T H E T E A C H E R A N D T H E C U R R I C U L U M

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 Educational levels:
1. Basic Education- this level includes Kindergarten, Grade 1 to Grade 6 for elementary; and for
secondary, Grade 7 to 10 for the Junior High School and Grade 11 and 12 for the Senior High School.
2. Technical Vocational Education- This is post-secondary technical vocational education and training
taken care of TESDA.
3. Higher Education- This includes the Baccalaureate or Bachelor Degrees and the Graduate Degrees
which are under the regulation of the CHED.
 Types of Curricula Simultaneously Operating in the Schools

1. Recommended Curriculum- For Basic Education, these are recommended by the DepEd, for
Higher Education, by the CHED, and for vocational education by TESDA. Other professional
organizations or international bodies like UNESCO also recommend curricula in schools.
2. Written Curriculum- This includes documents based on the recommended curriculum.
3. Taught Curriculum- From what has been written or planned has to be implemented or
taught. The teacher and the learners will put life to the written curriculum. The taught
curriculum will depend largely on the teaching style of the teacher and the learning style of
the learners.
4. Supported Curriculum-This is described as support materials that the teacher needs to
make learning and teaching meaningful.
5. Assessed Curriculum- In the process of teaching and at the end of every lesson or teaching
episode, an assessment is made. It can either be assessment for learning, assessment as
learning, assessment of learning.
6. Learned Curriculum-The positive outcome of teaching is an indicator of learning. These are
measured by tools in assessment, which can indicate the cognitive, affective, and
psychomotor outcomes. Learned curriculum will also demonstrate higher order and critical
thinking and lifelong skills.
7. Hidden/Implicit Curriculum- This curriculum is not deliberately planned, but has a great
impact on the behavior of the learner.

 The Teacher as a Curricularist

 knows the curriculum-Learning begins with knowing. The teacher as a learner starts with
knowing about the curriculum, the subject matter or the content. As a teacher, one has to
master what are included in the curriculum. It is acquiring academic knowledge both formal
(disciplines, logic) or informal (derived from experiences, vicarious, and unintended). It is the
mastery of the subject matter. (KNOWER).
 writes the curriculum-A classroom teacher takes record of knowledge concepts, subject matter
or content. These need to be written or preserved. The teacher writes books, modules,
laboratory manuals, instructional guides, and reference materials in paper or electronic media
as a curriculum writer or reviewer. (WRITER)
 plans the curriculum-A good curriculum has to be planned. It is the role of the teacher to make
a yearly, monthly or daily plan of the curriculum. This will serve as a guide in the implementation
of the curriculum. The teacher takes into consideration several factors in planning a curriculum.
These factors include the learners, the support material, time, subject matter or content, the
desired outcomes, the context of the learners among others. By doing this, the teacher becomes
a curriculum planner. (PLANNER).
 initiates the curriculum-In cases where the curriculum is recommended to the schools from
DepEd, CHED, TESDA, or other educational agencies for improvement of quality education, the
teacher is obliged to implement it. Implementation of a new curriculum requires the open
mindedness of the teacher, and the full belief that the curriculum will enhance learning. There
will be many constraints and difficulties in doing things first or leading, however, a
transformative teacher will never hesitate to try something novel and relevant. (INITIATOR).
 innovates the curriculum-Creativity and innovation are hallmarks of an excellent teacher. A
curriculum is always dynamic, hence it keeps on changing. From the content, strategies, ways of
doing, blocks of time, ways of evaluating, kinds of students and skills of teachers, one cannot
find a single eternal curriculum that would perpetually fit. A good teacher, therefore, innovates
the curriculum and thus becomes a curriculum innovator. (INNOVATOR)
 implements the curriculum-The curriculum that remains recommended or written will never
serve its purpose. Somebody has to implement it. As mentioned previously, at the heart of
schooling is the curriculum. It is this role where the teacher becomes the curriculum
implementor. An implementor gives life to the curriculum plan. The teacher is at the height of
an engagement with the learners, with support materials in order to achieve the desired
outcome. It is where teaching, guiding, facilitating skills of the teacher are expected to the
highest level. It is here where teaching as a science and as an art will be observed. It is here,
where all the elements of the curriculum will come into play. The success of a recommended,
well written and planned curriculum depends on the implementation. (IMPLEMENTOR).
 evaluates the curriculum-How can one determine if the desired learning outcomes have been
achieved? Is the curriculum working? Does it bring the desired results? What do outcomes
reveal? Are the learners achieving? Are there some practices that should be modified? Should
the curriculum be modified, terminated or continued? These are some few questions that need
the help of a curriculum evaluator. That person is the teacher. (EVALUATOR).

