NATURE OF CURRICULUM

Curriculum
➔ can be a process or a product
➔ anything/everything that is tangible or intangible that happens in school
1. TRADITIONAL PERSPECTIVE - curriculum is a product
- curriculum is never changing
- curriculum is planned
- curriculum is obvious
2. PROGRESSIVE PERSPECTIVE - curriculum is both a process and a product.
It can be a product and an experience.
- Anything that can be answered by WHAT and
anything that can be answered by HOW is a
process
- Curriculum is dynamic
- Can be unplanned and unintentional
- It includes those that are hidden (students
experiences at home/outside the school)

CURRICULUM

➔ Cumulative tradition of organized knowledge

➔ Sum total of all learning content, experiences, and resources
➔ Everything that goes on within the school

SABER-TOOTH CURRICULUM

➔ New-Fist-Hammer-Maker (main character)

◆ Teaching of survival ➜ Changes in the environment ➜ New ways of teaching
➔ The essence of true education is timelessness.
 CURRICULUM THEORISTS

1. FRANKLIN BOBBIT
● coined the term curriculum
● first person who studied and published a book on curriculum. It is entitled
"The Curriculum".
● the father of curriculum
● curriculum is a preparation for adult life
2. WILLIAM CHARTERS
● curriculum is a subject/content, learners’ needs, teachers’ plan
3. WILLIAM KILPATRICK
● curriculum is a purposive activity
● project-based
4. HAROLD RUGG
● curriculum is a planned activity / plan
● should give emphasis on teaching social studies/ social science
● development of whole child, holistic, humanistic
5. HOLIS CASWELL
● curriculum is an experience
● should revolve around themes of social function, social roles
6. RALPH TYLER
● curriculum is an extension of the philosophy of the school and the teacher
● generalist not specialist
7. ROBERT HUTCHINS
● curriculum is a permanent study
8. ARTHUR BESTOR
● curriculum is a course of study
● list of subjects that we need to study
9. JOSEPH SCHWAB
● curriculum is a field of study/discipline
10. JOHN FLAVELL
● metacognition
11. HILDA TABA
● critical thinking
12. PETER OLIVA
● cooperative, group task
13. PAULO FREIRE
● critical consciousness
 LEVELS OF CURRICULUM

Level Meaning Who develops/operates?

● public stakeholders /
● society/community
(1) people who are indirectly
● the curriculum is being
SOCIETAL influencing teaching like
developed
senators, congressman

● institutions of learning
● Local educators/ Lay
(schools/colleges/universit
people
ies)
● People who are not
(2) ● agencies of learning (basic
involved in the actual
INSTITUTIONAL education, tech-voc
teaching (the education
education, higher ed)
program
● curriculum modification
specialist/supervisors)
happens

● curriculum
implementation/execution ● Classroom teachers - they
(3)
● the "how" implement the curriculum
INSTRUCTIONAL
● using strategies,
techniques, methods

● the curriculum is based on

the experience or learning
(4) of the child
EXPERIENTIAL ● the curriculum is received
when learning is changed
in behavior
 LESSON PLAN

➔ A lesson plan has a purpose. It is systematic and logical.

➔ Considered as mini school curriculum
➔ Lesson plan and curriculum shares similar components

COMPONENTS

Lesson Plan Curriculum

Objectives Goals

Subject Matter/Content Content

Learning activities/Procedures/
Instruction
Learning experiences

Evaluation Evaluation/Assessment

Assignment

1. OBJECTIVES

➔ most important part of lesson plan

➔ it answers the question “why”
➔ OBE (outcome-based education)
➔ ABCD Model (not required but encouraged when writing Detailed LP)
◆ Audience - recipients
◆ Behavior - action verbs (3 domains)
◆ Condition - material and time needed
◆ Degree - level of the action (percentage)
● At the end of the 60 minutes lesson, 85% of kindergarten
students should write their full name following the blue red
blue line.
 COGNITIVE DOMAIN

Bloom (Old) Anderson (Revised) Notes

Knowledge Remembering ordinary, plain

Comprehension Understanding attaching meaning to the

fact and truth

Application Applying using of the fact and the

truth

Analysis Analyzing breaking down the fact and

the truth

Synthesis Evaluating (judging the

quality of the fact and the
truth)

Evaluation Creating (putting the facts

together, combine, merge)

