CHAPTER

I
Understanding Curriculum
 Define curriculum.

Analyze the different types of

curriculum.
OBJECTIV
ES: Discuss different curriculum
foundations.

Discuss different curriculum

conceptions.
LET’S TEST: TRUE OR
FALSE
1. Curriculum refers to planned learning experiences.
2. Curriculum has 5 elements.
3. There is single conception on curriculum.
4. Curriculum shall be related to the needs and abilities of learners
including their experiences, culture, society, beliefs and the
likes.
5. The center of the curriculum is the content.
WHAT IS CURRICULUM?
CURRICULUM IS
A list of subjects – this
definition suggests that
curriculum is the “permanent”
or traditional subjects offered in
the school curriculum
(mathematics, Languages,
Science, Music, Arts, and
others)
As planned learning
experiences- includes
documents specifying contents,
objectives, or general ideas of
what students should know in
school or in specific discipline.
CURRICULUM IS

Learning experience– this

As intended learning
definition includes students’
outcomes- includes a list of
curricular and co-curricular
learning competencies or
activities and the learning
standards that students
experiences inside and
should learn in school.
outside the school.
CURRICULUM IS

As content or subject
As a discipline– has
matter- views
its own principles,
curriculum as a
theories and
series of topics under
practices
each subject area
TYPES OF CURRICULUM?
9 TYPES OF CURRICULUM

1. Ideal or recommended curriculum- refers to what scholars propose as most appropriate

curriculum for the learners.

Example: Curriculum standards recommended by professional organizations. Many of these

various curriculum standards are recommended by professional organizations as alternative to
the current contents of the curriculum. Standards are products of their latest researches on the
nature of the different disciplines and the developments in various academic fields.
9 TYPES OF CURRICULUM

2. Intended, official, or Written Curriculum refers to the

official curriculum embodied in approved state curriculum
guides. It is prescribed by the government.

Example: The Kindergarten Curriculum Standards, The K-

12 Curriculum, CHED Curriculum for General education,
TESDA Modules and Competencies.
9 TYPES OF CURRICULUM

3. Implemented Curriculum refers to actual implementation of the

curriculum or what teachers in school teach. In many cases teachers
modify and improve their curriculum based on the needs of the students.

Academic Freedom among faculty members in college may also

influence how professors plan and implement their courses.
9 TYPES OF CURRICULUM

4. Achieved or Learned Curriculum refers to the result of

the curriculum or what the students learned in school
(Print, 1993).

It reveals whether the students learned and whether the

schools are successful in attaining their curriculum goals
and objectives.
9 TYPES OF CURRICULUM

5. Tested Curriculum this is a set of learning that is assessed in

teacher-made classroom tests, curriculum referenced tests, and in
standardized tests. (Glatthorn, Boschee, and Whitehead, 2006)

6. Entitlement Curriculum – refers to what people or general society

believed the learners should expect to learn in the educational system
for them to become good members of the society.
9 TYPES OF CURRICULUM

7. Supported Curriculum 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 Curriculum – refers to various

curriculum contents or topics that must not be taught to
the students. (Tanner & Tanner, 2007)
 9. Hidden Curriculum – refers to various
skills, knowledge, and attitudes that
students learn in school as a result of
their interaction with other students, staff,
9 TYPES OF and faculty members.
CURRICUL
Although the hidden curriculum is not
UM actually taught in formal classroom
learning, it is also true that the hidden
curriculum can be a product of student’s
schooling. It is very powerful in developing
the school culture. (Print, 1993)
CURRICULUM
FOUNDATIONS

01 02 03
Studies of Studies of Life Studies of the
Learners and (Sociology and Nature and Value
Learning Theories anthropology) of Knowledge
(Psychology) (Philosophy)
CURRICULUM
CONCEPTIONS
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.
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.
CURRICULUM
CONCEPTIONS

Humanistic Conception- stresses

Social Reconstructionist
the idea that curriculum or
Conception – views the school or
education is an instrument for
schooling as an agency for social
developing the full potential of
change. Hence it stresses that
individuals. It seeks to help
curriculum should respond to the
individuals discover and develop
different needs, issues, problems,
their unique identities. Focuses on
and demands of the society.
needs and individuals’ interests
CURRICULUM
CONCEPTIONS

Technological Conception – is
Eclectic Conception – reiterates
pre-occupied with the
the realities in curriculum
development of means to
development that each of the
achieve curriculum or
curriculum conceptions is to be
educational goals. It views
considered and is influential to
schooling as a complex system
a certain extent in designing the
that can be analyzed into
curriculum.
constituent components.
ELEMENTS OF
CURRICULUM

CURRICULUM CONTENT LEARNING EVALUATION

INTENT EXPERIENCES
ELEMENTS OF
CURRICULUM
1. Curriculum Intent – is term used by Print (1993) to mean the direction that curriculum
developers wish to take as a result of participating in the curriculum. It includes

Aims- broad statements of social educational expectations, referring to what is hoped to

be achieved by the entire curriculum.

Goals – are statements more specific than aims. General statements of what concepts,
skills, and values should be learned in the curriculum.

Objectives – are the specific learning outcomes. Usually are used in making decisions or
planning for instructions.
ELEMENTS OF
CURRICULUM
2. Learning Experiences– include all instructional strategies that are useful
for the implementation of the curriculum.
These may appear in forms of activities, strategies, methods, or approaches
that are useful in implementing the curriculum or in teaching the content.
3. Evaluation – includes 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 had undergone the curriculum.