 The Teacher as a Knower of Curriculum

Some Definitions of Curriculum
 Curriculum is planned and guided set of learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for learners’ continuous and willful growth in personal social
competence.” (Daniel Tanner,1980)
 It is a written document that systematically describes goals planned, objectives, content,
learning activities, evaluation produces and so forth. (Pratt, 1980
 It is a written document that systematically describes goals planned, objectives, content,
learning activities, evaluation produces and so forth. (Pratt, 1980)
 The content of a subject, concepts and task to be acquired, planned activities, the desired
learning outcomes and experiences, product of culture and an agenda to reform society make
up a curriculum. (Schubert, 1987)
 A curriculum includes “all of the experiences that individual learners have in a program of
education whose purpose is to achieve broad goals and related specific objectives, which is
planned and terms of a framework of theory and research or past and present professional
practice.” (Hass, 1987).
 It is a programme of activities (by teachers and pupils) designed so that the pupil will attain so
far as possible certain educational and other schooling ends or objectives. (Grundy, 1987).
 It is a plan that consist of learning opportunities for a specific time frame and place, a tool that
aims to bring about behavior changes in students as a result of planned activities and includes all
 learning experiences received by students with the guidance of the school. (Goodland and Su
1992).
 It provides answers to three questions: 1. What knowledge, skills and values are most
worthwhile? 2. Why are they most worthwhile? 3. How should the young acquire them?
(Cronbeth, 1992).

 Curriculum from Traditional Points of View

 Robert M. Hutchins views curriculum as “permanent studies” where rules of grammar,

reading, rhetoric, logic and mathematics for basic education are emphasized. The 3Rs
(Reading, Writing, ‘rithmetic) should emphasized in the basic education while liberal
education should be emphasis in college.
 Arthur Bestor as an essentialist believes that the mission of the school should be
intellectual training, hence curriculum should focus on the fundamental intellectual
disciplines of grammar, literature and writing. It should include mathematics, science,
history and foreign language
 Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the subject
area such as Science, Mathematics, Social Studies, English and many more. In college,
academic disciplines are labelled as humanities, sciences, languages, mathematics
among others. He coined the word discipline as a ruling doctrine for curriculum
development.
 Philip Phenix asserts that curriculum should consist entirely of knowledge which comes
from various disciplines.

 Curriculum from Traditional Points of View

 John Dewey believes that education is experiencing. Reflective thinking is a means that
unifies curricular elements that are tested by application.
 Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have
under the guidance of teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise 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.
 Collin Marsh and George Willis also viewed curriculum as all the experiences in the
classroom which are planned and enacted by the teacher and also learned by the
students.
 CURRICULUM is what is taught in school, a set of subjects, a content, a program of
studies, a set of materials, a sequence of courses, a set of performance objectives,
everything that goes within the school. It is what is taught inside and outside of school
directed by the teacher, everything planned by school, a series of experiences
undergone by learners in school or what individual learner experiences as a result of
school. In short, curriculum is the total learning experiences of the learner, under
guidance of the teacher.

 Approaches to the School Curriculum

 Curriculum can be approached or seen in three ways. It can be defined as content, a process or
an outcome.
Four ways of presenting the content in the curriculum
1. Topical Approach, where much content is based on knowledge, and experiences are
included;
2. Concept Approach with fewer topics in clusters around major and sub-concepts and
their interaction, with relatedness emphasized;
3. Thematic Approach as a combination of concepts that develop conceptual structures,
and
4. Modular Approach that leads to complete units of instruction.

 Criteria in the Selection of Content of Subject Matter

1. Significance-Content should contribute to ideas, concepts, principles and generalization

that should attain the overall purpose of the curriculum. It is significant if content
becomes the means of developing cognitive, affective or psychomotor skills of the
learner. As education is a way of preserving culture, content will be significant when this
will address the cultural context of the learners.
2. Validity-The authenticity of the subject matter forms its validity. Knowledge becomes
obsolete with the fast-changing times. Thus, there is a need for validity check and
verification at a regular interval, because content which may be valid in its original form
may not continue to be valid in the current times.
3. Utility-Usefulness of the content in the curriculum is relative to the learners who are
going to use these. Utility can be relative to time. lt may have been useful in the past,
but may not be useful now or in the future. Questions like: Will I use this in my future
job? Will it add meaning to my life as a lifelong learner? Or will the subject matter be
useful in solving current concerns?
4. Learnability-The complexity of the content should be within the range of experiences of
the learners. This is based on the psychological principles of learning. Appropriate
organization of content standards and sequencing of contents are two basic principles
that would influence learnability.
5. Feasibility-the subject content be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners? Are there contents of learning
which can be learned beyond the formal teaching-learning engagement? Are there
opportunities provided to learn these?
6. Interest-Will the learners take interest in the content? Why? Are the contents
meaningful? What value will the contents have in the present and future life of the
learners? Interest is one of the driving forces for students to learn better

