Republic of the Philippines

President Ramon Magsaysay State University

(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683

College/ Department College of Teacher Education

Course Code EdMS 5
Course Title Curriculum Development
Place of the Course in the Program Professional Education
Semester & Academic Year 1st Semester, AY 2020 – 2021

Introduction

The word curriculum has been in existence since about year 1820, and comes from
the Latin word “currere” which means “to run” or “to run a course”. It contains a body of
subject matter approved for teaching in schools.
The development of a curriculum can be described as a step-by - step method used to
achieve significant changes in higher education courses. The transitions, methods and
demographics in the world are changing, and new experiences in science and occupations
affect curricula. Innovative methods and strategies of teaching , especially transformational
or combined learnings, are continually being developed to improve student learning
experiences.

Intended Learning Outcomes

At the end of the module the students are expected to:

1. come up with a concrete concept of a curriculum;

2. differentiate the types of curriculum;
3. distinguish between the term “curriculum” and other associated terminologies such as
“syllabus” “scheme of work” “course of the study” and “lesson note”; and
4. explain the nature and importance of curriculum in schools.

Discussion
I. Curriculum: An Overview

Changing Concept of Curriculum

Curriculum adjustment is a learning experience for teachers and their students.

Reasonable comprehension of transition and a consistent vision of the curriculum are the
required conditions for enhancing the implementation of the new curriculum in practice.

Prescriptive vs Descriptive Curriculum

Curriculum can be both prescriptive and descriptive. Prescriptive curriculum

meanings give us what "needs" to happen, and more often than not, they take the form of a

Module 1 (week 1-2): Curriculum: An Overview

schedule, a planned program, or some sort of expert opinion about what needs to be
accomplished in the course of the research (Ellis, 2004, p. 4).
To understand the significance and scope of curriculum diversity, At this juncture, it
is important to review the prescriptive definitions provided by some of the past and present
leaders in this field.

Prescripted Definitions of Curriculum

The descriptive definitions of the curriculum go beyond the prescriptive terms as they
encourage us to think about the curriculum "not only in words of how things should be, but
how things are in actual classrooms" (Ellis, 2004, p. 5).
The definitions provided for the prescriptive and descriptive curricula differ mainly in
their scope and their focus. It would appear that two conditions should be addressed by a
reasonable description of the curriculum: It should reflect the general understanding of the
term as used by educators, and it should be useful to educators in making operational
distinctions.

Module 1 (week 1-2): Curriculum: An Overview

Descriptive Definitions of Curriculum

The definitions provided for prescripted and descripted curriculum vary primarily in
their breadth and emphasis. It should reflect the general understanding of the term as used by
educators, and it should be useful to educators in making operational distinctions.

Types of Curricula

Recommended Curriculum. It identifies the skills, concepts and content that will be
emphasized throughout the learning process. The recommended curriculum is that which is
recommended by national agencies such as DepEd, CHED, DOST or any professional
organization that has a stake in education. They are most often presented as policy proposals,
lists of goals, suggested graduation requirements, and general recommendations on the
content and sequence of the field of study, such as the social sciences.

Written Curriculum. It is a clear and detailed strategy that seeks to ensure that the
educational objectives of the system are being accomplished at school. The written
curriculum is much more specific and comprehensive than the recommended curriculum,
indicating a rationale that supports the curriculum. Includes documents, course of study, or
syllabi handed down to the schools, districts, division, departments, or colleges for
implementation.

Taught Curriculum. It is the delivered curriculum that an observer sees in action as

the teacher teaches. The taught curriculum is what the teacher actually provides day by day.
The teacher plays an significant role in the discovery and processing of knowledge as a
motivator, collaborator and mentor to encourage students to explore global significance by
asking their own questions, searching for the most suitable ways of addressing these
questions, and performing their own analysis and observations-based experiments.

