CURRICULUM DEVELOPMENT 4.

Axiology- sets of values desirable to live anytime

CURRICULUM FROM DIFFERENT POINTS OF VIEW PHILOSOPHICAL FOUNDATIONS

1. Traditional Point of View 1. Idealism (Plato)- offers essential for mental, moral and spiritual/
Curriculum- a body of subjects or subject matter prepared by the teachers for importance of mind and the spirit; knowledge is dependent to ideas
the students to learn. It was synonymous to the “course of study” and 2. Realism (Aristotle)- knowledge is derived from sense experience;
“syllabus”. truth can be tested and proven (MATH and SCIENCE- subject
2. Progressive Point of View centered); gives direction to individuals’ basic potentials and talents
Curriculum- the total learning experiences of the individual to survive in the society
3. Pragmatism (Dewey, Rousseau, W. James)- man can know
 CURRICULUM DEVELOPMENT is defined as the process of anything within his experience; believe in “learning by doing”;
selecting, organizing, executing, and evaluating learning experiences groups are instrumental in achieving democracy
on the basis of the needs, abilities and interest of the learners and the 4. Perennialism- internalizes truths that universal and constant;
nature of the society or community rational
 CURRICULUM PLANNING- decision- making process about the 5. Existentialism- refers to individual’s free choice
content and the organization of learning for which the school is 6. Essentialism- back to basics (4Rs)
responsible. 7. Reconstructionism- the ability to identify problems and gives
 CURRICULUM IMPLEMENTATION- a process by which solution to it
curricula are used in schools; the instructional phase of curriculum 8. Progressivism - interact with society, innovations and
development process improvements; experience- centered (Progressivism- Pragmatism-
 CURRICULUM EVALUATION- process of delineating, obtaining, Experientialism- Experimentalism)
and processing useful information for judging alternatives; formal
determination of the quality, effectiveness or value of a curriculum COMPONENTS OF CURRICULUM
 CURRICULUM IMPROVEMENT- alteration of some parts of 1. Aims and Objectives- what is to be done
curriculum without changing the fundamental curriculum elements/ 2. Content/ Subject Matter- what subject matter to be included
structure/ concepts 3. Learning Experiences- what instructional strategies, resources and
 CURRICULUM CHANGE- the basic alteration in the structure and activities will be employed
design of learning experiences based on new concepts 4. Evaluation- what methods and instruments will be used to assess the
 EX. UBD (BACKWARD DESIGN--result/outcome- assessment- results of the curriculum
learning plan); spiral curriculum (base on the level of complexity)
TYPES OF CURRICULUM OPERATING IN SCHOOLS
AREAS OF PHILOSOPHIES 1. Recommended Curriculum- CHED, DepEd; a law making body
1. Metaphysics- systematic analysis of the questioning ultimate reality; like the congress and the senate, or a university or a school can
fundamental existence of reality recommend a subject, a course, or any academic program which is
2. Logic- focuses on the formal structure of truth and argument deemed necessary for national identity and security, for
3. Epistemology- recognizes importance of education; effective environmental protection and sustainable development, among
approaches to teaching others.
 2. Written Curriculum- (intended) refers to a lesson plan or syllabus
written by teachers. This kind of written curriculum needs to be pilot  Curriculum refers to what is taught to students
tested or tried out in sample schools to determine its effectiveness.  Instruction refers to how curriculum is delivered or communicated
3. Taught Curriculum- implementation of the written curriculum. to students
Whatever is being taught or an activity being done in the classroom  Learning refers to knowledge or skill
is a taught curriculum; contains different teaching styles and learning
styles to address the students’ needs and interests. THE THREE CLASSES OF OUTCOMES
4. Supported Curriculum- Instructional materials, such as textbooks,  Knowledge
audio visual materials, blogs, wikis, and others are examples of  Techniques
support curriculum. It is called supported curriculum because it helps  Values
teachers implement a written curriculum thus enables the students to
become life-long learners.  CURRICULUM PROCESS refers to the procedures involved in
5. Assessed Curriculum- When students take a quiz or the mid-term creating, using and evaluating.
and final exams, these series of evaluations are the so-called assessed  CURRICULUM PRODUCTS usually the result from curriculum
curriculum. Teachers may use the pencil and paper tests, and processes; provide the basis for instructional decisions in classrooms
authentic assessments like portfolio and performance based which includes curriculum guide, syllabi, resource units, courses of
assessments in order to know if the students are progressing or not. the study
6. Learned Curriculum- indicates what the students have actually
