EDTSCU – The Teacher and the School Curriculum

Chapter 1

The Teacher and The School Curriculum Essentials Curriculum

Module 1 The Teacher and the School Curriculum

Module Overview:

Module 1 is all about school curricula and the teacher. This introductory module identifies the different types of
curricula that exist in the teacher's classroom and school. Further, Module 1 describes the important roles of the teacher
as a curricularist who engages in the different facets of curriculum development in any educational level.

Lesson 1.1 The Curricula in School

Desired Learning Outcomes

Discuss the different curricula that exist in the schools

Analyze the significance of curriculum and curriculum development in the teacher's classroom

Take Off

Have you read "The Sabre-Tooth Curriculum by Harold Benjamin (1939)?" Take some time to read it and find out
what curriculum is all about during those times.

Start here and enjoy reading.

A man by the name of New-Fist-Hammer-Maker knew how to do things his community needed to have done, and
he had the energy and the will to go ahead and do them. By virtue of these characteristics, he was an educated man.
New-Fist was also a thinker Then as now, there were few lengths to which men would not go to avoid the labour and pain
of thought New-Fist got to the point where he became strongly dissatisfied with the accustomed ways of his tribe. He
began to catch glimpses of ways in which life might be made better for himself. his family and his group. By virtue of this
development, he became a dangerous man...

New-Fist thought about how he could harness the children 's play to better the life of the community. He
considered what adults do for survival and introduced these activities to children in a deliberate and formal way. These
included catching fish with bare hands, clubbing little wooly horses and chasing away-sabre-toothed-tigers-with fire.
These then became the curriculum and the community began to prosper-with plenty of food, hides for attire and protection
from threat. "It is supposed that all would have gone well forever with this good educational system, if conditions of life in
that community remained forever the same. " But conditions changed.

The glacier began to melt and the community could no longer see the fish to catch with their bare hands, and only
the most agile and clever fish remained which hid from the people. The woolly horses were ambitious and decided to
leave the region. The tigers got pneumonia and most died. The few remaining tigers left. In their place, fierce bears
arrived who would not be chased by fire. The community was in trouble.

One day, in desperation, someone made a net from willow twigs and found a new way to catch fish-and the
supply was even more plentiful than before. The community also devised a system of traps on the path to snare the
bears. Attempts to change education system to include these new techniques however encountered "stern opposition".

These are also activities we need to know. Why can't the schools teach them? But most of the tribe particularly
the wise old men who controlled the school, smiled indulgently at this suggestion. "That wouldn’t be education... it would
be mere training". We don’t teach fish grabbing to catch fish, we teach it to develop a generalized agility which can never
be duplicated by mere training… and so on.

"If you had any education yourself, you would know that the essence of true education is timelessness. It is
something that endures through changing conditions like a solid rock standing squarely and firmly in the middle of a
raging torrent".

The story was written in 1939. Curriculum then, was seen as a tradition of organized knowledge taught in schools
of the 19th century Two centuries later, the concept of a curriculum has broadened to include several modes of thoughts
or experiences.

Formal, non-formal or informal education do not exist without a curriculum. Classrooms will be empty with no
curriculum. Teachers will have nothing to do. if there is no curriculum. Curriculum is at ne heart of the teaching profession.
Every teacher is guided by some sort of curriculum in the classroom and in schools.

In our current Philippine educational system, different schools are established in different educational levels which
have corresponding recommended curricula. The educational levels are:

1. Basic Education. This level includes Kindergarten, Grade l to Grade 6 for elementary; and for secondary,
Grade 7 to Grade 10, for the Junior High School and Grade 11 and 12 and for the Senior High School. Each of the 1levels
has its specific recommended curriculum. The new basic education levels are provided in the K.to 12 Enhanced
Curriculum of 2013 of the Department of Education.

2. Technical Vocational Education. This is post-secondary technical vocational educational and training taken
care of Technical Education and Skills Development Authority (TESDA). For the TechVoc track in SHS of DepEd, DepEd
and TESDA work in close coordination.

3. 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).
 In whatever levels of schooling and in various types of learning environment, several curricula exist. Let' us find
out how Allan Glatthorn (2000) as mentioned in Bilbao, et al (2008) classified these:

Types of Curricula Simultaneously Operating in the Schools

Are you aware that in every classroom, there are several types of curricula operating at the same time? Let us
study each one.

