or relevant to own personal experiences.
CURRICULUM DEVELOPMENT
Different Curriculum Development Models
 Based on a clear and consistent understanding of various
scholars of the nature of curriculum as a discipline and as
a field of study.
1. Linear Models of Curriculum Development- the
linear models of curriculum development prescribe a
rational step-by-step procedure for curriculum
development starting with objectives.
a. Tyler’s Rational Linear Model
 Ralph Tyler at the University of Chicago
developed the first model of curriculum
development. This model was presented
in his book Principles of Curriculum and
Instruction published in 1949. Tyler
argued that curriculum development
should be logical and systematic.
Society Students Subject matter
Philosophy of Education Psychology of Learning
Selecting Objectives
Selecting Learning Experiences
Organizing Learning Experiences
Evaluation
Four Basic Questions
1. What educational purposes should
the school seek to attain?
2. What educational experiences are
likely to attain these objectives?
3. How can these educational
experiences be organized?
4. How can we determine whether
these purposes are being attained?
b. Taba’s Grassroots Rational Model
 A follower of Tyler is another
curriculum scholar, Hilda Taba. Her
model is a modified version of Tyler’s
Model. Taba argued that curriculum
development should follow a sequential
and logical processes, and she suggested
for more information input in all phases
of curriculum development.
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THE TEACHER AND THE SCHOOL CURRICULUM NOTES
Seven Steps
1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
4. Organization of content
5. Selection of learning experiences
6. Organization of learning
experiences
7. Determination of what to evaluate
and ways and means of doing it
c. Standard-based Curriculum Development
Model
 Allan Glatthorn developed the
standards-based curriculum
development model. The model was
intended for developing curriculum
standards for any discipline from
basic education to higher education.
Phase 1. Develop standards
1. Develop a comprehensive set of
content standards, using multiple
sources
2. Refine the comprehensive list by
eliminating and combining
3. Secure teacher input to identify
teacher priorities
4. Use data to develop final draft of
standards. Divided into Essential
Standards and Enrichment
Standards.
Phase 2. Develop benchmarks
1. Review decisions about content
emphases
2. Identify standards for continuing
development (standards that will
not be benchmarked)
3. Decide how benchmarks will be
identified-by taskforce or by
teachers
4. Develop initial draft of
benchmarks, evaluating with
criteria provided, and secure
teacher review; revise benchmarks
if needed
Phase 3. Develop final products
1. Use standards and benchmarks to
produce scope and sequence part
2. Decide on curriculum guide-content
3. Analyze benchmarks into learning
objectives
d. Understanding by Design Model (UBD)
 The Understanding by Design
model was developed by Wiggins
and McTighe (2002). It has become
a byword in the Philippine
educational system because it was
used to design the basic education
curriculum in school year 2010-
2011 before the K-12 Education
Curriculum was implemented. The
model was also called as Backward
Design for putting emphasis on
starting with the goals and
objectives in designing the
curriculum.
Stage 1. Identify the desired results
Stage 2. Determine acceptable evidence.
Stage 3. Plan the learning experiences and
instruction
e. Systematic Design Model
 Robert Diamond originally
developed the Systematic Design
model in the early 1960s. It is
perspective and rational. It presents
a systematic and linear view of
curriculum development. The use of
diagrams is an excellent way of
helping curriculum workers to
visualize the entire curriculum
development process.
f. Murray Print Model for Curriculum
Development
 Murray Print published his model in
his book Curriculum Development
and Design in 1988. His model
prescribes a sequential and logical
approach to curriculum
development to provide a useful and
easy-to-understand process in
developing curriculum.
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
development of the preceding one.
One cannot proceed to the next
phase unless the preceding phase is
done. Wheeler also emphasized the
importance of starting from the
development of aims, goals, and
objectives.

c. The Contextual Filters Model of Course

Planning
 This was developed by Stark,
Lowther, Bentley, Ryan, Martens,
Genthon, Wren, and Shaw in 1990
2. Cyclical Models of Curriculum Development- the
as part of their study conducted at
cyclical models prescribe a cyclical or continuous
the University of Michigan National
process of curriculum development. Cyclical models
Center for Research to Improve
usually start with situational analysis that serves as the
Postsecondary Teaching and
basis for all the succeeding process.
Learning. Content influences
a. Audrey Nicholls and Howard Nicholls
encompass faculty members’
Model for Curriculum Development
background and associated
 The model emphasizes the cyclical disciplinary and educational beliefs.
nature of curriculum development. Contextual influences refer to the
The model prescribes a five logical influences outside of the instructor’s
and interdependent stages that are in immediate control that cause
a continuous curriculum adjustment in the course plans such
development process. as student characteristics or
instructional materials. Form
includes the processes that are
followed when designing courses
(Stark & Latucca, 1997).

