THE TEACHER AND THE SCHOOL CURRICULUM PHILOSOPHICAL FOUNDATIONS- studies of the nature and

value of knowledge.
Understanding the Curriculum
 ESSENTIALISM- acquire basic knowledge, skills and
values.
CURRICULUM  PROGRESSIVISM- need based and relevant
curriculum
 That which is taught in the schools
 PERENNIALISM- develop the student’s rational and
 Set of subjects
moral powers
 Content
 EXISTENTIALISM- learning is self-paced, self-directed
 A program of studies
 A set of materials
 A sequence of courses PSYCHOLOGICAL FOUNDATIONS- studies of learners and
 A set of performance objectives learning theory
 A course of study
 Everything that goes on w/in the school -understanding human behavior
 Everything that is planned by the school personnel  BEHAVIORIST PSYCHOLOGY- learning should be
organized for mastering the subject matter
 COGNITIVE PSYCOLOGY- logical method for
According to Wilson (1990) organizing and interpreting learning
Curriculum is anything and everything that teaches a  HUMANISTIC PSYCHOLOGY- how learners can
lesson, planned, or otherwise. develop their human potential

DIFFERENT TYPES OF CURRICULUM 5 IMPORTANT AREAS OF PSYCHOLOGY

RECOMMENDED CURRICULUM- curricula coming from a 1. Educational objective

higher authority. 2. Student characteristics
3. Learning process
WRITTEN CURRICULUM- appears in state and written 4. Teaching method
documents. 5. Evaluation procedure
TAUGHT CURRICULUM- the one that teaches implement or
deliver.
SOCIOLOGY AND ANTROPOLOGY
SUPPORTED CURRICULUM- all the facilitates and materials
that will help teacher in implementing the curriculum.  Studies of life
 Issues from society that influence on curriculum
ASSESSED CURRICULUM- the curriculum that students  Schools are not the only institution that educate the
actually learned. society
ENTITLEMENT CURRICULUM- the general society that  Address diversity, explosions of knowledge, school
learners are expected to learn to a good. reforms and education for all.

NULL CURRICULUM- topics or contents that must not be CURRICULUM CONCEPTIONS

taught to the students.  Academic Rationalist Conception
HIDDEN CURRICULUM- an unintended curriculum which is -importance of different bodies of knowledge
not planned but may modify behavior.
 Cognitive Processes Conception
-develop the cognition that are applicable
CURRICULUM FOUNDATIONS for intellectual problems
 Humanistic Conception
FOUNDATIONS- are the forces that influences the minds of -Discover their unique identities
curriculum developer.  Social Reconstructionist Conception
- School as an agency of social change
  Technological Conception CHANGES IN THE SOCIETY THAT NEED TO BE CONSIDERED IN
-Developments of means to achieve THE CURRICULUMS ARE:
educational curriculum goals.
 Science and technology
 Eclectic Conception
 Economy
-Aligning ideas w/ two or more curriculum
 Multilingual and multicultural society
conceptions
 Climate change
CURRICULUM PLANNING  Security problems
-refers to the creation of the curriculum  Diseases
 Poverty
- process of structuring academic experiences, using
expertise knowledge of the teacher. LEARNERS AS SOURCE OF CURRICULUM
PROCESS- a series of actions or steps taken in order to Curriculum content is set by the DEPED, CHED, and TESDA.
achieve a particular end.
Students came from different:
STRUCTURING- construct or arrange according to a plan  Provinces
KNOWLEDGE- facts information, and skills acquired by a  Cultures
person through experience or education  Languages
 Learning styles
ACADEMIC EXPERIENCES- any work experience obtained in  Needs
an academic environment in which may satisfy one or more  Types and level of motivation
areas.  Socio-economic status
TEACHER- a person who provides education  Educational background (public/private)

CURRICULUM SOURCES

SOCIETY- comprehensive idea of the needs, demands, and
problems of the society, and the available resources that can
be utilized in the development of the curriculum.
LEARNERS- understanding the learners includes knowing
their needs, nature, and interests, learning style, and
thinking styles.
The CHED also prescribes guidelines in different
courses.
TESDA also prescribes different contents of the
modules offered for each particular subject for
vocational or technical courses.

SUBJECT MATTER- understanding the nature of the subject

matter provide knowledge and skills that are essential to the
nature of discipline.

4 ELEMENTS OF CURRICULUM

OBJECTIVES- tries to capture what goals are to be achieved,

the vision, the philosophy, the mission statement and
objectives.

CONTENT- contains information to be learned in school. It is

the medium through which the objectives are accomplished.

LEARNING EXPERIENCES- identifies the quality, effectiveness

of the program, process and product of the curriculum.

EVALUATION- it will put into action the goals and use of the
content in order to produce an outcome.