1. Recommended Curriculum. Almost all curricula found in our schools are recommended. For Basic
Education, these are recommended by the Department of Education (DepEd), for Higher Education, by the
Commission on Higher Education (CHED) and for vocational education by TESDA. These three government
agencies oversee and. regulate Philippine education. The recommendations come in the form of memoranda
or policies, standards and guidelines. Other professional organizations or international bodies like UNESCO
also recommend curricula in schools.
2. Written Curriculum. This includes documents based on the recommended curriculum. They come in the
form of course of Study, syllabi, modules, books or instructional guides among others. A packet of this written
curriculum is the teacher's lesson plan. The most recent written curriculum is the K to 12 for Philippine Basic
Education.
3. Taught Curriculum. From what has been written or planned, the curriculum has to be implemented or taught.
The teacher and the learners will put life to the written curriculum. The skill, of the teacher to facilitate learning
based on the written curriculum with the aid of instructional materials and facilities will be necessary. 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. These include print materials like books, worksheets, or non-print materials like Power
Point presentation. charts, posters, movies, slides, models, realia, mock-ups and other electronic illustrations.
Supported curriculum also includes facilities where learning occurs outside or inside the four-walled building.
These include the playground, Science laboratory, audio-visual rooms, zoo, museum, market or the plaza.
These are the places where authentic learning through direct experiences occur.
5. Assessed Curriculum. Taught and supported curricula have to be' evaluated to find out if the teacher has
succeeded or not in facilitating learning. 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 or
assessment of learning. If the process is to find the progress of learning, then the assessed curriculum is for
learning, but if it is to find out how much has been learned or mastered, then it is assessment of learning.
Either way, such curriculum is the assessed curriculum.
6. Learned Curriculum. How do we know if the student has learned? We always believe that if a student
changed behavior, he/she has learned. For example, from a non-reader to a reader or from not knowing to
knowing or from being disobedient to being obedient. 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. Peer influence, school environment, media, parental pressures, societal changes,
cultural practices, natural calamities, are some factors that create the hidden curriculum. Teachers should be
sensitive and aware of this hidden curriculum. Teachers must have good foresight to include these in the
written curriculum, in order to bring to the surface what are hidden.

However, in every teacher's classroom, not all these curricula may be present at one time. Many of them are
deliberately planned, like the recommended, written, taught, supported, assessed, and learned curricula.
However, a hidden curriculum is implied, and a teacher may or may not be able to predict its influence on
learning. All of these have significant role on the life of the teacher as a facilitator of learning and have direct
implication to the life of the learners.

teacher been described as curricularist.

Curricularists in the past, are referred only to those who developed curriculum theories. According to the
study conducted by Sandra Hayes (1991) the most influential curricularist in America include John Dewey,
 Ralph Tyler, Hilda Taba and Franklin Bobbit. You will learn more of them in the later part of the module.
In this lesson, we will start using the word curricularist to describe a professional who is a
curriculum specialist (Hayes, 1991; Ornstein & Hunkins, 2004; Hewitt, 2006). A person who is involved in
curriculum knowing, writing, planning, implementing, evaluating, innovating, and initiating may be designated
as curricularist. A TEACHER'S role is broader and inclusive of other functions and so a teacher is a
curricularist.
So, what does a TEACHER do to deserve the label curricularist? Let us look at the different roles of the
teacher in the classroom and in the school. The classroom is the first place of curricular engagement. The first
school experience sets the tone to understand the meaning of schooling through the interactions of learners
and teachers that will lead to learning. Hence, curriculum is at the heart of schooling.
Let us describe the teacher as a curricularist.