3. Dynamic Models of Curriculum Development- the

b. Wheeler’s Curriculum Development

Model

dynamic models describe how curriculum workers

develop curricula in various educational contexts. The
dynamic curriculum development models are usually
used in school-based settings.
1. Walker’s Model of Curriculum
Development
 Decker Walker developed a model
for curriculum development and it
published it in 1971. Walker
 Although this model is rational in contended that curriculum
nature, each phase is a logical
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THE TEACHER AND THE SCHOOL CURRICULUM NOTES
developers do not follow the
perspective approach of the
rationale-linear sequence of
curriculum elements where they
develop curricula.
2. Skilbeck’s Curriculum Development
Model
 In 1976, Skilbeck came up with a
model for developing a school-
based curriculum in Australia. His
model presents a dynamic view of
curriculum development. When
using this model, curriculum
workers may start from any phase.
However, each phase is interrelated
and follows a systematic sequence.
Skilbeck’s model includes a
situational analysis that involves
data gathering from the school,
society, and the learners. The results
of the situational analysis provide
strong bases for making curricular
decisions for all the succeeding
phases of curriculum development.
3. Eisner’s Artistic Approach to Curriculum
Development
 Elliot W. Eisner was a famous
curriculum scholar. In 1979, he
published the book The Educational
Imagination where he presented his
idea on how curriculum
development should be done. Eisner
(1979) believed that there is a need
to develop a new theory that
recognizes that artistry of teaching
that is useful in helping teachers
develop those arts.
4. Pawilen’s Model for Curriculum
Development
 It is intended to help curriculum
workers develop curriculum that is
relevant and appropriate to the
Philippine context (Pawilen, 2011).
 Curriculum sources are general
factors that influence or affect
curriculum development and
decision-making in the macro level.
 Curriculum influences are specific
factors that affect the development
of the curriculum and decision
making in the micro level.
Process for Developing Curriculum Under Pawilen’s Model
1. Situational Analysis
2. Selection of Goals and Objectives
3. Development of Curriculum Standards
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
4. Selection of Content or Subject Areas
5. Selection add organization of Learning
Experiences
6. Implementation
7. Evaluation
CURRICULUM IMPLEMENTATION
Curriculum Implementation
 Focuses on the actual implementation of the curriculum
from the national level to the local school context.
 It describes the dynamics of how various curriculum
workers strive to do their functions in order to attain
educational goals, programs, and policies set by the
country, region, division, district, and down to the local
school level.
 Ideally, implementation of the curriculum is influenced by
the educational goals set by the government or schools.
 In practice, curriculum implementation is highly
influenced by different curriculum workers; people
influence the process.
 Not all curricula are perfectly implemented as planned. In
the process of curriculum implementation, there are always
problems encountered.
Curriculum Workers
1. Teachers- the most visible among the curriculum
workers. Their roles as implementers of the curriculum
are very crucial.
2. Principals- the chief academic and administrative
officer of the school. Thy provide curricular and
instructional leadership and supervision to the teachers
and other school personnel in the local school context.
3. Curriculum consultants- individuals with a rich
experience on doing curriculum projects related to
curriculum planning, curriculum development, and
curriculum evaluation.
4. District supervisors- responsible for the supervising
the implementation of the curriculum in the district
level.
5. Education supervisors- assigned to specific subject
areas in basic education.
6. Division superintendents- the chief academic officer
of each division. They supervise the implementation
of the DepEd curriculum, programs, and projects in the
division level for both public and private school.
7. Regional directors- manage the programs and
projects of the Department of Education in the regional
level.
8. Education program specialists- work at the national
level or the central offices of the Commission on
Higher Education and the Department of Education.
They assist the two government agencies in the
development of curriculum policies that will help
teachers and other curriculum leaders in the
implementation of the curriculum.
9. Technical panels and teaching committees-
professors and individual experts from different
disciplines and fields that assist the CHED in
developing curriculum, formulating curriculum
policies, and evaluating the compliance of higher
education institutions to CHED program standards.
Level of Curriculum Implementation
Republic Act 9155, also known as the Governance of
Basic Education Act of 2001, Chapter 1, Section 7 defines the
function of each level as follows:
1. National Level- through the leadership of the
Secretary of Education, the Undersecretaries,
Assistant Secretaries, and different Bureau Officers
are responsible for the following:
 formulating national educational policies;
 formulating a national basic education plan;
 promulgating national educational standards;
 monitoring and assessing national learning
outcomes;
 undertaking national educational research
and studies;
 enhancing the employment status,
professional competence, welfare, and
working conditions of all personnel of the
department; and
 enhancing the total development of learners
through local and national programs and/or
projects.
2. Regional Level- consistent with the national
educational policies, plans, and standards, the regional
office under the Regional Director shall be responsible
for the following:
 defining a regional educational policy
framework which reflects the values, needs,
and expectations of the community they
serve;
