FIELD STUDIES 4

GUIDE NOTES
Types of Curricula in Schools
1. Recommended - This type of curriculum stems from what experts in education suggest.
Recommended curriculum can come from a variety of different sources, including
nationally recognized researchers, policy makers and legislators, and others.
2. Written - he written curriculum refers to a lesson plan or syllabus written by teachers.
Another example is the one written by curriculum experts with the help of subject
teachers.
3. Taught - This is about the implementation of the written curriculum. Whatever is being
taught or an activity being done in the classroom is a taught curriculum. So, when
teachers give a lecture, initiate group work, or ask students to do a laboratory experiment
with their guidance, the taught curriculum is demonstrated.
4. Supported - A supported curriculum involves the additional tools, resources and learning
experiences found in and outside a classroom. These include textbooks, field trips,
software and technology, in addition to other innovative new techniques to engage
students.
5. Assessed - When students take a quiz or the mid-term and final exams, these evaluations
are the so-called assessed curriculum.
6. Learned - This type of curriculum indicates what the students have learned.
7. Hidden/ Implicit - The hidden curriculum refers to the unplanned or unintended
curriculum but plays a vital role in learning.

Criteria in Selection of Knowledge/ Subject Matter

1. Self-sufficiency - To help learners attain maximum self-sufficiency most economically is
the central guiding principle of subject matter or content selection. This criterion means
that students should be given a chance to experiment, observe, and do field study. This
system allows them to learn independently.
2. Significance - The subject matter or content is significant if it is selected and organized
to develop learning activities, skills, processes, and attitudes. It also develops the three
 domains of learning, namely the cognitive, affective, and psychomotor skills, and
considers the learners’ cultural aspects.
3. Validity - Validity refers to the authenticity of the subject matter or content you selected.
4. Usefulness/Utility - Another criterion is the usefulness of the content or subject matter.
5. Learnability - The subject matter or content must be within the schema of the learners. It
should be within their experiences.
6. Feasibility - Feasibility means the full implementation of the subject matter. It should
consider the school’s real situation, the government, and society in general. Students
must learn within the allowable time and the use of resources available.
7. Interest - This criterion is valid to the learner-centered curriculum. Students learn best if
the subject matter is interesting, thus makes it meaningful to them.
Principles of Curriculum Content
1. Balanced - When designing curriculum educators strive to give appropriate weight to
each aspect of design
2. Articulation - Refers to the vertical and horizontal interrelatedness
3. Scope - It is the breadth and depth of the content. According to Ralph Tyler, scope is
consisting of all the content, topics, learning experiences and organizing threads
comprising the educational plan
4. Integration - Refers to linking all types of knowledge and experiences contained within
the curriculum plan
5. Continuity - Is vertical repetition of curriculum components.
6. Sequence - The order or arrangement in which the content should be taught for the best
learning (building on past knowledge) throughout the course.
Types of Curricularists
1. Knower - The teacher as a student begins with knowing about the curriculum, the
subject matter, and the content.
2. Writer - As a curriculum writer or reviewer, the knowledge concepts, subject matte or
content that has been recorded by the teacher need to be written or preserved through
books, modules, laboratory manuals, instructional guides, and reference materials in
paper or electronic media
 3. Planner - As a curriculum planner, the teacher will take into attention several factors
which include the learners, the support material, time, subject matter or content, the
desired outcomes, the context of the learners among others in planning the curriculum.
4. Initiator - The teacher is obliged to implement when a curriculum is recommended to
the schools from, DEPED, CHED, TESDA, UNESCO, and other educational agencies
for improvement of quality of education. Delivery of a new curriculum requires the
broadmindedness of the teacher, and the full conviction that the curriculum will augment
learning.
5. Innovator - As curriculum is always dynamic, an outstanding teacher will always be
creative and innovative in order to keep at pace with the changes in the curriculum.
6. Implementer - It is in this role that the teacher gives life to the curriculum plan.
Implementation of the curriculum by the teacher will define the success of the
recommended, well-written and planned curriculum.
7. Evaluator - How can one conclude if the intended learning outcomes have been met or
attained? Is the curriculum operational? Does it convey the intended results? What do
results divulge? Are the learners accomplishing? Are there some practices that should be
revised or improved? Should the curriculum be reformed, terminated, or sustained?