1. SUBJECT MATTER
➔ it answers the question "what"

2. LEARNING ACTIVITIES/PROCEDURES/LEARNING EXPERIENCES

➔ it answers the question "how"

◆ Principles - General Rules/Doctrine (a statement agreed upon that

must be obeyed)
◆ Approaches - Can be disagreed (perspective, point of view towards
teaching)
● Direct approach - subject-centered
● Indirect approach - learner-centered
◆ Methods - Steps/procedures in a logical manner
● Inductive method
◆ Strategies - Specific learning task/activities that accomplished (role
play)
◆ Techniques - Personal way of teaching
 3. EVALUATION
➔ it answers the question "how much" or "to what extent"
➔ interpretation of data for decision making

◆ Reteaching - if the goals are not met, failed entirely, wala ni isa
walang naka gets
◆ Remedial - partially met, teach only saan yung mahirap
◆ Enhancement - exceeded expectations

4. ASSIGNMENT (optional)
➔ Reinforce or enrich day's lesson
➔ Set the materials that students have to bring to school to implement the
next lesson

Take note:
● Alignment - determines if the lesson plan is correct.

BRANCHES OF PHILOSOPHY

1. METAPHYSICS
➔ study of things and study of being (physical and spiritual)

2. EPISTEMOLOGY
➔ theory of knowledge

3. LOGIC
➔ study of reasonstudy of reason

4. AXIOLOGY
➔ study of values
 MAJOR TYPES OF CURRICULUM

Subject-centered Learner-centered Problem-based

Focused on: Subject and Content Interest and Abilities

Primary Textbooks Experiences of the

reference: learners Highly dependent
on the society
Approach: Direct instruction Indirect instruction
Problems of
Role of teachers: Dispenser of Facilitator of learning learners and society
knowledge
Life situation
Teaching for: Mastery, Experience,
Future Present Problems
Role of learners: Passive learners Active learners experienced by the
learners
Type of learners: Dependent Independent
Core design
Strategy: Expository Exploratory
Social functions
Information: Stored Utilized

Direct transmission Discovery learning

 CURRICULARIST

Curriculum Specialist

TRAITS OF A CURRICULARIST

1. KNOWER The teacher knows and understands the curriculum. Focused

on the "what" or the subject matter/mastery of the lesson

2. INITIATOR The teacher is open minded / accepting to change in the

curriculum.

3. WRITER The teacher is able to write or preserve the curriculum.

Written curriculum - syllabus, course outline, module,
memorandum, classroom programs, books
A written document is for publication or with the intention to
share with other people.

4. INNOVATOR The teacher is thinking out of the box. Being creative and
resourceful.

5. PLANNER The teacher is capable of preparing the curriculum. Connected

or related to lesson planning. It is not intended to be shared
but intended to be prepared.

6. IMPLEMENTOR The teacher is able to implement the curriculum so well.

Good in using approach, method, strategies and techniques.
Good in "how"

7. EVALUATOR The teacher knows effective and ineffective teaching / if the

goals are attained or not.
 TYPES OF CURRICULUM (Operating in school)

1. RECOMMENDED
➔ proposed curriculum by experts, agencies of learning, professionals
➔ changes that we experience in school
➔ proposal only, not yet in written form
◆ Basic education (K-12)
◆ Teacher education curriculum proposed by CHED

2. WRITTEN
➔ convert proposal into written
➔ republic acts, memorandum, letters, syllabus, course outline, books
◆ the proposed K-12 curriculum became RA 10533 (Enhanced Education Act)
because it became a document
◆ teacher education curriculum is enclosed in CHED Memo Order No. 74-82 s
2017
● CMO 74 - Elementary Education Curriculum
● CMO 75 - Secondary Ed
● CMO 76 - Early Childhood Ed
● CMO 77 - Special Needs Ed
● CMO 78 - TLE Ed
● CMO 79 - TechVoc (TVE) Ed
● CMO 80 - Physical Ed
● CMO 81 - Sports Science Ed
● CMO 82 - Culture and Arts Ed

3. TAUGHT
➔ methods, strategies used by the teacher

4. SUPPORTED
➔ facilities that support the curriculum
◆ laboratory, library, gymnasium
➔ materials in the classroom
◆ table, laptop, keyboard, chalk
➔ people who supports the curriculum are called stakeholders
5. ASSESSED
➔ anything we do to measure the objectives
◆ recitation, quiz