 developing a regional basic education plan;
 developing regional educational standards
with a view toward benchmarking for
international competitiveness.
 monitoring, evaluating, and assessing
regional learning outcomes;
 undertaking research projects and developing
and managing region-wide projects
 ensuring strict compliance with prescribed
national criteria for the recruitment,
selection, and training of all staff in the region
and divisions;
 formulating, in coordination with regional
development council
 determining organization component of the
divisions and districts and approving the
proposed staffing pattern of all employees in
the divisions and districts;
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
 hiring, placing, and evaluating all employees
in the regional office, except for the position
of assistant director;
 evaluating all school division superintendents
and assistant division superintendents in the
region;
 planning and managing effective and
efficient use of all personnel, physical and
fiscal resources;
 managing the data base and management
information system of the region; and
 approving the establishment of public and
private elementary and high schools and
learning centers.
3. Division Level- a division consists of a province or a
city. Consistent with the national educational policies,
plans, and standards, the division level through the
leadership of the Division Superintendent shall be
responsible for the following:
 Developing and implementing division
education development plans;
 planning and managing the effective and
efficient use of all personnel, physical and
fiscal resources;
 hiring, placing, and evaluating all division
supervisors and school district supervisors as
well as all employees in the division;
 monitoring the utilization of funds provided
by the national government and the local
government units and learning centers;
 ensuring compliance of quality standards for
basic education programs and for this
purpose strengthening the role of division
supervisors as subject area specialists;
 promoting awareness of and adherence by all
schools and learning centers to accreditation
standards prescribed by the secretary of
education; and
 supervising the operations of all public and
private elementary, secondary, and integrated
schools, and learning centers.
4. School District Level- a school district through
leadership of the district supervisor is responsible for
the following:
 providing professional and instructional
advice and support to the school heads and
teachers/facilitators of schools and learning
centers in the district or cluster thereof; and
 curricula supervision.
5. School Level- consistent with the educational policies,
plans, and standards, the school level through the
leadership of school head is responsible for the
following:
 setting the mission, vision, goals, and
objectives of the school;
 creating an environment within the school
that is conducive to teaching and learning;
 implementing the school curriculum and
being accountable for higher learning
outcomes;
 developing the school education program and
school improvement plan;
 offering educational programs, projects, and
services which provide equitable
opportunities for all learners in the
community;
 introducing new and innovative modes of
instruction to achieve higher learning
outcomes;
 administering and managing all personnel,
physical, and fiscal resources of the school;
 administering the staffing complement of the
school based on its needs;
 encouraging staff development school and
community networks and encouraging the
active participation of teachers’
organizations, non-academic personnel of
public schools, and parents-teachers-
community associations; and
 accepting donations, gifts, bequests, and
grants for the purpose of upgrading teachers’
learning facilitators; competencies,
improving and expanding school facilities,
providing instructional materials and
equipment.
Things to Consider in Implementing the Curriculum
1. government requirements
2. school philosophy, vision, mission, and core values
3. learning environment
4. need and demands of society
5. needs of students
6. faculty expertise
7. the changing nature of knowledge
CURRICULUM EVALUATION
Curriculum Evaluation
 In general, evaluation is concerned with giving value
or making judgements
 Consequently, a person acts as evaluator when he/she
attributes worth or judgement to an object, a place, a
process, or a behavior.
 Eventually, evaluation is done using asset of criteria
Purpose of Curriculum Evaluation (Print, 1993)
 Essential in proving feedback to learners- provides
useful information in helping the students improve
their performance and helps teachers identify the
strengths and weaknesses of the learners
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
 Helpful in determining how well learners have
achieved the objectives of the curriculum- describes
whether the students learned or mastered the desired
outcomes and objectives of the curriculum
 To improve curriculum- the result of evaluation
serves as basis from improving curriculum and for
suggesting innovations to improve learning
In addition, curriculum evaluation is also useful to
administrators and teachers in many different ways. For
example:
 Evaluation helps making decisions about improving
teaching learning processes;
 It helps in shaping academic policies;
 It guides in initiating curricular changes and
innovations;
 It ensures quality of any curricular program;
 It helps schools align their curriculum to different
curriculum sources and influences; and
 It determines the level of success of the school’s vision
and mission.
Curriculum Evaluation in the Classroom (Doll, 1997)
 Test results;
 Anecdotal records;
 Checklists;
 Interview guides;
 Observation guides;
 Personality knowledge;
 Rating scales;
 IQ tests; and
 Interest inventories
Curriculum Evaluation at the School or School System
Level
Curriculum evaluation is done mostly at a school or
school system level. This is usually done to evaluate how the
curriculum goals are attained in the macro level. At this level,
