THE TEACHER AND THE
SCHOOL CURRICULUM
Edelpeter S. Tondog
Module 1
Lesson 1: The Curricula in School
Desired Learning Outcomes
Discuss the different curricula that exist
1. in the schools.
Analyze the significance of curriculum and
2. curriculum development in the teacher’s
classroom.
Curriculum
Traditional Definitions Progressive Definitions
• Sum total of all the learning experiences
• A set of course constituting an
inside and outside the school.
area of specialization. • Entire range of experiences, undirected
• Is an identification of proper and directed, concerned with the unfolding
goals. of the individuals abilities.
• Planned learning experiences. • Set of learning and experiences for
students planned by the school to attain
• List of subjects and courses.
the aims of education.
• Ordinary • Enriched
• Limited • Broad
REMEMBER!
• Formal, non-formal or informal education do not
exist without a curriculum.
• Classrooms will be empty with no curriculum.
• Teachers will have nothing to do, if there is no
curriculum.
• Curriculum is at the heart of the teaching profession.
• Every teachers is guided by some sort of curriculum
in the classroom and in schools.
BASIC
TESDA
EDUCATION
In our current Philippine education
(RA 7796)
(RA 9155)
system, different schools are
established in different educational
levels which have corresponding
recommended curricula.
CHED
(RA 7722)
BASIC EDUCATION
• This level includes Kindergarten, Grade 1 to Grade 6
for elementary; and for secondary, grade 7 to Grade
10, for the Junior High School and Grade 11 to 12 and
for the Senior High School.
• Each of the levels has its specific recommended
curriculum. The new basic education levels are
provided in the K to 12 Enhanced Curriculum of 2013 of
the Department of Education.
TECHNICAL VOCATIONAL
EDUCATION
• This is post-secondary technical vocational
education and training taken care of
Technical Education and Skills Development
Authority (TESDA).
• For the TechVoc track in SHS of DepEd,
DepEd and TESDA work in close coordination.
HIGHER EDUCATION
• This includes the Baccalaureate or Bachelor
Degrees and the Graduate Degrees (Master’s
and Doctorate) which are under the
regulation of the Commission on Higher
Education (CHED).
Types of Curricula Simultaneously
Operating in the Schools
Written Taught
Recommended
Curriculum Curriculum Curriculum
Hidden/
Supported Assessed Learned
Implicit
Curriculum Curriculum Curriculum
Curriculum
Recommended
Curriculum
• Almost all curricula found in our schools are recommended.
• For Basic Education, these are recommended by the
Department of Education (DepEd), for Higher Education, by
the Commission on Higher Education (CHED) and for
vocational education by TESDA.
• These three government agencies oversee and regulate
Philippine education.
• The recommendations come in the form of memoranda or
policies, standards and guidelines.
Written
Curriculum
• This includes documents based on the recommended
curriculum.
• They come in the form of course of study, syllabi,
modules, books or instructional guides among others.
• A packet of this written curriculum is the teacher’s
lesson plan.
• The most recent written curriculum is the K to 12 for
Philippine Basic Education.
Taught
Curriculum
• From what has been written or planned, the curriculum
has to be implemented or taught.
• The teacher and the learners will put life to the written
curriculum.
• The skill of the teacher to facilitate learning based on the
written curriculum with the aid of instructional materials
and facilities will be necessary.
• The taught curriculum will depend largely on the teaching
style of the teacher and the learning style of the learners.
Supported
Curriculum
• This is described as support materials that the teacher needs to
make learning and teaching meaningful.
• These include print materials like books, charts, posters, worksheets,
or non-print materials like Power Point presentation, movies, slides,
models, realias, mock-ups and other electronic illustrations.
• Supported curriculum also includes facilities where learning occurs
outside or inside the four-walled building.
• These include the playground, science laboratory, audio-visual
rooms, zoo, museum, market or the plaza.
• These are the places where authentic learning through direct
experiences occur.
Assessed
Curriculum
• Taught and supported curricula have to be evaluated to find out
if the teacher has succeeded or not in facilitating learning.
• In the process of teaching and at the end of every lesson or
teaching episode, an assessment is made.
• It can be either be assessment for learning, assessment as
learning or assessment of learning.
• If the process is to find the progress of learning, then the
assessed curriculum is for learning, but if it is to find out how
much has been learned or mastered, then it is assessment of
learning.
