CURRICULUM DOCUMENTS AND

MATERIALS PREPARATION

Ms. Anna Katrina Blas

St. Paul University Manila
 Curriculum THEN and NOW
ü Traditional vs Progressive
Curriculum
ü Foundations of Curriculum

General Outline ü The Curricula in School

ü Types of Curriculum: Review
ü The Teacher as Curricularist
ü The 21st Century Curriculum:
Definition, Nature and Scope
2
ü Thought Questions and activities
Curriculum
Perspective
3
What is Curriculum?
4
Curriculum
A PLAN used in education that directs teacher
instruction and student learning.
Traditional Views
About Curriculum
6
 Curriculum
Traditional view: Is more for teachers than it is for pupils. If
it cannot change, move, perturb, inform teachers, it will
have no effect on those whom they teach. It must be 7
first and foremost a curriculum for teachers. If it has
any effect on pupils, it will have it by virtue of having had
an effect on teachers – Brunner, 1977
Curriculum
Decisions on what to teach and what students need to
learn – decisions on how the curriculum significantly
determine how well and how much a pupil can learn. 8
 Curriculum
A body of subjects and subject matter prepared by the
teachers for the students to learn 9
Curriculum
“Permanent studies” where the rules of grammar, reading,
rhetoric, and logic and mathematics for education are
emphasized. - Robert Hutchins 10
Curriculum
Traditional View: The mission of the school should be
intellectual training, hence curriculum should focus on
the fundamental intellectual disciplines of grammar, 11
literature and writing. - Arthur Bestor, an essentialist
 Curriculum
What attitudes, knowledge, and abilities can be taught and
what cannot be taught or accommodated within the
constraints of time, material, and human resources 12
in schooling.
Contemporary Views
About Curriculum
13
Curriculum
To a progressivist, a listing school subjects, syllabi, course of
study, and list of courses or specific discipline, DO NOT make
a curriculum. It is only called a curriculum if the written 14
materials are actualized by the learner. Therefore, for them,
curriculum is the total learning experiences of an individual.
Progressivism emphasized how to think, not what to think.
 Curriculum
Total learning experiences of individuals not only in the
school but in the society as well 15
Curriculum
John Dewey believes that education is
experiencing. Reflective thinking is a means
that unifies curricular elements that are tested
by application.
 Curriculum
All experiences children have under the guidance of
teachers - Caswell and Campbell
17
Curriculum
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.
Curriculum
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
Therefore, curriculum decisions substantially contribute
to the kinds of citizens and leaders a community 20
and a country has today and will have in the future
 Teachers are
required to teach
the book from
cover to cover
 If the learners
can memorize the
content, then the
curriculum is
best.
 Children are
given opportunity
to play outdoors.
 Parents send
children to a
military type
school with rigid
discipline.
 Teachers are
reluctant to teach
beyond the
written
curriculum.
 Prerequisites to
promotion for the
next grade are
skills in reading.
Teachers provide
varied
experiences for
the children.
Learning can only
be achieved in
schools.
 It is the
systematic
arrangement of
contents in the
course syllabus.
 Co-curricular
activities are
planned for all to
participate.
Philippine Educational
System
Basic Education
- This includes Kindergarten, Grade 1 to Grade 6
for elementary; for secondary, Grade 7 to
Grade 10, for the Junior High School and Grade
11 and 12 for the Senior High School
Technical Vocational
Education
- Post-secondary technical vocational
educational and training taken care
of the Technical Education and Skills
Development Authority (TESDA)
Higher Education
- This includes the Baccalaureate or Bachelor
Degrees and the Graduate Degrees
(Master’s and Doctorate) which are under
the regulation of the Commission on
Higher Education (CHED)
Curricula in School
39
Recommended
Curriculum
-DepEd
-TESDA
-CHED
-UNESCO
Written Curriculum
-course of study
-syllabi
-modules
-books
-instructional guides
-learning plans
-K12 for Philippine Basic education
Taught Curriculum
-teacher and learners will put life to the
written curriculum
-learning styles
-teaching styles
Supported Curriculum
-instructional materials
Assessed Curriculum
-this is to find out if the teacher has
succeeded or not in facilitating learning
-progress of learning
- assessment
Learned Curriculum
-student changed behavior
(cognitive, affective and psychomotor)
- higher order and critical thinking skills
Hidden/Implicit
Curriculum
-peer influence
-school environment
-media
-parental pressures
-societal change
- Natural calamities
 Observing a Curriculum in a Classroom

