CURRICULUM AND DEVELOPMENT

1. Curriculum
Development
and Enrichment
By: Prof. Dorie S. Dimaculangan

2. ➢Some authors define curriculum as the total effort of the
school to bring about desired outcomes in school and
out-of-school situations.
➢A document which describes a structured series of
learning objectives and outcomes for a given
subject matter area.
Definitions of Curriculum

3. ➢A systematic group or courses or sequence of subjects
➢ A general overall plan of the content or specific
materials of instruction that school should offer the
student by way of qualifying her for graduations.
➢ Planned courses or other activities or intended
opportunities or experiences or to what is actualized for
the learner under the direction of the school.
Definitions of Curriculum

4. ➢ Religious
➢ Political
➢ Utilitarian
➢ For mass education
➢For excellence in education
5 motives of curriculum development

5. ➢ 1. The Pre-Spanish Curriculum
➢2. The Spanish-Devised Curriculum
➢3. The American-Devised Curriculum
➢4. The Curriculum During the Commonwealth
➢5. The Japanese-Devised Curriculum
A Throwback of the Philippine Curriculum

6. ➢6. The Curriculum During the Liberation Period
➢7. The Curriculum During the Philippine Republic
➢8. Curriculum in the New Society
➢9. Philippine Basic Education Curriculum
A Throwback of the Philippine Curriculum

7. ➢National Elementary School Curriculum (NESC)
➢New Secondary Education Curriculum (NSEC)
➢Revised Basic Education Curriculum (RBEC)
➢Secondary Education Curriculum (SEC 2010)
➢K to 12 Basic Education Curriculum
The Philippine Basic Education Curriculum

8. ➢ Republic Act 10533 also known as “Enhanced Basic Education
Act of 2013”, is a program which encompasses at least one (1)
year of kindergarten education, six (6) years of elementary
education and six (6) of secondary education, in that
sequence. Secondary education includes four (4) years of
junior high school and two (2) years of senior high school.
What is K to 12 Basic Education Curriculum?

9. ➢The process of planning learning
opportunities intended to bring
about certain desired changes in
students, and the assessment of the
extent to which these changes have
taken place.
Curriculum development

10. THE RALPH TYLER MODEL- It’s the most widely used
model because of its simplicity and clarity. It begins
with the identification of a tentative list of educational
objectives based on stakeholder's input.
CURRICULUM DEVELOPMENT MODEL

11. 1. Determining Learning Objectives
2. Selecting and Creating Appropriate Learning Experiences
3. Organizing Learning Experiences
4. Evaluating the Purpose
four BASIC PRINCIPLES of RALPH
Tyler’s Curriculum Development
model

12. Curriculum Implementation
-refers to the actual use of the curriculum or syllabus. The
adoption of the curriculum refers to one's intention to use
the curriculum, be it school heads or a teacher, but adoption
does not indicate whether the curriculum is implemented or
not.

13. Four main factors affecting the formulation of
curriculum objectives
➢ The society
➢ The knowledge
➢ The learner
➢ The learning process

14. Types of Curriculum
➢ Child-Centered Curriculum
➢ Teacher-Centered
➢ Core Curriculum
➢ Overt, Explicit, or Written Curriculum
➢ Covert or Hidden Curriculum
,

15. Types of Curriculum
➢ Integrated Curriculum
➢ Subject-Centered Curriculum
➢ Broad Field or Holistic Curriculum
➢ Activity Centered Curriculum
➢ Null Curriculum
,

16. ➢ also called learner-centered curriculum
➢ children is that the center of the educational
process
➢ focus primarily on individual students’ learning
➢ teacher’s role is to facilitate growth by utilizing the
interests and unique needs of students as a guide
for meaningful instruction
Child-Centered Curriculum

17. ➢ focus is upon teacher’s teaching skills and the way of
delivery of the content
➢ emphasizes the importance of transmitting of
knowledge, skills and information from a teacher to
students
➢ teachers focus on making relationships with students
that are anchored in intellectual explorations of
selected materials.
Teacher Centered

18. ➢ emphasizes on the total growth the of the pupil such
as social, emotional, moral, intellectual, physical and
spiritual and each learning experience aims at the
total growth.
Core Curriculum

19. ➢ simply that which is written as part of formal
instruction of schooling experiences
➢ refer to a curriculum document, texts, films, and
supportive teaching materials that are overtly chosen
to support the intentional instructional agenda of a
school
Overt, Explicit, or Written
Curriculum

20. ➢ refers to the types of curriculum which is unplanned
or unintended curriculum but plays a vital role in
learning
➢ the way in which cultural values and attitudes (such
as obedience to authority, punctuality, and delayed
gratification) are transmitted, through the structure
of teaching and the organization of schools
Covert or Hidden Curriculum

21. ➢ implies learning that is synthesized across traditional
subject areas and learning experiences that are
designed to be mutually reinforcing
➢ develops the child’s ability to transfer their learning
to other settings
Integrated Curriculum

22. ➢ give importance to training pupils in particular
subjects develops the child’s ability to transfer their
learning to other settings
➢ main objectives are all the elements of knowledge
that constitute a subject for study
➢ more appropriate for students of academic interest
and creativity talents
Subject Centered Curriculum

23. ➢ modification of subject centered curriculum
➢ a structure for achieving educational outcomes that
combines related subjects into one broad field of
study.
➢ purpose of a broad field curriculum is to highlight
relationships between subjects and to integrate the
learning experience
Broad Field or Holistic
Curriculum

24. ➢ gives priority to active learning of a subject may be
known as an activity curriculum
➢ philosophy of Pragmatism behind this curriculum
which beliefs in learning to be practical, useful, and
work-oriented
Activity Centered Curriculum

25. ➢ Eisner (1985) defined null curriculum as information
that schools do not teach
➢ refers to the things that students do not have the
chance and opportunity to learn
Null Curriculum

26. ➢ Planning
➢ Content and Methods,
➢ Implementation, and
➢ Evaluation and Reporting.
Four Essential Phases of the
Curriculum development

27. ➢ Identify Issue/Problem/Need
➢ Form Curriculum Development Team
➢ Conduct Needs Assessment and Analysis
Phase I: PLANNING

28. ➢ State Intended Outcomes
➢ Select Content
➢ Design Experiential Methods
Phase II: CONTENT AND
METHODS

29. ➢ Produce Curriculum Product
➢ Test and Revise Curriculum
➢ Recruit and Train Facilitators
➢ Implement Curriculum
Phase III: IMPLEMENTATION

30. ➢ Design Evaluation Strategies
➢ Reporting and Securing Resources
Phase IV: EVALUATION AND
REPORTING

31. REFLECTION
All the types of curriculum being mentioned
are essential.
Which do you think is the best one that could
be implied in our present curriculum?
Take a stand and share your thoughts on it.
Write your answer on A4 bond paper in portrait
orientation, Arial 12 font style and size, and in
double space in the PIC template. Submit your
output on or before March 4, 2023.