the following instruments can be used to gather data for the
evaluation of the curriculum:
 Opinion polls
 Surveys
 Focus-group discussion
 Follow-up studies (graduate tracer studies)
 Standard-evaluation instruments
 Results of district or national tests
Models of Curriculum Evaluation
Curriculum scholar and curriculum workers have
identified various models that can be used for evaluating
curriculum.
1. Provus’ Discrepancy Evaluation Model- this model
for curriculum evaluation was developed by Marcolm
Provus (1971) to evaluate projects under the
Elementary-Secondary Act in the United States. Using
the taxonomy of program content developed by Robert
Stake, Provus identified four major stages of
conducting evaluation.
 Determining program standards
 Determining program performance
 Comparing performance with standards
 Determining whether a discrepancy exists
between performance and standards
2. Tyler Model of Curriculum Evaluation- aligned to
his model of curriculum development, Ralph Tyler
(1950) proposed seven steps for evaluating a
curriculum:
a. Establishment of goals and objectives
b. Classification of objectives
c. Definition of objectives in behavioral terms
d. Identification of situations in which
achievement of the objectives could be
shown
e. Selection of criterion of measurement
procedures
f. Collection of data about pupil performance
g. Comparison of findings with stated
objectives
3. Stufflebeam’s CIPP Model- the Phi Delta Kappa
National Study Committee on Evaluation, chaired by
Daniel L. Stufflebeam, developed and published a
curriculum evaluation model known as CIPP (context,
input, process, product) model.
Content  Input  Process  Product
 Context evaluation- to provide a strong
rationale for determining curriculum
objectives
 Input evaluation- aims to provide
information for determining how resources
are utilized to achieve curriculum objectives
 Process evaluation- focuses on providing
periodic feedback while the curriculum is
being implemented
 Product evaluation- aims to gather, interpret,
and apprise curricular attainments not just the
end of the implementation of the curriculum
4. Stake’s Congruency-Contingency Evaluation
Model- Robert Stake (1975) claimed that curriculum
is not complete unless three categories of date are
made available.
a. Antecedents- include data on students and
teachers, the curriculum to be evaluated, and
the community context
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
b. Transactions- include time allotment,
sequence of steps, social climate, and
communication flow
c. Outcomes- encompasses students’ learning in
the form understanding, skills, and values or
attitudes, as well as effects of the curriculum
on the teachers, students, and the school
5. Eisner’s Educational Connoisseurship Model-
Elliot Eisner (1985) provided a qualitative way of
evaluating curriculum. This model does not have
methodical procedures compared with other
evaluation models. Eisner’s model calls for a deeper
and wider observation results of evaluation that are
expressed in written form. The results, however, are
not merely descriptions; they provide excellent and
accurate interpretation and appraisal.
CURRICULUM INNOVATION
Curriculum Innovation
 In general, innovation may mean a new object, new
idea, ideal practice, or the process by which a new
object, idea, or practice comes to be adopted by an
individual group or organization (Marsh and Willis,
2007).
 Oftentimes, curriculum innovation is associated with
curriculum change. A term in curriculum studies
which means any changes in the curriculum that is
either planned or unplanned.
A. Standards-based Curriculum- a standards-based
curriculum is designed based on content standards as
explicated by experts in the field (Glatthorn et al.,
1998)
1. Knowledge or Content Standards- describe
what students should know. These include
themes or conceptual strands that should be
nurtured throughout the student’s education
2. Skills standards- include thinking and
process skills and strategies that students
should acquire
3. Dispositions- are attitudes and values that
should be developed and nurtured in.
Varieties of benefits of using curriculum standards to
education:
1. Ensure that students learn what they need to
know for high-level functioning in the 21st
century
2. Ensure educational quality across school
districts and educational institutions
3. Provide educators with guideposts to mark
the way to providing students with
meaningful outcomes to work on
4. Provide a curriculum template within which
teachers and candidates are able to focus on
instructional delivery techniques that work
B. Multicultural Curriculum- a multicultural
curriculum aims to promote cultural literacy and
cultural understanding. Schools use different strategies
and approaches to develop cultural literacy and
promote cultural understandings.
1. Content Integration- deals with the extent to
which teachers use examples and content
from a variety of cultures and groups to
illustrate key concepts, principles,
generalizations, and theories in their subject
area or discipline.
2. The Knowledge Construction Process-
consists of methods, activities, and questions
teachers to help students to understand,
investigate, and determine how implicit
cultural assumptions, frames of reference,
perspectives, and biases within a discipline
influence the ways in which knowledge is
constructed.
3. Prejudice Reduction- describes the
characteristics of students’ attitudes and
strategies that can be used to help them
develop more democratic attitudes and
values.
4. Equity Pedagogy- exists when teachers
modify their teaching in ways that will
facilitate the academic achievement of
students from diverse racial, cultural, ethnic,
and gender groups.
5. An empowering School Culture, and
Social Structure- involves the restructuring
of the culture and organization of the school
so the students from diverse, racial, ethnic,
and gender groups will experience quality.
C. Indigenous Curriculum- the idea of indigenous
curriculum was a product of a vision to make
curriculum relevant and responsive to the needs and
context of indigenous people.
