CONCEPTS ON

CURRICULUM,
CURRICULUM
PLANNING AND
CURRICULUM
DEVELOPMENT

Presented by:
Jeffrey B. Santos
MAED - Math
 CONCEPT OF
CURRICULUM
In its narrow sense, curriculum is
viewed merely as a listing of subjects
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.
 CONCEPT OF
CURRICULUM
 In the Philippines, recommendations of
several educational institutions like the
following focused on curricular renewal or
reforms.
Philippine Commission to Survey Philippine
Education (PCSPE)
 Survey of the Outcomes of Elementary
Education (SOUTELE)
 CONCEPT OF
CURRICULUM
• Philippine Commission for Educational
Reforms (PCER)
• National Competency – Based Teacher
Standards (NCBTS) which became the
anchor of reforms in education from the
basic to higher education.
 CONCEPT OF
CURRICULUM
The present-day curriculum may be
perceived as being a basic part of the
broader area known as education.    
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
1. Traditional Points of View
 Curriculum is a body of subjects
or subject matter prepared by the
teachers for the students to learn.
 Synonymous to the course of
study and syllabus.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW

An essentialist named Arthur
Bestor believes that the mission of
the school should be intellectual
training, hence curriculum should
focus on the fundamental
intellectual disciplines.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
According to Robert M. Hutchins,
curriculum refers to permanent
studies where the rules of grammar,
reading, rhetoric and logic and
mathematics for basic education are
emphasized.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
Basic education should emphasize
the 3R’s. On the other hand, college
education should be grounded on
liberal education.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
 According to Joseph Schwab,
discipline is the sole source of
curriculum. He coined the term
discipline as a leading doctrine for
curriculum development.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
To Phenix, curriculum should
consist entirely of knowledge which
comes from various disciplines.
Academic discipline became the
view of what curriculum is after the
cold war.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
 Curriculum can be viewed as a
field of study. It is made up of its
foundations, domains of knowledge
as well as its research theories and
principles.
 Curriculum refers to written
documents or a plan of action in
accomplishing goals.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
2. Progressive Points of View
 To a progressivist, a listing of
school subjects, syllabi, course of
study and list of courses do not
make curriculum. These can only
be called curriculum if the written
materials are actualized by the
learner.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
Curriculum is defined as the total
learning experiences of the
individual. It is based on John
Dewey’s statement that thought is
not derived from action but tested
by application.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
Caswell and Campbell viewed
curriculum as all experiences
children have under the guidance of
the teachers.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW
 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.
 CURRICULUM FROM
DIFFERENT POINTS OF VIEW

