1. Philippine Normal University
The National Center for Teacher Education
College of Science
Department of Mathematics
Assignment in Curriculum Development
and Assessment in Mathematics (Math 602)
submitted to:
DR. EVANGELINE F. GOLLA
Professor
Submitted by:
RAMACHANDRA C. TORRES
Graduate Student
December 1, 2012
nd
2 Semester, A.Y. 2012-2013

2. Interview three or more colleagues about their views of curriculum
The following respondents are high school teachers of Tarlac City. To ensure
a wider perspective, the interviewees were from private and public high schools.
Respondent: Mr. RellyLaxamana
School: Benigno S. Aquino National High School, Concepcion, Tarlac
Field: Science
Gender: Male
Response:
“Curriculum is the over-all outline of our instruction. It tells us what to teach in
every learning area and the time frame given. Example in science, a second year high school
student must learn the five kingdoms in 10 days. If the curriculum does not possess good
content, the whole instruction will be compromised.”
Respondent: Mr. Jeremy Canlas
School: Tarlac State University Laboratory High School, Tarlac City, Tarlac
Field: Technology and Livelihood Education
Gender: Male
Response:
“It is the course of study. It‟s like the road to be taken to reach a particular goal. The
subjects and learning topics that we need to teach is present in the curriculum. In our subject
are, the focus of the curriculum is more on skills so we need to produce graduates which are
capable of doing technical and machine works.”

3. Respondent: Mr.AlfieAgamao
School: Moncada High School, Moncada, Tarlac
Field: Mathematics
Gender: Male
Response:
“A curriculum may refer to a prescribed course of studies, which students must
fulfill in order to pass a certain level of education. Like in our case, our students need to pass
the National Achievement Test patterned to the present curriculum. That is why we need to
attain the topics present in the syllabus.”
Respondent: Mr. Angelo Casapao
School: Don Bosco Technical Institute, Tarlac City, Tarlac
Field: Social Studies
Gender: Male
Response:
“Curriculum refers to the course of classes, referring to all the subjects that will be
taught during a school year.These are the things that an educational institution must attain to
have competent graduates.”
Respondent: Mr. MarchanManguera
School: Don Bosco Technical Institute, Tarlac City, Tarlac
Field: English
Gender: Male
Response:
“The curriculum is a carefully planned sequence of study. It includes the topics to be
taken at a particular time. It serves as a basis for the total learning of students. The more
knowledge they attained throughout the course, the more they are competitive and skilled
individuals.”

4. Respondent: Dr. Chona Conte
School: Tarlac State University Laboratory High School, Tarlac City, Tarlac
Field: Social Studies
Gender: Female
Response:
“The sum of all learning content, experiences and responses that is purposely
selected, organized and implemented by the school.”
Respondent: Ms. Mary Jane Tabago
School: Wellspring School, Capas, Tarlac
Field: Math
Gender: Female
Response:
“The curriculum determines what should be taught and expected to the learners. It
serves as a guide for teachers and learners about what is to be done. There is a sequence of
the topics which is very important especially in mathematics wherein it is cumulative.
Respondent: Ms. Marichu Aznar
School: Tarlac State University Laboratory High School, Tarlac City, Tarlac
Field: Science
Gender: Female
Response:
“A curriculum is the instructional and the educative program by which studentswill
be able to achieve their goalsin life. It‟s like the bible of the school which should be
followed to achieve desired objectives.”

5. Respondent: Ms. Catherine Martinez
School: Tarlac National High School, Tarlac City, Tarlac
Field: English
Gender: Female
Response:
“The curriculum is based on a set of values and beliefs about what students should
learn. The type of curriculum that a school has was based from the needs of society. The K-
12 curriculum is being implemented today because of global need. Most people find their
luck in other countries but these countries need skilled and competent workers, which is the
main purpose of the said curriculum.”
Definition of Curriculum from different authors
The term curriculum has been defined by different writers in different ways:
1. Cunningham - “Curriculum is a tool in the hands of the artist (teacher) to mould his
material (pupils) according to his ideas (aims and objectives) in his studio (school)”.
2. Morroe - “Curriculum includes all those activities which are utilized by the school to
attain the aims of education.
3. Froebel - “Curriculum should be conceived as an epitome of the rounded whole of the
knowledge and experience of the human race.”
4. Crow and Crow - The curriculum includes all the learners‟ experience in or outside school
that are included in a programme which has been devised to help him developmentally,
emotionally, socially, spiritually and morally”.
5. T.P. Nunn-“The curriculum should be viewed as various forms of activities that are grand
expressions of human sprit and that are of the greatest and most permanent significance to
the wide world”.
Definition of Curriculum According to Marsh, C. J. & Willis, G.
Definition 1: Curriculum is such “permanent” subjects as grammar, reading, logic, rhetoric,
mathematics, and the greatest books of the Western world that best embody essential
knowledge.