learned. This can be measured through learning outcomes. A LEVELS OF THE CURRICULUM
learning outcome can be manifested by what students can perform or 1. Societal Curriculum- Farthest removed from learners and is
do either in their cognitive, affective or psychomotor domains. The designed by the public, such as politicians, representatives of special
learning outcome can be determined by the results of the tests, and it interest groups, and professional specialists. These groups often
can be achieved by the students through the use of learning decide the goals, the topics to be studied, the time to be spent, and
objectives. the materials to be used.
7. Hidden Curriculum- refers to the unplanned or unintended 2. Institutional Curriculum- Derived largely from societal curricula
curriculum but plays an important role in learning. with modifications by local educators and laypersons. This
curriculum is commonly organized according to subjects and
THE ROLES OF THE STAKEHOLDERS IN CURRICULUM includes the topics and themes to be studied. Includes the district or
1. Learners at the center of the curriculum school’s written documents containing standards, philosophies,
2. Teachers as curriculum developers and implementers lesson plans, and guides. This curriculum, also called the explicit
3. Curriculum managers and administration curriculum, is the target of reform movements.
4. Parents as supporters to the curriculum 3. Instructional Curriculum- This is the curriculum that teachers plan
5. Community members as curriculum resources and deliver in schools. Teachers base instructional curricula on what
6. Other stakeholders in curriculum implementation has been determined as necessary or desirable for their school by
school authorities. As expected, however, this curriculum takes on
THE RELATIOSHIP OF CURRICULUM, INTRUCTION AND the individual teacher’s priorities, views of education, and style and
LEARNING is also subject to reform and criticism.
 4. Experiential Curriculum- This is the curriculum perceived and 4. Learnability
experienced by students. What is experienced differs from one 5. Consistency with Social Realities
student to the next because students have different backgrounds, 6. Utility
motivations, and levels of aspirations, to name just a few. For 7. Feasibility
example, some students form similar purposes for learning
experiences to those held by their teachers, but other students hold PHILIPPINE BASIC EDUCATION
very different purposes or no purpose at all. 1. National Elementary School Curriculum (1984 to 2002)
2. New Secondary Education Curriculum (NSEC) (1991 – 2002)
FOUNDATION OF CURRICULUM 3. Secondary Education Curriculum – Understanding by Design
1. Sociological and Cultural Foundation 1. (UBD) Mode 2010
2. Historical Foundation 4. UBD Model – emphasis is on “backward design”, the practice of
3. Psychological Foundation looking at the outcomes in order to design curriculum units,
performance assessment, and classroom instruction
CURRICULUM ORGANIZATION 5. To facilitate student understanding, teachers must explain the
 Subject Curriculum- subject matter classified and organized 2. “big ideas” and essential questions as well as the requirements and
 Activity Curriculum- basis of curriculum on student activities not 3. evaluative criteria at the start of the class but this method only works
mastery of body of knowledge for some topics.
 Problem Solving Curriculum- based on social concerns not on 6. Students being able to explain, interpret, apply, have perspective,
subjects empathize and self – knowledge.
 Spiral Curriculum- method of organizing learning experiences
across the levels ISSUES WITH PRESENT BEC
1. Insufficient mastery of basic competence is common due to congested
CURRICULUM APPROACHES curriculum. The 12 year curriculum is being delivered in 10 years.
1. Technical- Scientific Approaches 2. High school graduates are younger than 18 years old and lack of basic
2. Behavioral-rational Approach competencies and maturity. They cannot legally enter into contracts and are
3. System-managerial Approach not emotionally mature for entrepreneurship / employment.
4. Intellectual- Academic Approach 3. Other countries view the 10 – year education cycle as insufficient.
5. Non- Technician/ Non- Scientific Approach 4. General Education Curriculum (GEC)
6. Humanistic- aesthetic Approach
7. Re-conceptualist Approach K TO 12 MODEL AS DEVELOPED BY DepED
8. Reconstructionism
9. Eclectic Models Phases of Implementation
1. Universal kindergarten will be offered starting SY 2011 – 2012.
CRITERIA FOR SELECTING CONTENT 2. DepEd will begin unclogging the basic education curriculum in SY
1. Validity 2012 – 2013.
2. Significance 3. The enhanced 12 – year curriculum will be implemented starting
3. Interest with the incoming Grade1 students of SY 2012 – 2013.
4. Incoming freshmen of SY 2012 – 2013 will be the first beneficiary
of a free Senior High School education that will be made available b
DepEd in public school beginning SY 2016 – 2017.
5. Electives to be offered in Senior HS (arts, music, tech - vocational)