1. Construct knowledge so that young children
understand how experience, persona views,
and other people’s ideas influence the
development of scientific concepts and
scientific knowledge.
2. Use instructional strategies that promote
academic success for children of different
cultures.
3. Integrate contents and activities that reflect
the learner’s culture, history, traditions, and
indigenous knowledge in the curriculum.
4. Utilize community’s cultural, materiel,
and human resources in the development
and implementation of the curriculum.
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D. Brain-based Education- prominent advocates in
brain-based education, Caine and Caine (1997)
considered curriculum and instruction from brain-
based approach. They begin with brain-mind learning
principles derived from research findings and apply
these principles in the classroom and in designing a
curriculum.
1. The brain is a whole system and includes
physiology, emotions, imaginations, and
predisposition. This must all be considered as
a whole.
2. The brain develops in relationship to
interactions with the environment and with
others.
3. A quality of being humans the search for
personal meaning.
4. People create meaning through perceiving
certain patterns of understanding
5. Emotions are critical to the patterns people
perceive
6. The brain processes information into both
parts and wholes at the same time
7. Learning includes both focused attention and
peripheral input
8. Learning is both unconscious and conscious
9. Information (meaningful and fragmented) is
organized differently in memory
10. Learning is development
11. The brain makes an optimal number of
connections in a supportive but challenging
environment; however, when there are
perceptions of threat, the brain may inhibit
learning.
12. Every brain is unique in its organization
E. Gifted Education Curriculum- designed to respond
to the needs of a growing number of gifted learners and
to develop gifted potentials
a. School-wide Enrichment Model
 developing talents in all children
 providing a broad range of
advanced-level enrichment
experiences for all children
 providing advanced follow-up
opportunities for young people
based on their strengths and
interests
b. Parallel Curriculum Model
 Core curriculum- focuses on the
nature of knowledge
 Curriculum of connection- focuses
on the integration
interconnectedness of knowledge
 Curriculum of practice- application
of knowledge
 Curriculum of identity- fits the
learner’s values and goals
c. Autonomous Learner Model
 Orientation
 Individual development
 Enrichment activities
 Seminars
 In-depth study
d. Integrated Curriculum Model
 Advanced content dimension- meets
the needs of gifted students for
acceleration by providing content
earlier and faster than same-age
peers
 Process/product dimension-
incorporated direct instruction and
embedded activities the promote
HOT skills
 Issues/themes dimensions- learning
experiences are organized
e. Kids Academia Model
 Group meeting and brainstorming
activities
 Selection of contents of each theme
 Designing lessons
F. Differentiated Curriculum- differentiation is a
philosophy that enables teachers to plan strategically
in order to reach the needs of the diverse learners in
classrooms today. A differentiated curriculum,
therefore, is a curriculum that considers the unique
characteristics, learning styles, thinking preferences,
intelligence, need, cultural backgrounds, interests,
gender, and other unique characteristics of the
learners.
G. Technology Integration in the Curriculum-
technology offers multiple opportunities to improve
teaching and learning and in the total education
system. Technology integration is breaking the
geographical barriers in education. It is creating new
space for meaningful learning.
 distance education;
 computer-assisted instruction;
 online learning;
 teleconferencing;
 online libraries;
 webinars;
 online journals; and
 e-books
or
H. Outcomes-based Education (OBE)- this is one of the
dominant curriculum innovations in higher education
today. It came out as curricular requirement for
specific fields of study in engineering, nursing, and
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
tourism education, among others. ASEAN education
framework for higher education requires all colleges,
universities, and institutes to transform all their
programs to OBE.
I. Transition Curriculum- the transition program is
designed for special learners that are intellectually
disabled and those are physically handicapped. It is
designed to meet their special needs and respond their
specific interests. It is like a care package that will
empower the learners in their transition from home to
school, or from post-elementary to post-secondary to
the world of work. In transition program, the learners
will also enjoy an education that will enable them to
become functional in their everyday lives.
 daily living skills
 personal and social skills
 occupational guidance and preparation
1. Transition to school life- children and adult
special learners
2. Transition after post-secondary schooling-
programs that will prepare special learners for
vocational courses and on-the-job trainings
3. Transition from school to entrepreneurship-
programs that will allow special learners to
become entrepreneurs in their respective
communities
4. Transition from school to adult life- programs that
will allow students to adjust and adapt to adult life
5. Transition to functional life- learning of liif skills
that will allow the special learners to learn how to
take care of themselves and develop some special
skills that they can use every day.
TEACHERS AS CURRICULUM LEADERS
Key Roles of Teachers as Leaders in Curriculum Process
 Teacher plays an important role in almost all activities
related to curriculum processes. They are the chief
implementers of the curriculum as they are directly
involved in the teaching and learning process.
 Curriculum leadership can be simple defined as a set of
important roles and activities that each teacher does in
relation to curriculum planning, curriculum designing,