6. Definition 2: Curriculum is those subjects that are most useful for living in contemporary
society.
Definition 3: Curriculum is all planned learnings for which the school is responsible.
Definition 4: Curriculum is all the experiences learners have under the guidance of the
school.
Definition 5: Curriculum is the totality of learning experiences provided to students so that
they can attain general skills and knowledge at a variety of learning sites.
Definition 6: Curriculum is what the student constructs from working with the computer and
its various networks, such as the Internet.
Definition 7: Curriculum is the questioning of authority and the searching for complex views
of human situations.
Definition 8: Curriculum is all the experiences that learners have in the course of living.
Principle of Curriculum Construction:
The content of curriculum is determined on the basis of some academic principles which are
stated below:
(1) Aims of education and objectivity:
Life is complex. A curriculum should reflect the complexities of life. In other words, in
farming the curriculum one should take into consideration the aims and objectives of
education.
(2) Child-centric principle:
The curriculum should be framed according to the actual needs, interests and capacities of
the child. That means a curriculum must be child-centric as modern education is child-
centered.
(3) Principles of civic and social needs:
Man is a social being. He lives in the society. The child develops in the society. Modern
education aims at both developments of the individuality of the child as well as the
development of the society.
(4) Principle of conservation:
Man has conserved experiences very carefully for better adaptability. Education is regarded
as a means of deserving the cultural heritage of humanity. The school serves two-fold

7. functions in this regard- preservation of the past experiences and transmission of
experiences.
(5) Principles of creativeness:
Education not only conserves that past experiences of humanity but also helps an individual
to develop his innate potentialities.
(6) Principle of forward-looking:
The aim of life-centered education is not limited to the present life-situations in the family
and society. Hence, education must prepare the child of shouldering future responsibilities.
So in farming the curriculum we must take into consideration the future needs of the child as
well as the needs of the society.
(7) Principle of preparation for living:
The children should know the various activities of the environment around them and how
these activities are enabling people to meet their basic needs of food, shelter, clothing,
recreation, health and education.
(8) Principle of integration and correlation:
Subjects should be arranged logically and psychologically in accordance with the child‟s
developing interests.
(9) Principle of learning ability:
Every item should be learnt. An item should not only be learnable, it should also have
utility.
(10) Principle of individual difference:
The curriculum should be framed in such a way that every individual can have opportunity
for self-expression and development. The curriculum should be based on the psychology of
individual difference, which can meet the complexities of modern democratic society.
(11) Principle of social relevancy and utility:
Subjects should not be determined on the basis of their disciplinary value but on the basis of
their intrinsic value, social relevancy and utility.
(12) Principle for utilization of leisure:
Variety of subjects such as games and sports, fine arts, subjects of aesthetic value are to be
introduced in the school programme to utilize leisure.

8. (13) Principle of variety and flexibility:
The curriculum should include such activities and experiences, which may facilitate his
normal development. The curriculum for girls should naturally be different from that of
boys; boys and girls have different needs and attitudes.
(14) Principle of time:
Relative significance and importance of each subject in the curriculum has to be judged and
determined in the light of the time available in the timetable, which is regarded as the mirror
of the school programme.
Rationale
The respondents‟ perceptions about the definition of curriculum were slightly
different from each other. Nevertheless, a common point is that curriculum is the over-all
framework of the educational program of every school. Without it, every school community
will not have clear targets and results. The term curriculum has been derived from a Latin
word „Currere‟ which means a „race course‟ or a runway on which one runs to reach a goal.
Accordingly, it is a comprehensive educative program that aims to produce globally
competitive citizen. The progress of a nation depends on its people, so if the education and
training system are weak, its developmentwould not be possible.
Resources:
Cortes, C.E. (1981) The societal curriculum: Implications for multiethnic educations. In
Banks, J.A (ed.) Education in the 80's: Multiethnic education. National Education
Association.
*Cuban, Larry (1992) Curriculum stability and change. In Jackson, Philip (ed.) Handbook
of Research on Curriculum. American Educational Research Association (added by
MBeech)
Eisner, E.W. (1994) The educational imagination: On design and evaluation of school
programs. (3rd. ed) New York: Macmillan.
Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a new millennium. Boston: Allyn
and Bacon.
Marsh, C. J. & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. (3rd
ed.). Upper Saddle River, NJ: Merrill Prentice Hall.