1stdayCBRC Hand Out CurriculumDevelopment
1stdayCBRC Hand Out CurriculumDevelopment
1stdayCBRC Hand Out CurriculumDevelopment
Curriculum is defined as
the learning experiences and intended outcomes formulated through systematic reconstruction of
knowledge and experiences, under the auspices of the school for the learners’ continuous and willful
growth in personal-social competence; the cumulative tradition of organized knowledge (Tanner, D.
and Tanner, L.)
the sum total of all learning content, experiences and resources that are purposely selected,
organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of
learning and human development.
that what is taught in school; set of subjects, materials and performance objectives; everything that
goes on within the school, including extra-class activities, guidance and interpersonal relationships in
the school (Oliva)
The planned and guided learning experiences and intended learning 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.”
Different Levels of Curriculum
Societal Level of Curriculum – the farthest from the learners since this is where the public
stakeholders (politicians, special interest groups, administrators, professional specialists) participate
in identifying the goals, the topics to be studied, time to be spent in teaching/learning, and materials to
aid instruction
Institutional Level of Curriculum – refers to the curriculum derived from the societal level, with
modification by local educators or lay people; often organized according to subjects and includes
topics and themes to be studied; may also include standards, philosophies, lesson plans, and
teaching guides
Instructional Level of Curriculum – refers to how teachers use the curriculum developed in the
societal level and modified in the institutional level, or what authorities have determined; involves the
teachers’ instructional strategies, styles and materials used.
Experiential Level of Curriculum – the curriculum perceived and experiences by each student and
may, therefore, vary among learners because of individual differences.
Core (social function): focuses on the set of learning experiences that are felt to be essential for all
students that includes common needs, problems, concerns; centers on general education and the
problems are based on common human activities; its underlying purpose is to create a universal
sense of inquiry, discourse, and understanding among learners of different backgrounds and
aspirations; broad areas of concern are examined and set of learning experiences intended to
promote a common body of knowledge are carefully prepared
1. Sociological Foundations
- Society and culture relate to curriculum in the sense that they are part of the bases and sources of many
curriculum matters and decisions. Whatever changes there are in them, education in general and curriculum
in particular are affected.
The societal changes/forces affect the school, and hence, the curriculum: these include: Cultural
Traditions, Moral Values and Laws
2. Philosophical Foundations
- Philosophy is the starting point in any curriculum decision making and is the basis for all subsequent
decisions regarding curriculum. Philosophy gives direction to curriculum and becomes the criteria for
determining the aims, selection, organization and implementation of the curriculum in the classroom and the
school in general; the schools’ underlying beliefs and values have impact on curriculum content and choices
of appropriate strategies activities in implementing the curriculum. Philosophy helps us answer the general
questions such as: “What are schools for?”, “What subjects are of value?”, “How should students learn the
content?”
AREA OF PHILOSOPHY EMPHASIS
Idealism Importance of mind and spirit and of developing
them in the learner; reality is in the ideas
independent of sense and experience; Abstract
thinking as the highest form.
Realism truth can be tested/proven; knowledge derived from
sense experience; exercising the mind; logical and
abstract thinking are highest form
Pragmatism man can know anything within his experience;
Existentialism Reality is a matter of individual existence; the
meaning of life is what each individual makes; focus
on conscious awareness of choice
Perennialism Focus on past and permanent studies; mastery of
facts and timeless knowledge
Essentialism Essential skills and academic subjects; mastery of
concepts and principles of subject matter
Progressivism Knowledge leads to growth and development; a
living learning process; focus on active and relevant
learning
Reconstructionism To improve and reconstruct society; education for
change and social reform; Awareness of societal
needs and problems; quest for a better societ
3. Historical Foundations:
- The historical foundation of curriculum reflects the educational focus prevalent during a particular period or
event in Philippine history. This focus could be made basis or model for curriculum development of recent
years.
PERIOD CHARACTERISTICS
Pre-Spanish Focused on practical training to satisfy basic needs for survival and to
transmit social ideas, customs, beliefs, and traditions; Training done
in the homes
Spanish Focused on the learning of the Christian Doctrine; religion; the course
of study is not centralized; no grade level; rote memorization
American Focused on establishing the public school system, highly influenced
by the philosophy of John Dewey; spread of democracy; the course of
study is prescribed, uniform and centralized
Commonwealth Focused on the development of moral character, personal discipline
civic conscience, and vocational efficiency as provided for in the 1935
constitution
Japanese Focused on promoting the East Asia co – prosperity sphere
educational objective; spread of new Asian order; Use of threat and
punishment; course of study is prescribed, uniform and centralized;
rote memorization; use of threat and punishment
New Society Focused on national development goals; manpower training; high
level professions; self actualization
Fourth Republic Focused on promotion of the rights of all citizens to quality education
4. Educational Philosophy
AREAS OF PHILOSOPHY DEFINITION
Metaphysics study of what is beyond the natural (what is real is
true); systematic analysis of the question of ultimate
reality; fundamental existence of reality; developed
during middle age
Epistemology truth about the nature of knowledge; has to do with
effective approaches to teaching; recognizes
importance of education; It asks What is true?; Also
discusses How we know? What we know?
Logic focuses on logical and accurate thought patterns;
focuses on the formal structure of truth and
argument
Axiology sets values desirable to live by, anytime, or place;
divided ethics (concerns with good or evil) into
moral and aesthetic (values); subjects as GMRC
and Values Education
References
Bilbao, E. P., Lucido, P. P., Iringan, P. T., & Javier, E. R. (2008). Curriculum Development.
Lorimar Publishing Inc. Retrieved from
https://www.academia.edu/38821461/Curriculum_Development_Full_Book_
Bilbao, P. P., Dayagbil, F. T., & Corpuz, B. B. (2015). Curriculum Development for Teachers
OBE and K-12 Based.