Module 1 (week 1-2): Curriculum: An Overview

 Supported Curriculum. It includes those resources that support the curriculum-
textbooks, software, and other media. Materials that support the implementation of a written
curriculum and should allow each learner to achieve real lifelong learning.

Assessed Curriculum. The curriculum that is reflected by the assessment or evaluation

of the learners. It requires both a formative and a summative assessment of learners
administered by teachers , schools or external organizations. A collection of evaluations
carried out by teachers to assess the quality of teaching or to assess if students are
progressing. It appears in the tests and performance measurements: state-test, standardized
test, district test, and teacher-made test.

Learned Curriculum. It is the curriculum that the learner understands or makes sense
as a result of interaction with the teacher, classmates or an organization. The learning
outcomes obtained by the students indicated the test results and behavioral improvements
which can be either cognitive, affective or psychomotor.

Hidden Curriculum. It is an unintended curriculum that is not purposely planned but

which alters behavior or affects learning outcomes.it defines what students learn from the
physical environment, the policies, and the procedures of the school. Here is an example.
Each week teachers in secondary school devote 200 minutes to reading and 50 minutes to art.

Characteristics of a Good Curriculum

1. A good curriculum continues to evolve from one period to another, to the present. It
must have a continuous monitoring and evaluation.
2. A good curriculum represents the individual needs and the whole of society.
3. A good curriculum is developed through the efforts of a group of individuals in the
society who are knowledgeable about the needs and interests of the learner and the
society as a whole, from the different sector of society.
4. A good curriculum is a product of long and repetitive processes. It takes a long period
of time in the planning, management,evaluation and development.
5. A good curriculum offers good training facilities and the most suitable places for
learning. It includes student-teacher relationship, guidance and counseling programs,
and other school related programs.
6. A good curriculum provides for the logical sequences of subject matter. Classes and
activities should be planned.
7. A good curriculum cooperates with other programs of the community. The school
offers courses to develop and understand the needs of the community.
8. Educational quality comes from the intellectual and imaginative condition of the
person in terms of social welfare and growth.
9. A good curriculum must be able to integrate revision and improvement in order to
meet the demands of globalization and the digital age.

Distinction between Curriculum and other related Terminologies

Module 1 (week 1-2): Curriculum: An Overview

Curriculum and Syllabus
A syllabus is a part of curriculum but is not the curriculum. Syllabus includes the
topics as well as the topics discussed in the course of the study such as Biology, English
Language, Mathematics, and so on. A syllabus mainly includes what students will learn in
different school subjects in a year or over a long period of schooling.

Curriculum and Scheme of Work

The curriculum of a school is not a work scheme. Scheme of work is a description of
the scope of what students are supposed to learn over a given period of time. It is a structured
arrangement of the subject matter and events within a given period of time.

Curriculum and Course of Study

A course of study is an educational programme leading to the award of a certificate
for a specific group of learners at the completion of the programme. For example, is a
Bachelor of Secondary Education (BSEd) programme in Social Studies, in a College of
Teachers Program.

Curriculum and Lesson Note

A lesson note or lesson plan is a detailed plan that outlines what you demonstrate
during the lesson. It describes how the students' schema, or context information, will be used
to set the stage for the lesson. The teacher explains the step-by-step procedure which s/he
follows in presenting the lesson to the learners.

Nature of Curriculum in School

According to Ralph Tyler (1949) suggest four fundamental questions which must be
answered when talking about the nature of curriculum in schools: These are:

1. What educational purpose should the school seek to attain? (Objective)

2. What educational experiences can be provided to attain these purposes? (Subject
matter)
3. How can these educational experiences be organized effectively to achieve these
purposes? (teacher-centered or learner-centered learning)
4. How can we determine whether or not the expected objectives have been achieved?
(Assessment tool)

Importance of Curriculum in Schools

Curriculum is basically a set of learning outcomes and activities related to each

subject. It's a great map, explaining where you need to go and how to get there. A well-
crafted curriculum serves as a catalyst to make sure you 're on the right track. Its components
are designed to develop concepts, from a basic level to increasingly complex topics or skills.

