Curriculum development

Curriculum

- the first textbook published on the subject, the curriculum (1918), john fracklin bobbitt
o roots In the Latin word for race-course, explaining the curriculum as the course of deeds
and experiences through which children become the adults they should be, for success
in adult society.
- curriculum means two things:
o (I) range of courses from which students choose what subject matters to study; and
o (

focus of a curriculum

- what is to be taught and when, leaving to the teaching profession decisions as to how this
should be done. in practice
- no clear distinction between curriculum content and methodology how a topic is taught often
determines what is taught
- the need to distinguish the official or planned curriculum the formally approved program of
study- from the de facto or

foundation of curriculum

i. historical foundations
Pre-Spanish period
- education is for survival, conformity, and enculturation
- Informal education. Practical trading. theoretical trading
- method of education is through, tell me and show, observation, trial and error

Spanish Perion

- the purpose of education is to propagate Christianity

- formal education, religious education, vocational courses
- education is through dictation and memorization

American period

- the aim of education is to teach democracy as way of life

- education is through socialized recitation, encouraged more studdents participation and
dispulation
- reading, writing. arithmetic, language, GMRC, civic hygiene and sanitation, gardening, domestic,
science, ameriican, history and Philippine history were the subject areas for study.

commonwealth period (1935-1942)

 - the fundamental aims of education as provided by the 1935 constitution are as follows to
develop moral character, personal discipline, civic conscience, and vocational efficiency, and to
teach the duties of citizenship

Japanese era(1943-1972)

- education aimed at making people understand the position of the Philippine in the greater east
asia co-prosperity sphere being advocated by japan. it aimed at
o striving for the diffusion of the Japanese language in the Philippines and the termination
of the use of the English language in schools
o training was done formally through the schools, which gave more emphasis on
vocational, technical agriculture
o curricular contend centered on values rooted on love for labor
o teaching physical education and singing Japaneses songs

the republic (1943-1972)

- promotion of equal educational opportunities for all

- curricular content stressed
social orientation as manifested by the conservation of the Filipino heritage
training for occupation
promotion

new society (972-1986)

- the aim of education is for national development

- made education elegant to the needs of the changing world
- curricular changes in elementary education
o focused on the 3rs
o integration of values in all learning areas
o emphasis of mastery learning
- curricular changes in secondary

national elementary schools curriculum (NESC) 1984-2002

new secondary education curriculum (1991-2002)

basic education curriculum BEC (2002)

revised basic education curriculum RBEC (203-2010)

secondary education curriculum UbD model (2010)

K to 12 basic education curriculum (2012-present)

- implementation of NESC- first research based curriculum, addresses to civic, intellectual, and character
development of the child, its features are

o fewer learning areas; emphasis on mastery learning

o focused on the development of the 3rs; development of learning competencies MLC
o emphasis on the development of intellectual skills which are as important as work skills
o mute-disciplinary treatment of curriculum content
o student centered
o cognitive affective manipulative based curriculum
o values education offered as separate subject area
o emphasis in science and technology
o uses bilingual policy
o critical thing emphasize
- focused on the development of humanism and Filipinas in all learning areas
- implementation of SEDP in response to the need to continue pupil development. to meet theses
needs it aims to improve policy making increase the infernal efficiency of the education system
- SEDPs features are;
o subjects generally oriented to the development of values
o specific competencies
o concept-based subject areas
o uni-disciplinary treatment curriculum content

II. philosophical foundation

a. Hinduism- students are taught an ideal way of life characterized by honestly, courage,
service, faith, self-control, purity and non-violence which can be achieved through YOGA
believed that one should be able to control and regulate his desires by discovering the
process of REINCARNAATION
b. Buddhism-students are trained to practice the four noble truths
i. life is full of suffering
ii. this suffering is caused by a mans personal desire
iii. it may cease and
iv. the way to overcome it is through the 8-fold path (right understanding, right
conduct, right, vocation, right concertation, right effort, right mindfulness, right
thought, right speech0

