Levels of curriculum
1. Societal
Public stakeholders
(politicians, special interest groups, administrators, professional specialists)
· Farthest from the learners
· Identification of the goals, the topics to be studied, time to be spent in
teaching/learning, and materials to aid instruction.
2. Institutional
Local educators or lay people
· Modified curriculum derived from the societal level
· Often organized according to subjects and includes topics and themes to be
studied
· Include standards, philosophies, lesson plans, and teaching guides.
3. Instructional
Teachers
· How teachers use the curriculum
· Teachers' instructional strategies, styles and materials used.
4. Experiential
Learners
· Perceived and experienced by each student
· Curriculum processes and curriculum product or projects
Teacher as curricularist
1. Knower
· knowing about the curriculum, the subject matter or the content
· acquiring academic knowledge about formal and informal disciplines
· mastery of the subject matter.
2. Writer
· Writes the curriculum
· takes record of knowledge concepts, subject matter or content.
· writes books, modules, laboratory manuals, instructional guides, and reference
materials in paper or electronic media
3. Planner
· make a yearly, monthly or daily plan of the curriculum.
· takes into consideration the learners, support material, time, subject matter or
content, desired outcomes, context of the learners among others in planning
the curriculum.
4. Initiator
· Implements curriculum to the schools from DepEd, CHED, TESDA, UNESCO,
UNICEF or other educational agencies for improvement of quality education
· Implementation of a new curriculum requires the open mindedness of the
teacher, and the full belief that the curriculum will enhance learning
5. Innovator
· Creativity and innovation are hallmarks of an excellent teacher. A curriculum is
always dynamic, hence keeps on changing
6. evaluator
· determine if the desired learning outcomes have been achieved
Types and Patterns of Curriculum
Subject-Centered Curriculum the most popular and widely used curriculum
designs. Knowledge and content are integral parts of the curriculum. Teacher
has full control of the curriculum.
Learner-Centered Design students are the center or focus of the program.
Found more frequently at the elementary school level where teachers tend to
stress the development of the whole child.
Problem-Centered Designs reinforce cultural traditions and also address those
community and societal needs that are currently unmet. The major concern is
with genuine life problems, and the need to adjust or cater to the concerns and
situation of learners
Taba's (1962) Seven Stages of Curriculum Development
(1) Diagnosing needs – information on the community and its schools combined
with existing data to form a comprehensive view of local needs
(2) formulating specific objectives: objectives should include concepts, attitude,
habits or skills to be learned and ways of thinking to be reinforced
(3) Selecting content: include choosing of specific, necessary topics carefully,
which should parallel students’ development levels
(4) Organizing content: begins with simple topics and concepts that move to
more complex ones such as generalizations and principles
(5) Selecting and organizing activities which must be based on the
developmental level of learners – variety, sequence, and links among activities
must be considered
(6) Evaluating: lessons and units should be evaluated and reevaluated
continuously to determine actual progress of learners using the curriculum as
basis and to determine whether the content matches the logic or core ideas and
curriculum objectives
