THE CURRICULUM

 Its Objectives
 Types of Curriculum
 Scientific Method in Curriculum
Making
OBJECTIVES
At the end of the lesson, students are
expected to:
a. define curriculum;
b.identify objectives of Elementary
Curriculum;
c.discuss the types of curriculum used in
Elementary Education;
d. list the scientific method in curriculum
making: and
e.appreciate the importance of
elementary curriculum through oral
recitation.
Class Rules
o
o
o
o
 WORD CHAIN
Direction:
Describe your experiences in the classroom/school during
Elementary/ High School days in ONE WORD.
Player come up with the letter that the previous word ended
with.
Example:
SOUP—PEAS---SUGAR—RICE

 Remember: Words should not be repeated.

 Time limit: 5 seconds
 Curriculum:
Concepts,
Nature and Importance
 What is Curriculum?
What is its nature?
Why is it important?
 In-class Activity
NUMBER HEADS TOGETHER!
Direction:
1.Student groups will work together to
discuss and share ideas.
2.Within each group are also assigned a
number. For example, you might be student
#2 from group 1.
3.Teacher will select a number to present
the output of the group.
6minutes
What is Curriculum?
CURRICULUM
 derived from the Latin word “ Currere”
means ‘the race, the path, lap or course or run
away’ which one takes to reach a goal applied to
a course of study.

 If the teacher is the guide the curriculum is the

path.
 CONCEPT OF
CURRICULUM
Dynamic as the changes that occur in
the society.
In its narrow sense, curriculum is viewed
merely as a listing of subject to be taught
in school.
In a broader sense, it refers to the total
learning experiences of individuals not
only in schools but in society as well.
 What is Curriculum?
 By Definition

CURRICULUM
is a standard-based sequence of planned
experiences where students practice and achieve
proficiency in content and applied learning skills.

is the central guide for all educators as to what is

essential for teaching and learning, so that every student
has access to rigorous academic experiences.
What is Curriculum?
 By
Definition
CURRICULUM

The structure, organization, and considerations in

curriculum are created to enhance student learning and
facilitate instruction.

Must include the necessary goals, methods,

materials, and assessments to effectively support
instruction and learning.
By point of view
Traditional
 It is the body of subjects or subject matter
prepared by the teacher for the students to
learn,

 It is similar to syllabus or course study.

 curriculum is viewed as written documents or

a plan of action in accomplishing goals.
 By Points
View of
 

Traditional: Proponents
 Robert M. Hutchins
view curriculum as “permanent studies”
where the rule of grammar, reading, rhetoric and logic,
and Mathematics for basic education are emphasized.
 Arthur Bestor
believes that the mission of the school
should be intellectual discipline of grammar, literature and
writing. It should also include Mathematics, Science,
History, and foreign language.
 Joseph Swab
viewed that discipline is the sole source of
curriculum.
What is Curriculum?
 By Points
View of

Progressive

 Curriculum as viewed by the progressivist as

something that individuals have actualized the
written materials that provide total learning
experiences.

 Broadly speaking, curriculum is defined as total

experiences of the individual. This definition is
anchored on John Dewey’s definition of experience
and education. He believed that reflective thinking
is a means that unifies curricular. Thought is not
derived from action but tested by application.
PROGRESSIVE: Proponents
 Caswell and Campbell
 viewed curriculum as “ all experiences
children have under the guidance of teachers.”
 Smith, Stanley, and Shores
 defined curriculum as “ a sequence of potential
experiences set up in schools for the purpose of
disciplining children and youth in group ways of thinking
and acting.”
 Marsh and Willis
 defined the curriculum as “ all the
experience in the classroom which are planned and
enacted by the teacher, and also learned by the students.”
 Nature of Curriculum
Characteristics of Good Curriculum
1.The Curriculum is continuously evolving.
2.The Curriculum is based on the needs of
people.
3.The Curriculum is democratically conceived.
4.The Curriculum is the result of a long term
effort.
5.The Curriculum is a complex of details.
 Nature of Curriculum
Characteristics of Good Curriculum
5.The Curriculum provides for the logical sequence
of the subject matter.
6.The Curriculum provides for the logical
sequence of the subject matter.
7.The Curriculum complements and cooperates
with other programs of the community.
8.The Curriculum has educational quality.
9.The Curriculum has administrative flexibility.
Importance of Curriculum
plans, assessment techniques, teaching
strategies, etc.
 Provides teachers, students, school leaders
and community stakeholders with a
measurable plan and structure for delivering
a quality education. Curriculum is the
backbone of education. It provides
framework for the teaching of subject
matter. It includes Unit plans, lesson
a school cannot exist without a curriculum
 Elementary Curriculum Objectives
….What?
Elementary curriculum objectives are clear,
specific goals set by the educators for what
students in elementary school should learn and
achieve in various subjects, like math and
language arts.
Elementary Curriculum Objectives

What for?