believes in the law of karma

c. Confucianism
- lessons are always integrated with the concept of Yi (righteousness) and Li (profitability)
- good students is the one who possesses the way (tao)
- students should learn the five cardinal virtues (benevolence, righteousness, propriety, wisdom
and sincerity)
- for students to be successful the golden rules should be mastered it is the ren which is a virtue
- book XII 2, he says do not do unto others what you would not like other do unto you
d. Taoism
- students should internalize the TAO; a way of life, a philosophy advocating simplicity, frugality,
and the joys of being close to nature and being in harmony with the whole universe
- students are trained to solve problems using the WU WEI (let things come naturally)
- students are taught about the good life through the exercise of Chinses beliefs in stars
e. Islamism
- students have to master the five pillars of Islam
- shahada (confession of faith) there is no other god than Allah and Muhammad is the prophet
- salat (prayer) Muslims give 2 percent of their income to charity
- Ramadan (fasting) Muslims do not eat, drink, smoke or engage in sex between dawn and sunset
- haji (pilgrimage) a Muslim is required to go to mecca at least once in his lifetime
f. naturalism
- the students; the students is regarded from the physical side
- the requirement is for students to be healthy and vigorous
- the curriculum; nature study, physical and behavioral sciences
- teacher role guide loco parentis principle teacher as surrogate parents
- school heads role: authority
- methods: discovery and self-activity
g. idealism
- the students; the pupil is a self, a spiritual being, a personality whose foundation is god
- the curriculum; for the individual; self-realization (attainment of superior life) for society
:brotherhood (souls and as
h. realism
- the pupil is an organism with a highly developed brain superior to others
- curriculum; the attainment of the good life the schools task is to transcribe the good life
problem centered and habit formation
- role of teachers: authority
- role of school heads: authority
- methods: Socratic method, disputation, lecture, memorization, use of visuals and problem
solving
i. pragmatism
- students: unique individual that interact actively with forces in the environment
- curriculum: real-life situations, personal and social experiences of learner and social heritage
- teachers role: group learn, consultant, facilitator
- school head role; mentor
j. existentialism
- students; it believes that the individual is a unique, free-choosing being responsible for what he
wants to become
- curriculum; stressed problem solving using individual freedom and de
k. perrenialims
 - students; to help students internalize truths that are universal and constant
- curriculum and method; its curriculum is fix and subject-centered relying heavily on the
discipline of literature, mathematics,
- - the worlds permanencies are found in the great books. thus, its principal method of study is
the reading and discussion of these books
l. progressivism
- students; to give the individual the necessary skills and tools with which to interact with his
environment actively which is in a constant process of change
- curriculum and method; its curriculum is built around the personal and social experiences of the
learners. it draws most often from the social sciences
- scientific method of inquiry and problem
m. essentialism
- students; to transmit the cultural and historical to each new generation of the learner
- curriculum and method; it emphasis on the essential subjects like the3rs in the primary level and
concentrated study of mathematics, sciences, humanities
n. reconstructionism
- students; to raise the consciousness of students regarding social, economic and political
problems facing mankind
o. the four pillars of education for the 21st century
i. learning to know-bearing in mind the rapid changes brought about by scientific
progress
ii. learning to do- in addition of learning to practice a profession or trade, people
need to develop
iii. learning to be
iv. learning to live

curriculum components

courses of study social context

curriculum

learning outcomes learning experience

types of curriculum

Types Definitions
1. overt, explicit, or written curriculum - is simply that which is written as part of
formal instruction of schooling
 experiences

2. societal curriculum - the massive, ongoing, informal curriculum

of family, peer groups, neighborhood,
churches organizations, occupations,
mass, media and other socializing forces
that educated all of us throughout our
lives
3. the hidden or covert curriculum - that which is implied by the very structure
and nature of schools, much of what
revolves around daily or established
routines
4. the null curriculum - that which we dont teach, thus giving
students the message that these elements
are not important in their educational
experiences or in our society.
5. phantom curriculum - he messages prevalent in and through
exposure to any type of media
6. concomitant - what is taught, or emphasized at home or
those experiences that are part of a
familys experiences, or related
experiences sanctioned by the family
7. rhetorical curriculum - elements form the rhetorical curriculum
are comprised from ideas offered by
policymakers, school official
administrators or politician

8. curriculum-in-use - the formal curriculum (written or overt)

comprises those things in textbooks, and
content and coopts in the district
curriculum guides
-
9. received curriculum - those things that students actually take
out of classroom those

types of curriculum

1. subject-centered curriculum
- this curriculum includes different branches of knowledge, such as language, mathematics,
history
2. activity-centered curriculum
- according activity centered curriculum students , should learn by engaging themselves in various
activities which is desirable and purposeful
3. learner-centered curriculum
- is based o
 4. integrated curriculum
5. core pattern curriculum
- a problem center curriculum

curriculum development

- curriculum development can be defined as the systematic planning of what is taught and
learned is schools as reflected in courses of study and school programs.
- these curricula are embodied in official documents (typically curriculum guides for teachers)
and made mandatory by provincial and territorial departments of educations.