The teacher as a curricularist…

1. 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)
2. 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)
3. 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)
4. initiates the curriculum. In cases where the curriculum is recommended to the schools from DepEd,
CHED, TESDA, UNESCO, UNICEF 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)
5. innovates the curriculum. Creativity and innovation are hallmark 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)
6. 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)
7. 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 seven different roles are those which a responsible teacher does in the classroom everyday! Doing
this multi-faceted work qualifies a teacher to be a curricularist.
To be a teacher is to be a curricularist even if a teacher may not equal the likes of John Dewey, Ralph
Tyler, Hilda Taba, or Franklin Bobbit. As a curricularist, a teacher will be knowing, writing, implementing,
innovating, initiating and evaluating the curriculum in the school and classrooms just like the role models and
advocates in curriculum and curriculum development who have shown the way.
 Module 2 The Teacher as a Knower of Curriculum

Module Overview:
Module 2 describes the school curriculum in terms of its definition. its nature and scope, which are
needed by the teacher as a knower. This module provides a wider perspective for the teachers about the
curriculum, in terms of curriculum approach, curriculum development process, some curriculum models and
the foundations upon which curriculum is anchored.

The School Curriculum:

Lesson 2.1) Definition, Nature and Scope

TODAY'S HEADLINES

1. DepEd Reviews - The K to 12 Curriculum

2. Suicide incidence in Schools Has Become Alarming
3. Teachers are Reluctant to Try New Things in the Curriculum
4. Co-curricular Activities: Learning Opportunities or Distractions?
5. The Use of 1CT Gains Ground in the Public Schools

What can you say of these headlines? Do these reflect what are going on in our schools? Should the
public know and be involved in the schooling of their citizens? What are the implications of each headline to
the classroom curriculum?
Each member of society seems to view school curriculum differently, hence there are varied demands on
what schools should do and what curriculum should be taught. Some would demand reducing content and
shifting emphasis to development of lifelong skills. Others feel that development of character has been placed
at the back seat of some schools. More debates are emerging on the use of languages in the classroom.
Should it be mother tongue, the national language or the global language?
There seems to be confusion about what curriculum should really be. To have a common understanding
of what curriculum really is, this lesson will present some definitions as given by authors. Likewise, you will
find in this lesson the description of the nature and scope of curriculum from several points of view. This
lesson will also explain how curriculum is being approached. It further shows a development process as a
concept and as a process as applied to school curriculum.

Content Focus

Oftentimes curriculum is taken in its narrow view as a listing of subjects to be taught in schools or
sometimes it is understood broadly as all learning experiences that individuals undergo while in school. We
cannot deny the fact that curriculum should be clarified by teachers and other stakeholders. Curriculum
affects all teachers, students, parents, politicians, businessmen, professionals, government officials or even
the common people.
Like many concepts in education, there seems to be no common definition of curriculum'. Because of this,
the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the
word originates from the Latin word currere referring to the oval track upon which Roman chariots raced. The
New International Dictionary defines curriculum as the whole body of a course in an educational institution or
by a department while the Oxford English Dictionary defines curriculum as courses taught in schools or
universities. Curriculum means different things to different people. Sometimes educators equate
curriculum with the syllabus while a few regards it as all the teaching-learning experiences which the student
encounters while in school. Numerous definitions indicate dynamism which connotes diverse interpretations
as influenced by modes of thoughts, pedagogies, philosophies, political as well as cultural perspectives. Here
are some of them.

Some Definitions of Curriculum

1. Curriculum is a 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 the
learners' continuous and willful growth in personal social competence." (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned, objectives, content, learning
activities, evaluation procedures and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks 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)
4. 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 in terms of a
framework of theory and research or past and present professional practice." (Hass, 1987) J.
5. It is a program of activities (by teachers and pupils) designed so that pupils will attain so far as possible
certain educational and other schooling ends or objectives. (Grundy, 1987)
6. It is a plan that consists 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)
7. 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)
 Some Points of View of Other Curricularists

Since the concept and meaning of curriculum are shaped by a person's point of view, this has added to
fragmentation, and some confusion. However, when put together, the different definitions from diverse points of view,
would describe curriculum as dynamic and perhaps ever changing.

Points of view about the curriculum can either be traditional or progressive, according to the person's
philosophical, psychological and even psychological orientations. These views can also define, what à curriculum is all
about.

Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert Hutchins, Arthur Bestor, and Joseph
Schwab.

 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 be emphasized in
basic education while liberal education should be the 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 areas 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 ruling doctrine for curriculum
development.
 Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes from various disciplines.

Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and Phenix, curriculum can be defined
as a field of study. Curriculum is highly academic and is concerned with broad historical, philosophical, psychological and
social issues. From a traditional view, curriculum is mostly written documents such syllabus, nurse of study, books and
references where knowledge is found but is used as a means to accomplish intended goals.