• Either way, such curriculum is the assessed curriculum.
Learned
Curriculum
• How do we know if the students has learned?
• We always believe that if a student changed behavior, he/she
has learned.
• For example, from a non-reader to a reader or from not
knowing to knowing or from being disobedient to being
obedient.
• The positive outcome of teaching is an indicator of learning.
• These are measured by tools in assessment, which can indicate
the cognitive, affective and psychomotor outcomes.
• Learned curriculum will also demonstrate higher order and
critical thinking and lifelong skills.
Hidden/Implicit
Curriculum
• This curriculum is not deliberately planned, but has a great
impact on the behavior of the leaner.
• Peer influence, school environment, media, parental pressures,
societal changes, cultural practices, natural calamities, are
some factors that create the hidden curriculum.
• Teachers should be sensitive and aware of this hidden
curriculum.
• Teachers must have good foresight to include these in the
written curriculum, in order to bring to the surface what are
hidden.
Module 1
Lesson 2: The Teacher as a
Curricularist
Desired Learning Outcome:
Enhance understanding of the role of the
1. teacher as curricularist in the classrom
and school.
Describe as
CURRICULARIST professional who is a
curriculum specialist
(Hayes, 1991; Ornstein
& Hunkins, 2004;
A person who is involved in curriculum knowing, Hewitt 2006).
writing, planning, implementing, evaluating,
innovating, and initiating may be designated as
CURRICULARIST.
A TEACHER’S role is broader and inclusive of other
functions and so a teacher is a CURRICULARIST.
The Teacher as a
curricularist:
Roles of a
Curricularist.
“Knower”
• Know the Curriculum. Learning begins with knowing. The
teacher as a learner starts with knowing about the curriculum,
the subject matter or the content.
• As a teacher, one has to master what are included in the
curriculum.
• It is acquiring academic knowledge both formal (disciplines,
logic) or informal (derived from experiences and unintended).
• It is the mastery of the subject matter. (KNOWER)
“Writer”
• Writes the Curriculum. A classroom teacher takes
record of knowledge concepts, subject matter or
content.
• The teacher writes books, modules, laboratory
manuals, instructional guides, and reference materials
in paper or electronic media as a curriculum writer or
reviewer. (WRITER)
“Planner”
• Plans the Curriculum. A good curriculum has to be planned.
• It is the role of the teacher to make a yearly, monthly or daily plan of
the curriculum. This will serves as a guide in the implementation of the
curriculum.
• The teacher takes into consideration several factors in planning a
curriculum. These factors include the learners, the support materials,
time subject matter or content, the desired outcomes, the context of
the learners among other.
• By doing this, the teacher becomes a curriculum planner. (PLANNER)
“Initiator”
• Initiates the Curriculum. In case where the curriculum is
recommended from DepEd, CHED, TESDA, UNESCO,
UNICEF or other educational agencies for improvement
of quality education, the teacher is obligated to
implement it.
• Implementation of a new curriculum requires the open
mindedness of the teacher, and the full belief that the
curriculum will enhance learning. (INITIATOR)
“Innovator”
• Innovates the Curriculum. Creativity and innovation are
hallmarks of an excellent teacher.
• A curriculum is always dynamic, hence it keeps on changing.
• From the content, strategies, ways of doing, blocks of time, ways
of evaluating, kinds of students and skills of teachers, one cannot
find a single eternal curriculum that would perpetually fit.
• A good teacher, therefore, innovates the curriculum and thus
becomes a curriculum innovator. (INNOVATOR)
“Implementor”
• Implements the Curriculum. The curriculum that remains
recommended or written will never serve its purpose. Somebody has to
implement it.
• The heart of the schooling is the curriculum, the role of the teacher
becomes the curriculum implementor. An implementor gives life to the
curriculum plan.
• It is where the teaching, guiding, facilitating skills of the teacher are
expected at the highest level.
• The success of a recommended, well written and planned curriculum
depends on the implementation. (IMPLEMENTOR)
“Evaluator”
• Evaluates the Curriculum. How can one determine if the
desired learning outcomes have been achieved?
• Is the curriculum working?
• Does it bring the desired results?
• What do outcomes reveal?
• Are the learners achieving?
• Are there some practices that should be modified?
• Should the curriculum be modified, terminated or continued?
• These are some few questions that need the help of a
curriculum evaluator. That person is the teacher. (EVALUATOR)
QUESTIONS
