1. TYPES
OF
URRICULUM

3. FORMAL CURRICULUM
Formal instruction of the schooling experience.
Explicit curriculum include those things in textbooks.
The written curriculum is an important component of
authentic literacy- the ability to read, write and think
effectively.
The overt curriculum is the open, or public,
dimension and includes current and historical
interpretations, learning experiences, and
learning outcomes.
Textbooks, learning kits, lesson plans, school
plays etc.

4. INFORMAL CURRICULUM
Implicit curriculum has to do with how
particular assumptions about schooling
and learning manifest practice.
They are also learning and modifying
attitudes, motives, and values in
relationship to the experiences…in the
classroom.

5. Curriculum
1.
Recommende
d Curriculum
2.
Written
Curriculum
3.
Taught
Curriculum
4.
Supported
Curriculum
5. 6. 7. 8.
Assessed Learned Hidden Concomitant
Curriculum Curriculum Curriculum Curriculum
9.
Phantom
10.
Null

6. -most of the curricula are
recommended
- Proposed by scholars and
professional
organizations
The curriculum may come from a
national agency or any professional
organization who has stake in education
1.
Recommende
d Curriculum

7. 2.
Written
Curriculum
Includes documents, course of
study or syllabi for implementation.
Most written curricula are made by
curriculum experts with participation of
teachers.
An example of this is the Basic
Education Curriculum (BEC) and the
written lesson plan of each classroom
teacher made up of objectives and
planned activities of the teacher.

8. The different planned activities
which are put into action in the
classroom compose the taught
curriculum.
These are varied activities that are
implemented in order to arrive at the
objectives or purposes of the written
curriculum.
It varies according to the learning
styles of the students and the teaching
styles of the teacher.
3.
Taught
Curriculum

9. In order to have a successful teaching, other than
the teacher, there must be materials which
should support of help in the implementation of a
written curriculum.
Support curriculum includes material resources
such as textbooks, computers, audio-visual
materials, laboratory equipment, playgrounds,
zoos and other facilities.
Support curriculum should enable each learner to
achieve real and lifelong learning.
4.
Supported
Curriculum

10. This refers to a tested or evaluated
curriculum.
Series of evaluations are being done by the
teachers at the duration and end of he teaching
episodes to determine the extent of teaching or
to tell if the students are progressing.
Assessment tools like pencil-and-paper tests,
authentic instruments like portfolio are being
utilized.
5.
Assessed
Curriculum

11. This refers to the learning
outcomes
achieved by the students.
Learning outcomes
are
indicated by the results of the tests and
changes in behavior which can be
either cognitive, affective or
psychomotor.
6.
Learned
Curriculum

12. This is the unintended curriculum
which is not deliberately planned but
ay modify behavior or influence
learning outcomes.
Peer influence, school environment,
physical condition, teacher-learner
interaction, mood of the teacher and
many other factors make up the hidden
curriculum,
7.
Hidden
Curriculum

13. Things that are taught at home;
those
experiences that are part of a family's
experiences, or related experiences sanctioned
by the family.
This type of 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's preferences.
8.
Concomitant
Curriculum

14. 9.
Phantom
Curriculum
The messages prevalent in
and through exposure to
media

15. 10.
Null
is what is not taught. Not teaching some
particular idea or sets of ideas may be
due to
mandates from higher authorities, to a teacher’s
lack of knowledge, or to deeply ingrained
assumptions and biases.

16. NULL CURRICULUM
The null curriculum is
what is not taught.
The null
curriculum is what
a multi faceted
concept.
We do not teach, thus giving students the
message that these elements are not
important in their educational experiences or
in our society.

17. ACTUAL CURRICULUM
This to both
written and
unwritten
syllabuses from
which students
encounter
learning
experiences.
- tanner and tanner
1975
Actual
informal
formal

18. SUBJECT CURRICULUM
Traditional curriculum
Curriculum is organized according to
how essential knowledge has been
developed in the various subject areas.
LIMITATIONS:
 Learner interest & needs have no place.
 More stress is given to content.
 No place for personal experience.
 Memorization is mostly encouraged.

19. CHILD CURRICULUM
Experience curriculum
establishes the relationship
between school and society.
Activity curriculum empowers
students through ownership of
knowledge.
LIMITATIONS:
 Content not specific.
 No common curriculum is possible.
 Transforming the experiences into organized
knowledge is difficult-no proper guidance is
provided.

20. CORE CURRICULUM
This not an independent type of
curriculum.
Compulsory course of study
It relationship between life and
learning.
History, political structure,
democracy, cultural, family,
science.

21. BROAD FIELD CURRICULUM
Fused curriculum is combining
several specific areas into large
fields/areas.
Integrated curriculum – several
courses have been merged into one.
“Environmental pollution”-chemistry,
physics, biology, geography.

22. CORRELATED CURRICULUM
In this type of curriculum different
subject of school are taught by
correlating each other.
Mathematics science

23. TASK CURRICULUM
John Dewey has suggested this type of
curriculum.
kelpertrik has given project-method
teaching for this curriculum.
Mahatma Gandhi emphasized on basic
education.(i.e) 3H-education Hand, Head
and Heart.

24. INTENDED CURRICULUM
It serves as a documented map of
theories, beliefs and intentions about
schooling, teaching and knowledge
evidence in the development of teacher
proof curriculum.
knowledge
Processes, content,
combined
realities of
with the experiences
the
and
learner to create new
knowledge.

25. OBJECTIVE CURRICULUM
B.S BlOOM has suggested this
tri polar process educational
objectives-learning experience-
change behaviour
EXTRA-MURAL CURRICULUM
It refers to those learning activities or
experiences students are exposed to
by their teachers but which are not
stipulated in the formal or official
curriculum.

26. RHETORICAL CURRICULUM
Elements from the rhetorical
curriculum are comprised from ideas
offered by policymakers, school
official, administrators or politicians.
The rhetorical curriculum may also
come from the publicized works
offering updates in pedagogical
knowledge.

27. PHANTOM CURRICULUM
The message prevalent in
and through exposure to
media.
CONCOMITANT CURRICULUM
This type of curriculum may be received
at church, in the content of religious
expression, lessons on values, ethics or
morals, moulded behaviours, or social
experiences based on a family's
preferences.

28. OCCUPATIONAL CURRICULUM
On the content to be covered within the
three learning components.
Learning
components
knowledge
Practical skill
Work
experience

29. TESTED CURRICULUM
What is tested is a limited part of what is
intended by policy makers, taught by
teachers and learned by students.
The test curriculum is that set of learning's
that is assessed in teacher-made
classroom tests; in district-developed,
curriculum-referenced tests and in
standardized test.

30. E-CURRICULUM
E-Electronic
Those lessons learned through
searching the internet for information
or through using e-forms of
communication.
CD-ROM, network, internet, intranet,
video, audio, animation, e-mails, FB,
YouTube.