Ralph Tyler Model - Four Basic Principles

1. Determine the school’s purposes (aka objectives)
2. Identify educational experiences related to purpose
3. Organize the experiences
4. Evaluate the purposes

Hilda Taba – Grassroots Approach

1. Diagnosis of learners need: - The teacher who is also the curriculum designer starts the
process by identifying the needs of the students for whom curriculum is to be planned.
2. Formulation of Objectives: - After the teacher has identified the needs of learner that
require attention, he or she Specify the objectives by which needs will be fulfilled.
3. Selection of Content: - The objective selected or created suggest the subject matter or
content of the curriculum. Not only objectives and content should match, but also the
 validity and significance of the chosen content needs to be determined. i.e. the relevancy
and significance of the content.
4. Organization of content: - A teacher cannot just select content but must organize it in a
particular sequence taking into consideration the maturity of learners, their academic
achievement and their interests.
5. Selection of learning experiences: - Content must be presented to students and they must
be engaged with the content.
6. Organization of learning activities: - The learning activities be organized in a sequence
depending both on content sequence and learner characteristics. The teacher needs to
keep in mind the student he or she will be teaching.
7. Evaluation: - The curriculum planner must determine that what objectives have been
accomplished. To assess the achievement of learning objectives, evaluation procedures
need to be designed.

Galen Saylor and William Alexander – Curriculum Model

Goals, Objectives and Domains: The model indicates that curriculum planners begin by
specifying the major educational goals and specific objectives they wish to accomplish.
Curriculum Designing: Once the goals, objectives and domains have been established, planners
move into the process of designing the curriculum.
Curriculum Implementation: After the designs have been created the next step is
implementation of the designs by teachers.
Evaluation: Finally, curriculum planner and teachers engage in evaluation. The model proposed
that evaluation should be comprehensive using a variety of evaluation techniques.

Ten Axioms for Curriculum Designers

1. Curriculum change is inevitable, necessary, and desirable.
2. Curriculum both reflects and is a product of its time.
3. Curriculum changes made at an earlier period of time can exist concurrently with newer
curriculum changes.
4. Curriculum change depends on people to implement the change.
5. Curriculum development is a cooperative group activity.
 6. Curriculum development is a decision-making process in which choices are made from a
set of alternatives.
7. Curriculum development is an ongoing process.
8. Curriculum development is more effective if it is a comprehensive process, rather than a
“piecemeal” process.
9. Curriculum development is more effective when it follows a systematic process.
10. Curriculum development starts from where the curriculum is.

Types of Curriculum Design Model

1. Subject-centered
 Has variations which are focused on the individual subject, specific discipline and a
combination of subjects or disciplines thus interdisciplinary
a. Subject - Focuses on the content of the curriculum. Corresponds to textbooks,
written for specific subject
b. Discipline - Focuses on the academic discipline. Often used in college, but not in
elementary and secondary levels.
c. Correlation - Comes from a core, correlated curriculum design that links separate
subject designs in order to reduce fragmentation. Subjects are related to one
another but each subject maintains its identity
d. Broad Field Design/ Interdisciplinary - A variation of the subject-centered
design. Made to prevent compartmentalization of subjects and integrate the
contents that are related to each other
2. Learner-centered
 The learner is the center of the educative process
a. Child-centered - Anchored on the needs and interests of the child. One learns by
doing Learner engages with his/her environment
b. Experience-centered - believes that the interest and needs of learners cannot be
preplanned. Experiences are the starting point of the curriculum
c. Humanistic - A person who achieves the level of self-actualization is accepting
of self, others and nature; Abraham Maslow’s Hierarchy of Needs
3. Problem-centered
  Draws on social problems, needs, interests and abilities of the learners
a. Life-situations - Life situations involving real problems of practice. Problems
that revolve around life at a given school
b. Core problem - The central focus of the core design includes common needs,
problems, concerns, of the learners.

Categories of Curriculum Change

1. Substitution – replace the present with a new one
2. Alteration – introduce minor changes or modification on the current one
3. Restructuring – introduce major modification of the current curriculum
4. Perturbation – changes happen within a fairly short time
5. Value orientation – respond to shift in emphasis within the vision/mission of the school

Stakeholders of the Curriculum Development

1. Learners
2. Teachers
3. School Leader/Administrator
4. Parents
5. Community
6. Other Agencies

Philippine Qualifications Framework

 The Philippine Qualifications Framework describes the levels of educational
qualifications and sets the standards for qualification outcomes. It is a quality assured
national system for the development, recognition and award of qualifications based on
standards of knowledge, skills and values acquired in different ways and methods by
learners and workers of the country.
I. National Certificate I
II. National Certificate II
III. National Certificate III
IV. National Certificate IV
V. Diploma
VI. Baccalaureate Degree
VII. Post-Baccalaureate Program
VIII. Doctoral Degree and Post-Doctoral Programs