curriculum implementation, and curriculum evaluation.
Teachers are expected to innovate and develop curriculum
that are relevant and responsive to the needs and context of
the learners.
 Teachers as curriculum leaders share the vision and
mission of the whole country education. They are shapers
of positive educational environment and they are guardians
of education values
 As curriculum leaders, they are professionals working with
social agencies and various stakeholders to improve quality
of education and to make the curriculum more relevant and
responsive and to ensure effective and efficient
implementation of curriculum, curriculum reforms, and
curriculum policies.
Functions of Teachers as Curriculum Leaders (A-Z)
A Advocate positive curricular reforms to ensure quality of
education
B Broaden understanding of the teaching and learning
process
C Conduct research to enhance curriculum content and
improve teaching and earning
D Develop appropriate curriculum for students
E Evaluate curriculum materials and the implementation of
the curriculum
F Facilitate activities to ensure public understanding of every
single curriculum reform
G Gather important data needed for curriculum planning
H Harness community resources in curriculum development
I Innovate curriculum instruction
J Justify the need to innovate, evaluate, and develop
curriculum
K Know every learners needs, issues, and interests
L Lobby congressional support for bills that are needed for
curriculum
M Manage curriculum implementation and curriculum
change
N Nurture creativity and critical thinking in the curriculum
O Orient teachers, students, parents, and other stakeholder of
curriculum
P Provide updated knowledge on the subject they teach
Q Qualify acceptable curriculum ideas and theories
R Reflect on different researches that influence the
curriculum
S Select appropriate instructional strategies, methods, and
approaches
T Train teachers who will implement the curriculum
U Understand implications of social issues and social
changes in the curriculum
V Validate the contents of the curriculum
W Win support from stakeholders and government on needed
curriculum reforms
X X-ing (crossing) out bureaucratic barriers to curriculum
implementation
Y Yearn for quality education through a relevant and
responsive curriculum
Z Zero out irrelevant and erroneous curriculum contents and
responsive curriculum
 The task of teachers as curriculum leaders may seem to be
very ideal and overwhelming, considering the fact that
teacher education in this country needs major reform.
Teachers as Curriculum Leaders in Instructional Planning
Process
 Instructional leadership is always associated with school
administrators particularly school principals.
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
 Instructional leaders must be knowledgeable about
learning theory, effective instruction, and curriculum,
which recognized as the power within the educational force
(McEwan, 2003).
 Instructional leaderships as one of the functions of
curriculum leaders may need the following functions:
◦ Supervise the implementation of curriculum and
academic standards
◦ Promote a school culture and climate conducive
to teaching and learning
◦ Communicate the philosophy, vision, mission, of
the school
◦ Train teachers and school staff
◦ Lead in the development and purchase of
instructional materials
◦ Prepare the school budget for instruction
◦ Observe classes of teachers
◦ Check assessment tools (exams and authentic
assessment)
 Curriculum leaders fulfill these leadership functions in
dynamic and democratic ways. They inspire teachers and
students to commit themselves to excellent teaching and
learning. They create efficient systems to ensure smooth
implementation of instructions.
Teachers as Curriculum Leaders in Evaluating Process
 Evaluating instruction is also an important function of
teachers as curriculum leaders. It is necessary to ensure that
curriculum is implemented as it was planned.
 It ensures that the curriculum standards and competencies
are taught effectively to every learner. Evaluating
instruction also measures the effectiveness of how the
curriculum is implemented.
Teachers as Curriculum Leaders in the K-12 Education
 The RA 10533, also known as Enhanced Basic Education
Act of the Philippines includes specific provisions for
teachers and principals to exercise leadership roles not only
in instructions but also in curriculum.
 RA 9155, also known as Governance of Basic Education
Act of 2001 also specifies important provisions wherein
teachers play important roles to promote and protect rights
of every citizen to quality basic education.
 Since the K-12 Curriculum is a standards-based curriculum
reform, all teachers are compelled to focus their attention
on the following:
a. Clarity of the standards- teachers should know the
essential standards that every student should learn
in the curriculum
b. Visibility of performance measure- teachers need
to ensure that each curriculum standards shows
visible outcome or performance
c. Consistency of communication- teachers should
effectively communicate the standards to all
students
1. Teachers as Curriculum Leaders in Preschool
 RA 10157, otherwise known as The
Kindergarten Education Act integrates
kindergarten education in the formal
education system of the country.
 Before the school year 2011-2012,
kindergarten education was not a prerequisite
to Grade 1; it was more of a privilege for
learners whose parents can afford
kindergarten education for them.
 The Department of Education issued a
curriculum to be implemented by all
kindergarten schools in the country.
 Values Education
 Physical Health and Motor
Development
 Social and Emotional Development
 Cognitive Development
o Sensory-Perceptual Motor
Development
o Mathematics
o Understanding of the
Physical and Natural
Environment
o Understanding of the
Social Environment
o Language, Literacy, and
Communication
 With the implementation of Mother Tongue-
based Multilingual Education staring in
Kindergarten, there is a need for teachers to
study new ways of learning, new pedagogy,
and new curriculum designs for indigenizing