6. LEARNED
➔ learners changed in behavior

7. HIDDEN
➔ unintentional (comes naturally) but affects teaching and learning
◆ temperature of the classroom / motivation and ambition of the learners /
family background / bad influences / peer pressure / status in the society
 FOUNDATIONS OF CURRICULUM

1. SOCIOLOGICAL
➔ answers the questions "why"
➔ Why do we need to use that curriculum?
◆ SOCIETY and CURRICULUM
● society changes the curriculum, curriculum changes society
● globalization changed the curriculum
● gender education changed the society

2. PHILOSOPHICAL
➔ starting point of curriculum decisions
◆ TRADITIONAL and PROGRESSIVE (content, product and process)

3. PSYCHOLOGICAL
➔ How will I use the curriculum to teach in school?
➔ study of the behavior of the child
➔ Three areas of psychology in education:
◆ Behavioral - observable behavior
◆ Cognitive - non-observable (mental processes)
◆ Humanistic - growth and development

4. HISTORICAL
➔ from where did the curriculum start

no curriculum yet they were

Pre-Spanish taught how to survive and tribal leaders
conform to the society

religious education and

Spanish Missionaries, friars
exclusive for elite

formal education/centralized american soldiers

American
education; open for all thomasites (first formal teachers)

nationalistic and democratic

Commonwealth
education

Japanese vocational education

Additional notes:

1. Pre-Spanish
➔ Enculturation

2. Spanish Period
➔ 3G’s (God, Gold, Glory)
➔ Royal Decree of 1883

3. American Period
➔ Free public education (Education Act of 1901)
➔ English as medium instruction
➔ Democracy
➔ Pensionados (scholars)
➔ 7 years in elementary, 4 years in secondary, 2 years in college
◆ Act No. 372 - Opening of Provincial High Schools (1902)
◆ Act. No. 1870 - Establishment of UP (1908)
◆ Act No. 1381 - Gabaldon Law
◆ Monroe Survey Commission (1925) - Formal assessment in the
Philippines

4. Commonwealth Period
➔ President - Manuel Quezon
➔ Double single session
➔ From 7 years to 6 years in elementary
➔ Grade 1 - 7 years old (Compulsory)
➔ School months from July to April
◆ Act No. 4007 - Complete abolition of fees
◆ EO 134 (1936) - Tagalog as national language
◆ CA 80 - legal basis for adult education
● Andragogy - adults
● Pedagogy - children
◆ CA 589 (1940) - social ritual e.g. singing of national anthem
◆ CA 1 - Nat’l Defense Act of 1935 (Preparatory Military Training)

5. Japanese Period
➔ Culture of the Orientals
➔ Love for labor
➔ Health and Physical Education
 ➔ Termination of English

6. Period of the Republic

➔ RA 896 (Elementary Education Act of 1953)
◆ Compulsory education for all
◆ Restoration of Grade 7 (Failed)
◆ Double single session abolished
◆ Full realization of Democracy
◆ RA 1265 - Daily Flag Ceremony
◆ RA 1425 - Rizal’s life
◆ RA 4670 - Magna Carta for Public School Teachers

7. Period of New Society

➔ High level professions
➔ Bilingual education
➔ Moral character

8. Aquino Administration
➔ 1987 Philippine Constitution Section 14
➔ Highest budget for education
➔ MECS to DECS (EO 117)

9. Ramos Administration
➔ Creation of TESDA (RA 7796)
➔ Creation of CHED (RA 7722)

10. Arroyo Administration

➔ DECS to DepEd

11. PNoy Administration

➔ Kindergarten Education Act
➔ Enhanced Basic Education Act (RA 10533)

12. Duterte Administration

➔ Free tertiary education
 CURRICULUM DEVELOPMENT PHASES

1. PLANNING
➔ set curriculum goals

2. DESIGN AND IMPLEMENTATION

➔ select and organize content
◆ Selection of Content:
● Validity - match with the whole
● Feasibility - practical with time and resources
● Usefulness/Utility - helpful and valuable to the learner and teacher
● Integration - subject can be connected to another subject
● Scope - wide coverage
● Interest/Learnability - attract the students to learn
● Continuity - repeated
● Appropriateness - suited to the level of the child