bases of curriculum

nature of knowledge and cognition social demand nature of living

curriculum

human development availability of resources

Models of curriculum development

- diagnosis of needs- information on the community and its schools combined with existing data]
to form a comprehensive view of local needs
- formulation of objectives- objective should include concepts, attitudes, habits or skills to be
learned and ways of thinking to be reinforced
- selection content- includes choosing of specific, necessary topic carefully, which should be
parallel with students development levels
- organization of content- begins with simple topics and concepts that move to more complex
topics such as generalizations
- selection and organization of learning experiences- must be based on the developmental levels

The k to 12 curriculum: a performance based curriculum

goal of the k to 12 curriculum

To produce learners/graduates who:

- are communicative & competent;

- are intelligent, creative and critical thinkers in life situations;
- make informed and values-based decisions;

goal of the k to 12

- perform their civic duties;

- use resources sustainably;
- Participate actively in artistic and cultural activities and in the promotion of wellness and lifelong
fitness.

the four cs of 21st century skills

- critical thinker solving problems

- communicator understanding and communicating
- collaborator
- creator

Outcomes-based education (OBE)

- results-based or performance-based
o a philosophy; not a uniform set of practices
o not time-based
o goes beyond mastery learning which focuses on content
o focuses on what students can do with what they know (content and performance)

Mixing of theory and practical applications = transfer

Types of OBE

1. traditional mastery of traditional subject

2. transitional content and higher order outcome such as working with others
3. transformational outcomes are derived from careful analysis of what students must be able to
do to succeed in the future

Four principles of OBE

1. clarity of focus
2. design down, deliver up/design backward, deliver forward
3. high expectation all can learn well in different ways at different pacing (MI-DI)
4. expanded opportunities (enough formative before summative assessment; varied assessment
types
Spiral progression approach

- developing the same concepts from one grade level to the next in increasing complexity and
sophistication
- the scope and sequence of the content are developed such that concepts and skills are revisited
at each grade level with increasing complexity and sophistication
- as more facts & principles on each topic are e
- progression is not only vertical (increasing complexity in grade levels) but also horizontal
(broader range of applicatibilty) as learning is extended, reinforced, broadened each time a
concept is revisited and integrated across disciplines

advantages

- mastery of concepts
- improved retention
- rich breadth & depth of knowledge achieved
- a continuum is established vertical and horizontal

the teaching learning process

curriculum

learning process

assessment instruction

curriculum

- a series of planned instruction that is coordinated and articulated (moderated) in a manner

designed to result in the achievement by students

curriculum mapping

- is a system that thematically aligns curriculum, assessment and instruction

deped irr/cmo

curriculum guide

(compliance) unpacked curriculum guide

(upgrade) school curriculum map

(innovation)
content standard

- what students know (knowledge

performance standard

- how students should be able to use their

learning competencies

- sets of knowledge, skills and attitudes (understanding and values) required to successfully
perform a particular task stated in specific terms

knowledge and skill

understanding

- the moral of the story of the unit/lesson/topic

- making sense of what one knows, to be able to know why it is so, and to have the ability to use
it in various situations and contexts

features of assessment

- holistic
o diagnostic(assessment for learning
o formative/development(assessment for and assessing as learning
o summative( assessment of learning)
- standards based
- content
- performance

Assessment can be

a. traditional
- are tests given to the students to measure how much the students have learned
b. alternative
i. performance-based strategies/authentic strategies
ii. portfolios
iii. peer and self-assessment strategies

Performance-based assessment strategies

- real performances
o role play, dance
- written
 - graphic organizers are useful visual tools that can be

Authentic strategies/tasks

- community action project/survey

- Displays/fund d raising for school community reactions to environmental issues (letters, posters,
pro..)

Levels of assessment

1. knowledge
2. process
3. understanding
4. performance task and products

6 facets of understanding

1. explain
2. interpret
3. apply
4. have perspective
5. empathize
6. have self-knowledge

sec. 5 (e) ra 10533

the curriculum shall use pedagogical approaches