Curriculum from Progressive Points of View

On the other hand, a listing of school subjects, syllabi, course of study, and specific discipline does not make a
curriculum. In its broadest terms, a progressive view of curriculum is the total learning experiences of the individual. Let us
look into how curriculum is defined from a progressive point 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.
 Colin 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.

The nature of curriculum has given rise to many interpretations, depending on a person's philosophical beliefs. Let
us put all of these interpretations in a summary.

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 the guidance of the teacher.

Lesson 2.2 Approaches to the School Curriculum

Desired Learning Outcomes

 Describe the different approaches to school curriculum

 Explain by examples how the approaches clarify the definition of curriculum
 Reflect on how the three approaches interrelate with each other

From the various definitions, we realize that curriculum is viewed in many ways. Let us look back and use the
definitions as a way of classifying how curriculum is viewed. In this lesson, let us look at the curriculum as either a
Content, a Process or a Product to fully understand the different perspectives of what curriculum is all about. This can
be one way of approaching a curriculum.

Three Ways of Approaching a Curriculum

Curriculum can be approached or seen in three ways. It can be denned as a content, a process or an outcome. If
you examine the definitions provided by the experts in the field, there are three ways of approaching a curriculum.
First, is to approach it as content or a body of knowledge to be transmitted.

Second, is to approach it as a product or the learning outcomes desired of learners.

Third, is to approach it as a process or what actually happens in the classroom when the curriculum is practiced.
1. Curriculum as a Content or Body of Knowledge

It is quite common for traditionalists to equate a curriculum to a topic outline, subject matter, or concepts
to be included in the syllabus or books. For example, a primary school mathematics curriculum consists of topics
on addition, multiplication, subtraction, division, distance, weight and many more. Another example is in
secondary school science that involves the study of biological science, physical science, environmental science
and earth science. Textbooks tend to begin with biological science such are plants and animals; physical science
with the physical elements, force and motion; earth science with the layers of the earth and environmental science
with the interaction of the biological and physical science and earth's phenomena, climate, vegetation followed by
economic activities such as agriculture, mining, industries, urbanization and so forth.
If curriculum is equated as content, then the focus will be the body of knowledge to be transmitted to
students using appropriate teaching method. There can be a likelihood that teaching will be limited to the
acquisition of facts, concepts and principles of the subject matter, however, the content or subject matter can also
be taken as a means to an end.
All curricula have content regardless of their design or models. The fund of knowledge is the repository of
accumulated discoveries and inventions of man from the explorations of the earth and as products of research. In
most educational setting, curriculum is anchored on a body of knowledge or discipline.

There are four ways of presenting the content in the curriculum. These are:
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

There are some suggested criteria in the selection of knowledge or subject matter. (Scheffer, 1970 in Bilbao, et al
2015)
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. It may have been useful in the past, but may not be useful now or in the Will I
use this in my 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 of the content should be within complexity of 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. Can 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 he 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.

The selection of the subject matter or content, aside from the seven, criteria mentioned earlier, may
include the following guide.

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

BASICS: Fundamental Principles for Curriculum Contents

Palma in 1952 proposed that the Contents in the curriculum should be guided by Balance, Articulation,
Sequence, Integration and Continuity. However, in designing a curriculum contents Hunkins and Ornstein (2018)
added an important element which is Scope, hence from BASIC to BASICS initials of Balance, Articulation,
Sequence, Integration, Continuity.
 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 within the time allocation.
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.

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.

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.

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.

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 is not always better."

2. Curriculum as a Process

We have seen that the curriculum can be approached as content. On the other hand, it can also be
approached as a process. Here, curriculum is not seen as a physical thing or a noun, but as a verb or an action. It
is the interaction among the teachers, students and content. As a process, curriculum happens in the classroom
as the' questions asked by the teacher and the learning activities engaged in by the students. It is an active
process with emphasis on the context in which the processes occur. Used in analogy of a recipe in a cookbook, a
recipe is the content while the ways of cooking is the process.
Curriculum as a process is seen as a scheme about the practice of teaching. It is not a package of
materials or a syllabus of content to be covered. The classroom is only part of the learning environment where the
teacher places action using the content to achieve an outcome.