➢Comes from the Latin word currere, means “to run a
course”
➢Plan for achieving goals
➢As dealing with the learner’s experiences
➢A system for dealing with people
➢As a field of study with its own foundations, knowledge
domains, research, theory, principles and specialists
➢In terms of subject matter
1
Traditional Points of
View of Curriculum 2
Progressive Points of
View of Curriculum
1 Traditional Point of View
In the early years of 20th century, the traditional concepts held of
the “curriculum is that it is a body of subjects or subject matter
prepared by the teachers for the students to learn”. It was
synonymous to the “course of study” and “syllabus”.
Robert M. Hutchins view curriculum as “permanent studies”,
where the rules of grammar, reading, rhetoric and logic and
mathematics for basic education are emphasized.
(Basic Education should emphasize the 3Rs and college
education should be grounded on liberal education.)
1 Traditional Point of View
Arthur Bestor, an essentialist, believes that the mission of the
school should be intellectual training;
Curriculum should focus on the fundamental intellectual
discipline of grammar, literature and writing. It should also
include mathematics, science, history and foreign language.
Joseph Schwab’s view of curriculum is that discipline is the sole
source of curriculum. He said that curriculum should consist only
of knowledge which comes from discipline which is the sole
source.
1 Traditional Point of View
In our education system, curriculum is divided into chunks of knowledge
we call subject areas in the basic education such as English,
Mathematics, Science, Social Studies and others. In college, discipline
may include humanities, sciences, languages and many more.
Most of the traditional ideas view curriculum as written documents or a
plan of action in accomplishing goals.
Curriculum is defined as the total learning experiences of the individual.
This definition is anchored on John Dewey’s definition of experience and
education. He believed that reflective thinking is a means that unifies
curricular. Thought is not derived from action but tested by application.
2 Progressive Point of View
Caswell and Campbell viewed curriculum as “all experiences children
have under the guidance of teachers”.
Marsh and Willis view curriculum as all the “experiences in the classroom
which are planned and entered by the teacher, and also learned by the
students”.
Smith, Stanley and Shores 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”.
➢Both prescriptive and descriptive
➢Prescriptive curriculum- what “ought” to happen and
they more often than not take the form of a plan, an
intended program, or some kind of expert opinion
about what needs to take place in the course of study
➢Descriptive curriculum- not merely in terms of how
things ought to be but how things are in real
classrooms; experience
Curriculum is a dynamic process. Development
connotes changes which are systematic. A change for the
better means any alteration, modification or improvement of
existing condition. To Produce positive changes, development
should be purposeful, planned and progressive. This is how
curriculum evolves.
1 2 4
3
Recommended Written Supported
Taught Curriculum
Curriculum Curriculum Curriculum
5 6 7 8
Assessed Learned Hidden Concomitant
Curriculum Curriculum Curriculum Curriculum
9
10
Phantom
Null
Curriculum
Most of the curricula are recommended
1
Proposed by scholars and professional
Recommended
organizations
Curriculum
May come from a national agency or any
professional organization who has stake in
education
Includes documents, course of the study or
syllabi for implementation
2
Most written are made by curriculum experts
Written
with participation of teachers
Curriculum
Example – Basic Education Curriculum (BEC) and the
written lesson plan of each classroom teacher made up
of objectives and planned activities of the teacher
The different planned activities which are put
into action in the classroom
3 Varied activities that are implemented in
Taught order to arrive at the objectives or purposes
Curriculum of the written curriculum
It varied according to the learning styles of the
students and the teaching styles of the
teacher
there must be materials which should support
of help in the implementation of a written
curriculum
4
Supported Includes material resources
Curriculum
Enable each learner to achieve real and
lifelong learning
Tested or evaluated curriculum
5 Series of evaluations are being done by the
Assessed teachers at the duration and end of the
Curriculum teaching episodes
Assessment tools are being utilized
Learning outcomes achieved by the students
6
Learned
Curriculum
Learning outcomes are indicated by the
results of the tests and changes in behavior
Unintended curriculum
7
Hidden
Curriculum
Factors: Peer influence, school environment,
physical condition, teacher-learner
interaction, mood of the teacher
Things that are taught at home
8
Concomitant
Curriculum
May be received at church, in the context of
religious expression, lessons on values, ethics
or morals, molded behaviors, or social
experiences based on a family preferences
9
Phantom Messages prevalent in and through
Curriculum exposure to media
10 What is not taught
Null
Continuously evolving
Based on the needs of the people
Democratically conceived
Result of a long term effort
Complements and cooperates with other programs of the community
Provides for the logical sequence of subject matter
Has educational quality
Has administrative flexibility
1 What educational purpose should the school seek to attain?
2 What educational experiences can be provided to attain these purposes?
How can these educational experiences be organized effectively to
3 achieve these purposes?
How can we determine whether or not the expected objectives
4 have been achieved?