Marsh and Willis view curriculum
as all the experiences in the
classroom which are planned and
enacted by the teacher, and also
learned by the students.
 CURRICULUM AND
INSTRUCTION
 Curriculum constitutes a broad range of
student experiences in the school setting.
 Instruction focuses on the delivery of
those experiences.  More specifically,
instruction may be perceived as the
planned interaction between instructors
and students that results in desirable
learning. 
CURRICULUM DEVELOPMENT
AND INSTRUCTIONAL
DEVELOPMENT
Curriculum development focuses
primarily on content and areas related
to it. It encompasses the macro or
broadly based activities that impact
on a wide range of programs, courses,
and student experiences.
CURRICULUM DEVELOPMENT
AND INSTRUCTIONAL
DEVELOPMENT
In contrast, instructional development
is more of a micro activity that builds
on curriculum development through
planning for and preparation of
specific learning experiences within
courses.
 POINTS OF VIEW ON
CURRICULUM DEVELOPMENT
 Curriculum is a dynamic process.
Development connotes changes which are
systematic. A change for the better means
any alteration, modification or
improvement of existing condition. To
produce positive changes, development
should be purposeful, planned and
progressive. This is how curriculum
evolves.
 TWO MODELS OF
CURRICULUM DEVELOPMENT
1. Ralph Tyler Model: Four Basic
Principles
 This is popularly known as Tyler’s
Rationale. It shows that in curriculum
development, the following considerations
should be made:
 Purposes of the school
 Educational experiences related to the purposes
 Organization of the experiences
 Evaluation of the experiences
 TWO MODELS OF
CURRICULUM DEVELOPMENT
2. Hilda Taba’s Grassroots Approach
Hilda Taba improved on Tyler’s Rationale by
making a linear model. She believed that
teachers who teach or implement the
curriculum should participate in developing it.
 She presented seven major steps to her model
where teachers could have a major input.
 TWO MODELS OF
CURRICULUM DEVELOPMENT
These steps are as follows:
1. Diagnosis of the learner’s needs and
expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the
means of doing it
 TWO MODELS OF
CURRICULUM DEVELOPMENT
 As a summary, the three interacting
processes in curriculum development
are planning, implementing and
evaluating.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
 Allan Glathorn (2000) describes seven
types of curriculum operating in the
schools. These are the:
Recommended curriculum – proposed by
scholars and professional organizations.
Written curriculum – appears in school,
district, division or country documents.
Taught curriculum – what teachers implement
or deliver in the classrooms and schools.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Supported curriculum - resources –
textbooks, computers, audio – visual
materials which support and help in the
implementation of the curriculum.
Assessed curriculum – tested and
evaluated.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Learned curriculum – what the
students actually learn and what is
measured
Hidden curriculum – the
unintended curriculum
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Recommended curriculum
Most of the school curricula are
recommended. The curriculum may
come from a national agency like the
DepEd, CHED, DOST or any
professional organization who has stake
in education like PAFTE or BIOTA.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Written Curriculum
This includes documents, course of
study or syllabi handed down to the
schools, districts, division, departments
or colleges for implementation.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Most of the written curricula are made
by curriculum experts with participation
of teachers. These were pilot – tested in
sample schools or population.
Examples are the Basic Education
Curriculum (BEC) and the written
lesson plan.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Taught Curriculum
The different planned activities which
are put into action in the classroom
compose the taught curriculum.
These are varied activities that are
implemented in order to arrive at the
objectives or purposes of the written
curriculum.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
These are used by the learners with
the guidance of teachers and may
vary according to circumstances.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Supported curriculum
In order to have a successful teaching, other
than the teacher, there should be materials
which should support or help in the
implementation of a written curriculum.
These refer to support curriculum that
includes material resources such as textbooks,
audio-visual materials, laboratory equipments
and facilities.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
It should enable the learner to achieve
real and lifelong learning.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Assessed curriculum
This refers to a tested or evaluated
curriculum.
At the duration and end of the teaching
episodes, series of evaluations are being
made by the teachers to determine the
extent of teaching or to tell if the students
are progressing. This refers to the assessed
curriculum.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
Different assessment tools like the
paper – pencil test, and authentic
instruments like portfolio are being
utilized.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
 Learned Curriculum
This refers to the learning outcomes achieved
by the students. Learning outcomes are
indicted by the results of the tests and changes
in behavior which can either be cognitive,
affective or psychomotor.
 TYPES OF CURRICULUM
OPERATING IN SCHOOLS
 Hidden Curriculum
This is the unintended curriculum which is not
deliberately planned but may modify behavior
or influence learning outcomes.
This includes peer influence, school
environment, physical condition, teacher –
learner interaction, mood of the teachers and
many other factors make up the hidden
curriculum.
 OTHER RELATED TERMS
 Curriculum – a plan for a sustained process
of teaching and learning (David Pratt, 1997,
p. 5)
 Lesson – a coherent unit of teaching and
learning, generally designed to be completed
in one class session
 Lesson Plan - a plan for a coherent unit of
teaching and learning, generally designed to
be completed in one class session
 OTHER RELATED TERMS
 Instruction - the execution of the
curriculum, actually teaching it.
Instruction doesn't always follow
curriculum. It is often unplanned.

o Curriculum development produces

curriculum designs.
 OTHER RELATED TERMS
 Development can be articulated as a series of
steps, such as: 
define educational purposes
construct activities/experiences that can meet
these purposes
organize activities/experiences
evaluate whether purposes have been met
(These are the "steps" in the Tyler Rationale) 
 OTHER RELATED TERMS
Designs can be articulated or
described as an arrangement of
curricular "elements’’ or
"components," such as: 
"aim"
"rationale"
"audience"
"objectives"