Guide Questions:

1. What curricula are present in the classroom from your

observation?
2. What curricula are present in the classroom from my
interview?
3. How do I describe what I observed? Interviewed?
4. Is there a type of curricula not present in the classroom?
Please identify.
 Types of Curriculum What observation/information did I get? Or
What answers did I get from my interview?
Recommended

Written

Taught

Supported

Assessed

Learned

Hidden
Thought Question
Is it necessary for teachers to
learn about school curriculum?
Why?
Foundations of
Curriculum
 Foundations of Curriculum

Philosophical Historical
Philosophy provides educators, teachers, and Where is curriculum development coming
curriculum makers with framework for from historical foundations. (Ex.
planning, implementing, and evaluating Precolonial, Colonial, Revolution and
curriculum in school. (Ex. Perennialism, Independence, Globalization and ASEAN
Essentialism, Progressivism, Reconstructionism, integration, Present Day Laws, etc.)
etc.)

Psychological Social
Provides a basis to understand the Schools exist within the social context.
teaching and learning process. (Ex. Societal culture affects and shapes
Behaviorism, Cognitivism, schools and their curricula. (Ex. Society,
Constructivism, Humanism) Economy, Family, Cultural Diversity, Etc.)
Curriculum
Documents
53
 Curriculum Documents

Are those It includes They're also

which are curriculum resources for
accomplished guides, learning parents, 54
in carrying out standards, accrediting
a curriculum frameworks, agencies, and
curriculum maps, others looking to
or other such evaluate a district's
resources to curriculum.
guide instruction
 Curriculum Guide
A tool designed to help/guide the teachers in their lessons. It is a structured document that
describes the philosophy, goals, objectives, learning experiences, instructional resources
and assessments that comprise a specific educational program. 55
56
Who are the CURRICUUM
INNOVATORS?
57
8 Categories of
CURRICULUM
innovators
1. Policy makers 5. School personnel
2. State Agencies 6. Parents and laymen
3. Agencies 7. Students
4. Educational 8.Specialists/consultants
Institutions
The teacher’s role of
active participation in
CURRICULUM CHANGE 60
 Curriculum Documents

GENERAL
CLASSROOM PERSONAL
LEVEL 61
LEVEL LEVEL
The Teacher as a
CURRICULARIST 62
 knows the
curriculum…
-the teacher as a learner starts with knowing
about the curriculum, subject matter or the
content
-KNOWER
 writes the
curriculum…
-classroom teacher takes record of knowledge
concepts, subject matter, or content
-WRITER
 plan the
curriculum…
-teacher’s role is to make yearly, monthly or
daily plan of the curriculum
-will serve as a guide in the implementation
-PLANNER
 initiates the
curriculum…
-where the curriculum is recommended to the
schools from DepEd, CHED, TESDA, UNESCO,
UNICEF, or other educational agencies for
improvement of equality education
-INITIATOR
 innovates the
curriculum…
-creativity and innovation are hallmarks of the
teacher
-INNOVATOR
 implements the
curriculum…
-the teacher is the height of an engagement
with the learners, with support materials in
order to achieve the desired outcome
-IMPLEMENTOR
 evaluates the
curriculum…
- how can one determine if the desired
learning outcomes
-EVALUATOR
As a school teacher,
 I master the
subject matter
that I have to
teach.
 I implement what
I have planned for
my teaching.
I monitor and
assess if my
students are
learning.
 I modify my
activity to suit my
learners in my
classroom.
 I lead in the
implementation of
a new curriculum
in my school.
I write instructional
materials based on
the recommended
school curriculum.
 I look for other
ways of doing to
improve teaching
and learning in my
classroom.
 I participate in
community
activities as a good
citizen
 I disregard the
needs of my
learners and focus
only in my lesson
 I teach my plan
for the students
to learn.
Brief Sharing
What are some experiences that you have in being involved
in the process of planning, creating, implementing or
evaluating your school’s curriculum?
Levels of Curriculum
Development
Levels of Curriculum Development

Macro Level:

q Regional
q National
q World
Levels of Curriculum Development

Micro Level:

q Classroom
q Team/grade/departmen
t
q Individual school
q School district
q State
Phases of Curriculum
Development
 Phases of Curriculum Development