Module 1 (week 1-2): Curriculum: An Overview

The objectives for each subject area are not just for students — they are also for teachers.
There can be no school if there is no curriculum. Curriculum is the reason for the existence of
the school.

Curriculum as a Process and as a Product

Curriculum processes are the procedures involved in creating, using, and evaluating
the curricula represented in various documents or products such as guides, syllabi, and others.

Process. Curriculum process is a collective term that review all of the considerations about
which curriculum workers ponder and ultimately use to create choices in the development
and evaluation of curriculum project.

Types of Process
1. Top-down – the curriculum development process proceeds from the top downwards.
This process can be defined through four phases: 1) the curriculum presented to
teachers; 2) the curriculum adopted by teacher; 3) the curriculum assimilated by
learners; and 4) the evaluated curriculum.
2. Bottom-up - the curriculum development process proceeds from bottom upward. This
process can be also defined through four different phases: 1) what the society or the
parents want; 2) responses provided by teachers in the school; 3) the collection of
these responses and the effort to identify some common aspects; and 4) the
development of common standards and their evaluation.

Product. Curriculum products or projects result from curriculum development process and
provide the bases for instructional decisions in classrooms. Curriculum projects include
curriculum guides, courses of study, syllabi, resources, list of goals and objectives, and other
documents that deal with the content of schooling.

Module 1 (week 1-2): Curriculum: An Overview

Learning Activities

Name: Score:

Date: Time:

I. EXPLORE!

Interview individuals who were in primary schools or secondary school during

1960s, 1970s, 1980s, 1990s, and 2000s. What were the characteristics of
curriculum during the period? Compare their answers. (5pts each)

Present their answers in the table below.

Period Curriculum Characteristics

1990s

2000s

2010s

present

Module 1 (week 1-2): Curriculum: An Overview

 II. CHECK YOUR KNOWLEDGE!

1. Define the term “curriculum” as you understand it. Make a concept web. (10pts)

2. Make a clear distinction in your own word between curriculum and : (3 pts each)
a. Syllabus

b. Scheme of work

c. Course of study

d. Lesson note

Module 1 (week 1-2): Curriculum: An Overview

Reflection

1. Explain the importance of curriculum in school. Prepare a checklist. (10pnts)

2. Think of the curriculum offered at your school and list its characteristics. (10pnts)

Module 1 (week 1-2): Curriculum: An Overview

Suggested Readings

Villena, D., Reyes, E., & Dizon, E., (2015). Curriculum development. Quezon City, Manila:
Adriana Publishing Co., INC.

Pailen, G., (2018). Curriculum development: a guide for teachers and students. REX Book
Store.

Resources and Additional Resources

Anonymous, (2019). What is curriculum development. Future Education, Trends in

Education. https://trenducation.wordpress.com/2019/10/28/what-is-curriculum-
development/.

Ellis, R., (2004). Language teaching research. Sage Journals.

https://doi.org/10.1191/1362168804lr144ed.

Villena, D., Reyes, E., & Dizon, E., (2015). Curriculum development. Quezon City, Manila:
Adriana Publishing Co., INC.

Laanemets, U. & Ruubel, K., (2013). The taba-tyler rationales. Journal of the American
Association for the Advancement of Curriculum Studies, 2013(9), 1-12.

Sahlberg, P., (n.d.). Curriculum change as learning: in search of better implementation.

https://www.sac.smm.lt/bmt/wp-content/uploads/2009/09/1-Passi-Sahlberg-
Curriculum-change-as-learning.pdf, 1-8.

Williams, M., (2019). Why curriculum important?. Classcraft Blog.

https://www.classcraft.com/blog/features/why-is-curriculum-important/.

Prepared by:

YESHA M. PAJE, LPT

Instructor I

Module 1 (week 1-2): Curriculum: An Overview