3. IMPLEMENTATION
➔ execute the content

4. EVALUATION
➔ use of CIPP evaluation model
◆ Context
◆ Input
◆ Process
◆ Product

5. IMPROVEMENT or CHANGE
➔ decide on the result of evaluation, minor changes
➔ major alterations (fundamental) = curriculum change
 CURRICULUM APPROACHES

1. BEHAVIORAL

➔ focused on plan and blueprint

➔ should be organized

2. MANAGERIAL
➔ focused on management and supervision

3. SYSTEMS
➔ focused on the relationship and connection of the different stakeholders

4. ACADEMIC
➔ focused on the importance of subject and content

5. HUMANISTIC
➔ focused on the experiences of the students

ELEMENTS OF CURRICULUM CONTENT

1. BALANCE- content is fairly distributed

2. ARTICULATION- connection is vertical, one level to next level (english 4 to english 5)

3. SCOPE- wide area of study

4. INTEGRATION- connection is horizontal, same level (english 4 to filipino 4)

5. CONTINUITY- repetition with depth

6. SEQUENCE- order of the content

 CURRICULUM AS A PROCESS

➔ verb/action
➔ Instruction and implementation
➔ Interaction is active
◆ Content + Process = PCK (Pedagogical, Content, Knowledge)
◆ TPCK (Technology, Pedagogical, Content, Knowledge)
◆ TIM (Technology Integration Matrix)
1. Entry - encoding
2. Adoption -
3. Adaptation - discover, hands-on
4. Infusion - regularly use
5. Transformation - innovate, create

CURRICULUM AS A PRODUCT

➔ Significant changes
➔ Objectives/Learning Outcomes

CATEGORIES OF CURRICULUM CHANGE

1. SUBSTITUTION
➔ minor changes
2. ALTERATION
➔ Change simple element
3. RESTRUCTURING
➔ Major changes
4. PERTURBATION
➔ Immediate implementation
5. VALUE ORIENTATION
➔ Emphasis
 CURRICULUM MODELS

1. Ralph Tyler’s ENDS MEANS model

ENDS MEANS

Philosophy, Aims, Goals, & Objectives Curriculum, Content, & Activities

Four Basic Principles:

a. Purpose of the School
b. Educational Experiences
c. Organization of Experiences
d. Evaluation of Experiences

2. Hilda Taba’s GRASSROOTS approach

a. Diagnosis of Needs
b. Formulating Objectives
c. Selecting Content
d. Organizing Content
e. Selecting Learning Experiences
f. Organizing Learning Experiences
g. Evaluation

3. SAYLOR and ALEXANDER’s model

 FOUNDATIONS OF CURRICULUM

1. SOCIAL
a. Emile Durkheim
➔ Society influence the curriculum
➔ Things around individuals develop the behavior
b. Alvin Tofler
➔ Prepare students for the future
➔ Creative, collaborate

2. PSYCHOLOGICAL
➔ Understanding teaching and learning process
➔ Unifies elements
◆ Behaviorism
● Pavlov - dog
● Thorndike - cat
● Skinner - rat
◆ Cognitivism
◆ Humanism

3. PHILOSOPHICAL
➔ Idealism - mind and spirit, what is existing in the mind is true
➔ Realism - actualities of life, proven by senses
➔ Pragmatism - practicality (demo teaching)
➔ Essentialism - basics (3Rs)
➔ Perennialism - absolute truth, to train the rational mind
➔ Existentialism - freedom to choose what to know/think
➔ Social Reconstructionism - active agent of change
➔ Progressivism - learner-centered, cope with progress
➔ Hedonism - pleasure is the highest good
➔ Utilitarianism - majority
 MAJOR CURRICULUM REFORMS

1. NESC (New Elementary School Curriculum)

➔ Compulsory / Mandatory
➔ 6 years (Primary K-3, Intermediate 4-6)
➔ 75% passing grade
➔ 3Rs (reading, writing, arithmetic)
➔ 4H (head, heart, hands, health)
➔ Intellectual Skills
➔ Mother Tongue (Grade 1-2) but now (K-3)

2. NSEC (National Secondary Education Curriculum)

➔ Improve high school
➔ Cognitive, Affective, Manipulative-based
➔ 40 minutes for all subject (60 mins for technology)
➔ 1989-1993

3. 2002 BEC (Basic Education Curriculum)

