THE TEACHER AND THE SCHOOL CURRICULUM

(TCP_PED6)

Curriculum
Essentials
Abelido, Ma. Veronica S.
Educational background:
• Master’s in Business Administration – WCC (2023)
• Bachelor’s Degree – STI College (2017)
• Associate’s Degree – AICS (2014)

Employment status:
• Information Process Enabler – TCS (Dec. 2021 – Present)
• Adjunct Professor - STI College (Jan. 2024 – Present)
 B. The teacher as knower of
curriculum
• The School Curriculum: Definition, Nature, and
Scope
• Approaches to the School Curriculum
• Curriculum Development: Processes and Models
• Foundations of Curriculum
Curriculum refers to the lessons and
academic content taught in a school or
in a specific course or program.
Depending on how broadly educators
define or employ the term, curriculum
typically refers to the knowledge and
skills students are expected to learn,
which includes the learning standards
or learning objectives they are
expected to meet; the units and lessons
that teachers teach; the assignments
and projects given to students.
 Traditional
and
Progressive View
 Robert Hutchins

As a permanent studies where rules of

grammar, reading, rhetoric and logic and
mathematics for basic education are
emphasize. It also emphasizes the 3Rs and
college education should be grounded on
liberal education.
 Arthur Bestor

Curriculum should focus on the

fundamental intellectual
discipline of grammar, literature,
and writing. It should also include
mathematics, science,
history, and foreign language.
 Joseph Schwab

View of curriculum is that

discipline is the
sole source of curriculum.
He said that curriculum
should
consist only of knowledge
which comes from
discipline
which is the sole source.
 John Dewey

Education is experiencing.
Curricular elements that are
tested by application.
Holin Caswell and Kenn
Campbell

"All experiences
children have under the
guidance of teachers.”
 OTHANEL SMITH,
WILLIAM O.
STANLEY, AND J.
HARLAN SHORES

They share the same view that

the curriculum, as the way
Caswell & Campbell view it, as
“a sequence of potential
experiences set up in the schools
for the purpose of disciplining
the children and the youth while
doing group activities.”
 COLIN J. MARSH
AND
GEORGE WILLIS

They define curriculum as the “experiences in

the classroom which are planned and enacted by
the teacher, and also learned by the students”. In
this definition, the experiences are done in the
classrooms.
3 ways of approaching a
Curriculum:
1. Curriculum as a Content
or Body of Knowledge
2. Curriculum as a Process
3. Curriculum as a Product.
Criteria in the selection of content
• Significance
• Validity
• Learnability
• Utility
• Feasibility
• Interest
BASIC principles of curriculum content
 CURRICULUM AS A
PROCESS
The curriculum as process perspective views the
curriculum as a dynamic and ongoing process of learning
that is co-created by teachers and students and keeps on
changing. This approach emphasizes the importance of
considering the individual needs, interests, and
experiences of students, and adapting the curriculum to
meet their unique learning needs.
Curriculum as a product
In the context of curriculum as product and
education, the curriculum can be viewed as a
product. A curriculum can be seen as a designed
and packaged set of educational experiences,
learning goals, and materials that are delivered to
students in a specific sequence or order.
The product perspective of curriculum views it as
a pre-determined set of educational goals and
objectives, organized into a structured program or
course of study.
 Curriculum
Development: Processes
and Models
• Curriculum Planning
• Curriculum Designing
• Curriculum Implementing
• Curriculum Evaluating
Foundations of Curriculum
 Theories of Vygotsky:

• Cultural transmission and development stage.

Children could, as a result.
of their interaction with society, actually perform
certain cognitive.
actions prior to arriving at developmental stage.
• Learning precedes development
• Sociocultural development theory.

Keys to learning:
• Pedagogy creates learning processes that lead to
development.
• The child is an active agent in his or her
educational process.
 Howard Gardner’s multiple
intelligences:
• Humans have several different ways of
processing information and these
ways are relatively independent of one
another.

• There eight intelligences: linguistic,

logico-mathematical, musical,
spatial, bodily/kinesthetic, interpersonal,
intrapersonal, and naturalistic.