and contextualizing curriculum instruction.
2. Teachers as Curriculum Leaders in
Elementary Grades
 Primary or elementary education is always
regarded as the laboratory of life. As such, its
primary goal is to develop the basic skills,
literacies, and life skills that all learners need
to be prepared for life.
 The elementary curriculum is essential in
helping learner learn how to learn, become
creative and critical thinkers, and to become
builders of the society.
 The elementary curriculum will expose
learners to the knowledge embedded in each
subject
 Teachers as curriculum leaders in elementary
level are starting to mold the minds and
character of the future leaders and citizens of
the world.
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 Teachers as curriculum leaders are
researchers. They expose their students to
integrative learning in the elementary grades.
 Teachers as curriculum leaders are
empowered to design a new learning
environment that celebrates diverse ideas and
learning styles. They utilize technology
effectively in teaching, and they make
decisions on curriculum content.
3. Teachers as Curriculum Leaders in Junior
High School (JHS)
 The curriculum for JHS follows the spiral
curriculum design enabling learners to see the
seamless connection of one topic to another
at the horizontal and vertical levels.
 In JHS, students are exposed to higher levels
of learning
 In JHS, teachers will assume leadership roles
by sharing their disciplinary to the students.
They understand the complexity of the
learners’ behavior in this stage of life, and
they serve as behavior compass for students
to emulate.
4. Teachers as Curriculum Leaders in Senior
High School (SHS)
 The SHS is something new in the educational
program for basic education in the
Philippines. It was added basically to prepare
the Filipino for global demands. It is part of
the commitment of the country to make its
educational system at par with global
standards.
 In SHS, students will choose their own track
from academic track, technical-vocational
track, and arts and sports track.
 The SHS teachers are experts in their own
field. They will teach course that will prepare
the students for the profession they will
choose and provide them necessary skills that
they need to become entrepreneurs and
productive in everyday lives.
 In SHS program, teachers play crucial role in
developing the professional skills and
attitudes of their students.
 Teachers as curriculum leaders will plan,
design, develop, and implement curriculum
appropriate for the students and aligned to the
K-12 Education Program. They are expected
to innovate and take the lead in ensuring that
students will master the core standards and
competencies prescribed by the DepEd for
the SHS Curriculum.
Teachers as Curriculum Leaders of 21st Century Learning
 The 21st century is marked with various changes and
challenges brought by forces like globalization, changing
individual and social values system, economic situation,
political issues, cultural diversity factors, massive influx of
information technology, environmental issues, and the
increasing amount of information made available to the
public. These factors demand that education must innovate
and reshape itself to meet the needs and challenges of the
people and the society.
 Teachers as curriculum leaders play an important role in
this endeavor. They need to develop new curriculum, new
curriculum materials, and new instructional designs that
will prepare the learners to meet the needs and demands of
21st century learning.
 Teachers need a lot of professional and personal updating.
Learning in the 21st century will need teachers who possess
a high degree of technological-pedagogical-content
knowledge (TPCK).
 Teachers will teach millennial learners, who were born in
an era where information technology is leading and
shaping the renaissance of the society.
 Middlewood and Burton (2001) noted that the 21st century
teaching and learning would need a completely new
paradigm of learning. This new paradigm of learning
focuses on developing:
◦ Critical thinking
◦ Creativity
◦ Communication skills
◦ Collaboration
 Law and Glover (2000) also identified new features of
education focusing on:
◦ Learning how to learn
◦ Learning as a process; a journey
◦ Learning as a life-long process
◦ Teacher as a learner
Exercising Curriculum Leadership in Selecting Textbooks
and Other Instructional Materials
 Teachers should be empowered to select the textbooks and
other instructional materials that they use in their classes.
 In some schools, teachers are enjoined to participate in the
textbook selection process; however, in many schools;
administrators are the ones selecting the textbooks for the
school.
o Aligned to the K-12 Curriculum
o Contain expert system of knowledge
o Have provision for differentiated instructions
o Provisions for reflective thinking
o Provisions for parental and community
involvement
 Teachers as curriculum leaders make sure that all the
necessary instructional materials they need to implement
the curriculum are provided. They also ensure that these
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 THE TEACHER AND THE SCHOOL CURRICULUM NOTES
instructional materials are relevant and responsive to the o Values- if the learning competency calls for
needs of the learners. valuing and appreciation
2. Identifying prerequisite knowledge, skills, and values
Developing Teachers as Curriculum Leaders for competency.
 Curriculum leaders are trained and developed. They are 3. Identifying appropriate activities and strategies.
products of different in-service and pre-service teacher 4. Classifying standards and competencies base on the
education programs. types of assessment
 They also develop their skills from experiences and
encounter with great teachers. they are products of mentors
and they formed by supportive professional work
environments.
Factors to be considered in the development of
teachers as curriculum leaders:
1. Teach empowerment
2. Efficient system
3. Mentoring system Revised Bloom's Taxonomy by Anderson and Krathwohl (2001)