These objectives guide teachers in planning

lessons and help track students’ progress, ensuring they
gain essential knowledge and skills during their early
education.
 Elementary Curriculum Objectives
4.Social and Emotional
1.Academic Mastery Development

2.Critical Thinking 5.Citizenship and Ethics

3.Communication 6.Physical Education and

Skill Health
OBJECTIVES
1. Academic Mastery
 aims to help students develop a strong foundation in
core subjects such as mathematics, language arts, science,
and social studies.
 This objective intends to ensure that students acquire the
knowledge and skills necessary to excel academically,
laying the groundwork for future learning.
OBJECTIVES
2.Critical Thinking
 encourage students to think critically, analyze
information, and solve problems effectively.
 Critical thinking involves evaluating evidence,
considering multiple perspectives, and making
informed decisions.
OBJECTIVES
3.Communication Skill
 Emphasize the development of effective
communication skills, both oral and written.
 This includes the ability to express ideas clearly,
listen actively, and engage in meaningful dialogue.
OBJECTIVES
 4.Social and Emotional Development
 promotes the growth of social skills, empathy, and
emotional intelligence in students.
 This objective aims to nurture well- rounded
individuals who can interact harmoniously with
others.
5.Citizenship and Ethics
 Aims to instill a sense of responsibility, ethics, and
good citizenship in students.
 It emphasizes the importance of contributing
positively to society.
6.Physical Education and Health
 focuses on promoting physical well-being and
health awareness.
 It encourages students to adopt healthy lifestyles and
engage in regular physical activity.
TYPES OF CURRICULUM
1. RECOMMENDED-
 It identifies the skill, concept, and content that will be
emphasized throughout the process.
1. WRITTEN
 The written curriculum refers to a lesson plan or syllabus
written by teachers
3.TAUGHT-

 Whatever is being taught or an activity being done

in the classroom is a taught curriculum.
 Contains different teaching and learning styles to
address the students’ needs and interest.
4. SUPPORTED –

 it identifies the skills, concepts and content that will be

emphasize.
 The supported curriculum is about the implementation of the
written curriculum.
 This curriculum contains different teaching styles or
strategies and learning styles to address the students’needs
and interested throughout the process.
5. ASSESSED/ TESTED

 When students take a quiz or the midterm and find exams,

these evaluations are the so-called assessed curriculum.
 Assessed curriculum this refers to the tested or evaluated
curriculum.
6. LEARNED

 This refers to the learning outcomes achieved by the students.

 A learning outcomes can be manifested by what students can
perform or do either in their cognitive, effective, or
psychomotor domains.
 The test result can determine the learning outcome, and the
students can achieve it through learning objectives.
7. HIDDEN-

The curriculum refers to the unplanned or unintended

curriculum but plays a vital role in learning.
A hidden curriculum
is a set of lessons “which are learned but not openly
intended” to be taught in school such as the norms, values, and
beliefs conveyed in both the classroom and social environment.
8. EXCLUDED-
The excluded curriculum is also known as the null curriculum.
 It refers to what content is not taught in a course.
 Often an educator or curriculum specialist believes that a certain
skill or concept is less important or does not need to be covered.
 Sometimes what is left out, intentionally or unintentionally, can
shape students as much as what is included. For example,
students might not be taught about an ongoing debate among
experts in the field or not encouraged to think critically about a
text.
SCIENTIFIC METHOD IN CURRICULUM
MAKING

ACTIVITY

Group 1:WORD SCRAMBLE

PUZZLE
Group 2: Arrange Me!
SCIENTIFIC METHOD IN CURRICULUM
MAKING
SCIENTIFIC METHOD IN CURRICULUM
MAKING

The scientific method is a systematic approach used in the

field of science to investigate and understand the world
around us.
Whileit may not be directly related to curriculum making,
elements of the scientific method can be applied to inform the
development of educational curricula.
SCIENTIFIC METHOD IN CURRICULUM
MAKING

In curriculum making, educators often use research and

evidence-based practices to design curriculum content,
instructional strategies, and assessment methods.
They may gather data, analyse it, and make informed
decisions based on the results.
This approach helps ensure that curricula are effective,
rigorous, and aligned with educational goals and standards.
1. Observation
Educators observe a need for improvement in
student understanding of a specific scientific concept,
such as photosynthesis.
2.Research
They review relevant literature, educational
resources, and best practices to gather information about
effective teaching strategies, instructional materials, and
assessment methods related to photosynthesis.
3.Hypothesis

Based on their research, educators develop a

hypothesis, such as “Using hands-on experiments and
visual aids will enhance students’ comprehension of
photosynthesis.”
4. Experiment
 Educators design a curriculum module that
incorporates hands-on experiments, visual aids, and
interactive activities to teach photosynthesis.
 They implement the curriculum with a group of
students.
5. Data Collection

During the module implementation, educators

collect data on student engagement, understanding, and
performance through observations, assessments, and
student feedback.
6. Analysis
 Educators analyze the collected data to evaluate the
effectiveness of the curriculum module.
 They compare pre- and post-module assessments,
review student feedback, and assess the impact of
hands-on experiments and visual aids on student
learning outcomes.
7. Conclusion
 Based on the data analysis, educators draw
conclusions about the effectiveness of the curriculum
module in enhancing student understanding of
photosynthesis.
 They determine whether the hypothesis was
supported or refuted.
Scientific
Method- a time tested approach to problem solving
and investigation or a process or method of research.

Teaching Steps of the Scientific Method

asking a question
doing research
forming a hypothesis
1. putting the hypothesis to the test with an experiment.
The Importance of using Scientific Method

Using the scientific method to explore

science with young children provides a
systematic model for engaging children in
observation, questioning, predicting,
experimenting, summarizing, and sharing
results.