➔ 4Ms (makatao, makakalikasan, maka-diyos, makabansa)
➔ Bilingual
➔ Successful readers
➔ Collaborative

4. UBD (Understanding by Design)

➔ Backward design (end in mind)
➔ Desired results
➔ Evidences
➔ Learning plan
 RA 10533

4 KEY STAGES:
1. Kindergarten (5 years old)
2. Elementary (6-11)
3. JHS (12-15)
4. SHS (16-18)

BASIC EDUCATION:
a. Alternative Learning System (ALS)
b. Special Education (SPED)
c. Early Childhood Education (ECE)
d. Elem Education
e. Secondary Education

PHASES:
2013 RA 10533 was signed

SY 2012-2013 Implementation

SY 2016-2017 First Graduates of Junior High

SY 2017-2018 First Graduates of Senior High

TRACKS AND STRANDS IN SHS:

1. Sports, Arts, and Design
2. Academic Track
3. Technical-Vocational Livelihood

CHARACTERISTICS OF K-12:
1. Stronger early childhood education
2. Building skills through the use of second language and MT
3. Child and community-centered
4. Learning is in SPIRAL progression (developmentally appropriate)
5. Globalization, Indigenization, and Localization
6. Inclusion of 21st Century Skills
➔ Critical thinking
➔ Creativity
➔ Collaboration
 ➔ Communication
➔ Information literacy
➔ Media literacy
➔ Technology literacy
➔ Flexibility
➔ Leadership
➔ Initiative
➔ Productivity
➔ Social skills

DO 30 no. 36 s. 2016
➔ All learners who have met the standards shall be awarded
◆ Class awards
◆ Grade level awards
◆ Special Recognition
◆ Performance awards
◆ Conduct awards

Academic Excellence Average Grade

With Highest Honors (Gold) 98-100

With High Honors (Silver) 95-97

With Honors (Bronze) 90-94

Character Traits for K-3:

1. Active
2. Cheerfulness
3. Cooperation
4. Friendliness
5. Gentleness
 OTHER TRENDS IN CURRICULUM

A. AQF/AQRF (ASEAN Qualifications Framework)

➔ Common reference framework to address education, training, and lifelong
learning.

B. PQRF (Philippine Qualifications Framework)

➔ Levels of educational qualifications and standards for outcomes

C. MOOC (Massive Open Online Course)

➔ Designed for large numbers of geographically dispersed students

D. PPST (Philippine Professional Standard for Teachers)

➔ August 11, 2017
➔ Standards/Guidelines for Teachers
➔ K-12 Curriculum
➔ ASEAN Integration
➔ Globalization
➔ Changing characteristics of the 21st century learners

★ 7 Domains of PPST
1. Content, Knowledge, and Pedagogy
2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages & Professional Engagement
7. Personal & Professional Growth

★ Career Stages
1. Beginning Teacher - 0-3 years of experience
2. Proficient - 3-7 years
3. Highly Proficient - Master Teachers
4. Distinguished -

E. BELCP (Basic Education Learning Continuity Plan)

➔ DO 12 s. 2020
 ➔ Amidst the pandemic
➔ Sets curricular adjustment
➔ Deployment of learning modalities
➔ Learning competencies to MELCS

F. FLO (Flexible Learning Options)

➔ ALM (Alternative Learning Modalities)
a. Asynchronous
b. Synchronous
➔ PMDL (Printed Modular Distance Learning)
➔ TVB (TV-Based)
➔ RBI (Radio-based Instruction)

G. SEAMEO-Innotech (Southeast Asian Ministers of Education

Organization-Innotech)
➔ aims to promote cooperation among the Southeast Asian nations through
education, science and culture.

H. ASEAN (Association of Southeast Asian Nations)

I. NCBTS (National Competency-Based Teacher Standards)

J. SLAC (School Learning Action Cell)

➔ an activity held in every school during this semestral break to facilitate
learning

K. MOOE (School Maintenance and Other Operating Expenses)

➔ is the allocated funds for public elementary and secondary schools that
can be spent on activities and necessities

L. UNESCO (United Nations Educational, Scientific, and Cultural Organization)

M. TESDA (Technical Education and Skills Development Authority)

4 PILLARS OF EDUCATION

1. Knowledge, Review, and Update

2. Improving the learning environment
3. Teachers’ upskilling and reskilling
4. Engagement of stakeholders