 Guide in the Selection of the Content in the Curriculum

1. Commonly used in the daily life
2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in meeting the needs and competencies of the future career
4. Related to other subject fields or discipline for complementation and integration
5. Important in the transfer of learning to other disciplines
 Fundamental Principles for Curriculum Contents
1. Balance-Content should be fairly distributed in depth and breadth. This will guarantee
that significant contents should be covered to avoid too much or too little of the
 contents needed with in the time allocation.
2. Articulation- As the content complexity progresses with the educational levels, vertically
or horizontally, across the same discipline smooth connections or bridging should be
provided. This will assure no gaps or overlaps in the content. Seamlessness in the
content is desired and can be assured if there is articulation in the curriculum. Thus,
there is a need off team among writers and implementers of curriculum.
3. Sequence-The logical arrangement of the content refers to sequence or order. This can
be done vertically for deepening the content or horizontally for broadening the same
content. In both ways, the pattern usually is from easy to complex, what is known to the
unknown, what is current to something in the future.
4. Integration-Content in the curriculum does not stand alone or in isolation. It has some
ways of relatedness or connectedness to other contents. Contents should be infused in
other disciplines whenever possible. This will provide a wholistic or unified view of
curriculum instead of segmentation. Contents which can be integrated to other
disciplines acquire a higher premium than when isolated.
5. Continuity- Content when viewed as a curriculum should continuously flow as it was
before, to where it is now, and where it will be in the future. It should be perennial. It
endures time. Content may not be in the same form and substance as seen in the past
since changes and developments in curriculum occur. Constant repetition,
reinforcement and enhancement of content are all elements of continuity.
6. Scope- The breadth and depth of the curriculum content are vital in a curriculum. Scope
consists of all the contents, topics, learning experiences comprising the curriculum. In
layman's term scope refers to coverage. The scope shall consider the cognitive level,
affective domain and psychomotor skills in identifying the contents. Other factors will be
considered but caution is given to overloading of contents. "More contents are not
always better.
 Curriculum as a Process

1. Curriculum processes in the form of teaching methods or strategies are means to

achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the desired
learning outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners' desire to develop the cognitive,
affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described as
cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An effective
process will always result to learning outcomes.
7. Both teaching and learning are the two important processes in the implementation of
the Curriculum

 Curriculum as a Product - Curriculum product is expressed in the form of outcomes which are
referred to as the achieved learning outcomes. There may be several desired learning outcomes,
but if the process is not successful, then no learning outcomes will be achieved. These learned
or achieved learning outcomes are demonstrated by the person who has meaningful
experiences in the curriculum. All of these are result of planning, content and processes in the
curriculum.
 CURRICULUM DEVELOPMENT: PROCESS AND MODELS

Curriculum development involves or focuses the implementation of different types of instructional

strategies and organizational methods that are focused on achieving optimal student development
and student learning outcomes. Innovative teaching techniques and strategies, such as
transformative learning or blended learning, are constantly being devised in order to improve the
student learning experience. In curriculum it contains the knowledge, skills and attitudes that a
student needs to master in order to get a degree or move to the next level.

 Generally, most models involve four phases

 Curriculum Planning - considers the school vision, mission and goals. It also includes the
philosophy of strong education belief of the school. All of these will eventually be translated to
classroom desired learning outcomes for the learners.
 Curriculum designing - Curriculum design is the planning period when instructors organize the
instructional units for their course. Curriculum design it involves planning activities, readings,
lessons, and assessments that achieve educational goals. Each learning objective is met with
assessment strategies, exercises, content, subject matter analysis, and interactive activities.
These include subject-centered design, learner-centered design and problem-centered design.
 Curriculum implementing - is putting into action the plan which is based on the curriculum
design in the classroom setting or the learning environment. The teacher is the facilitator of
learning and, together with the learners, uses the curriculum as design guides to what will
transpire in the classroom with the end in view of achieving the intended learning outcomes.
Implementing the curriculum is where action takes place.
 Curriculum evaluating - determines the extent to which the desired outcomes have been
achieved. This procedure is on-going as in finding out the progress of learning (formative) or the
mastery of learning (summative). Along the way, evaluation will determine the factors that have
hindered or supported the implementation.