4. Administrative support
5. Learning community

UNPACKING CURRICULUM STANDARDS AND

COMPETENCIES

Definitions and Examples of Curriculum Standards and

Bloom’s Taxonomy for Affective Domain
Competencies
 Curriculum standards are widely used in the United States
and in some countries for their curriculum.
 In the K-12 Curriculum, standards are classified as content
standards and performance standards. The K-12
Curriculum also include learning competencies.
 The DepEd, in its Memorandum Order No. 8 Series of
2015, defined curriculum standards and competencies as:
1. Content Standards- identify and set the essential
knowledge and understanding that should be
learned by the students
2. Performance standards- describes the abilities Taxonomy of Skills-based Objectives
and skills that the learners are expected to
demonstrate in relation to the content standards
and integration of 21st century skills.
3. Learning competencies- refer to the knowledge,
skills, and understanding that learners need to
demonstrate in every lesson or activity.

 Unpacking curriculum standards and competencies are

essential in the selection of curriculum content, learning
activities, and assessment tools.

Several Steps in Unpacking the Curriculum

Fink’s Taxonomy of Significant Learning
1. Classifying standards and competencies as knowledge,
skills, and values
o Knowledge- if the learning competency calls for Reference:
remembering and basic comprehension of a Pawillen, G. T. (2019). The Teacher and the School Curriculum. Quezon
concept or a skill City: Rex Book Store, Inc.
o Skills- if the learning competency calls for the
learner to demonstrate or apply a skill or desired
behavior

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