1) Planning 2) Organization and Design 3) Implementation

• Situation analysis • Arrangement of • Instructional phase
• Goal setting curriculum elements of curriculum
• Need identification • Selection of: content, development
• Budgeting subject matter, sequence,
• Decisions regarding focus, grade placement,
implementation and time allotment, activities
evaluation details
 Phases of Curriculum Development

4) Evaluation 5) Improvement or Change

• Determination of quality, effectiveness, • Improvement: no change in basic
or value of a curriculum curriculum elements (ex substitution, alteration,
• Process and product evaluation variation, restructuring, value orientation)
• Change: basic alteration in structure and
design of curriculum
 Thought Question:

Why schools should teach the

curriculum of the future, not the
past.
 What are we doing to
prepare the future
generations to thrive in
this changing landscape?
Past Curriculum &
21st Century Curriculum 91
 Past Curriculum &
21st Century Curriculum

Changing Society

Robots, artificial intelligence, automation– are

no longer the stuff for science fiction movies.

Overwhelming evidence shows that the shift in

what the workforce needs is already
underway and that it will continue to grow
much larger in the future.

Despite this, the world is not reacting fast

enough to update our system of education.
 Past Curriculum &
21st Century Curriculum

Old Curriculum 21st Century Curriculum

Reading, Writing, Math, Science, History, Foreign Problem-Solving, Creative thinking, Digital skills
Languages and Collaboration
 Past Curriculum &
21st Century Curriculum

The Curriculum is currently changing as we pass

through this age of transition.

As this happens, the curriculum, the structure of

schooling, and the role of the teacher goes
through a process of change
Thought Question
What modifications / adjustments did you / your institution
undertake as our mode of learning switched to online /
blended-learning format in the time of the pandemic?
21 Century
st

Curriculum
 Thornburg (1999) describes that learning can reach
greater heights if the rate of change inside an
institution is less than the rate of change outside,
the end is in sight.

The curriculum will create an educational system that

prepares students to work in fields that do not
21st Century exist.

Curriculum
 CASTRO (2001) presented the following ideas of the future
curriculum:
1. Home-schooling and web-enabled courses.
2. Increase online education in the future to overcome
the problems such as population and physical
constraints.
3. Shift form what used to be extra-curricular activities
and become the main curriculum.
4. Concentration on social, art, sports and character
education.

21st Century 5. School subjects will be learned in teams by means of

project- based tasks utilizing visual displays and

Curriculum
multimedia presentations.
6. Curriculum will cater to the needs of the community
and business world.
 1. NEWHOUSE ET AL, (2002) made a clarification that
problem solving skills need to be part of the
curriculum. The curriculum will consist of skills
necessary for educational problems that need to be
addressed.

2. MILLS & ROBLYER (2002) argued that today’s

classrooms need to prepare students to become

21st Century citizens of the information age. Students must think

critically, analyze and synthesize information to solve
technical, social, economic, political, and scientific
Curriculum problems, and work productively in groups.
 o MULCAHY (2003) says that technology requires
changes in the way humans work. The school
curriculum will reflect how learners learn and feel as
well as society’s lifestyle. He emphasizes that
educators must work in partnership to break down
the barriers of time, space, content and form so
learners can collaborate, communicate and share
ideas.

21st Century
Curriculum
 o Today, curriculum and educational decisions should be
reviewed and redesigned to integrate future skills
explicitly.

o In the 21st century curriculum, educators must

integrate over 75% of future skills (Milestones for
Improving Learning and Education, 2002). Researchers
argued that these skills should be both part of the
21st Century school curriculum and integral to the academic
content.

Curriculum
 1. Ackerman and Perkins (1989) claimed that thinking
skills should be taught as a “meta curriculum”
intertwined with traditional core subjects.

2. Herrington and Kervin (2007) argued, “A thinking

curriculum is one that provides a deep understanding
of the subject and the ability to apply that
understanding to the complex, real-world problems

21st Century that the student will face as an adult”

Curriculum
 o Preparing curriculum to be connected with the real
world can support student participation, their
motivation and understanding for academic subjects,

21st Century
as well as preparing them for their adult life
(Lombardi, 2007)

Curriculum
 Learning Enrichment Activity

21st Century Curriculum

In your own context, whether in your line of work, as an educator,

instructional leader, school personnel, or whatever your role is, how can
you create a better institution fit for the 21st century environment or
learner, or the current context? What is your “ideal learning space of the
future” that can be actualized today?