1. MODULE 1:
NATURE, CONCEPTS AND PURPOSES OF CURRICULUM
LESSON 1:
Basic Curriculum Concepts: Learning, Types (and Foundation)
“Curriculum” defined:
It is derived from the Latin word „currere‟ which means “to run”, this definition was
produced by Pinar (1974) to highlight the running (or lived experience). Indeed, for many
students, the school curriculum is a race to be run, a series of obstacles or hurdles (subjects)
to be passed.
It is the “what” of teaching.
A dynamic process.
Curriculum is actually defined in two ways: prescriptive and descriptive.
In prescriptive definitions, they provide us with what „ought‟ to happen, and they more often than
not take the form of a plan, an intended program, or some kind of expert opinion about what needs
to take place in the course of study” (Ellis, 2004)
In descriptive definition, they beyond the prescriptive terms as they force thought about the
curriculum, “not merely in terms of how things ought to be... but how things are in real
classrooms” (Ellis, 2004). Another term that could be used to define the descriptive curriculum is
experience. The experienced curriculum provides “glimpses” of the curriculum in action.
Curriculum from Different Points of View
From these two ways, the definition of “curriculum” is viewed in two perspectives. In the first
perspective they are prescriptive, while in the second perspective are descriptive.
1. Traditional Points of View
This point of view is also referred to as the Essentialists’ View.
Curriculum is a body of subjects or subject matter prepared by the teachers for the
students to learn”. It was synonymous to the “course of study” and “syllabus”
Curriculum is viewed as a field of study which is made up of its foundations,
domains of knowledge as well as research theories and principles.
Curriculum is viewed as written documents or a plan of action in accomplishing
goals.
As viewed by many essentialists…
Curriculum as “permanent studies” where the rule of grammar, reading, rhetoric
and logic and mathematics for basic education are emphasized. -Robert M. Hutchins
The mission of the school should be intellectual training/learning, hence curriculum
should focus on the fundamental intellectual disciplines of grammar, literature and
writing. It should also include mathematics, science, history and foreign language
-Arthur Bestor
“Discipline is the sole source of curriculum.”- Joseph Schwab
2. Progressive Points of View
To a progressivist, a listing of school, subjects, syllabi, course of study, and list of
courses or specific discipline do not make a curriculum. These can only be called curriculum if
the written materials are actualized by the learner.
As viewed by many progressivists…
Curriculum is defined as the total learning experiences of the individual.- John
Dewey

2. Curriculum is all the experiences children have under the guidance of teachers-
Caswell & Campbell
Curriculum as a sequence of potential experiences set up in the schools for the
purpose of disciplining children and youth in group ways of thinking and
acting.- Smith, Stanley and Shores
Curriculum as all the experiences in the classroom which are planned and
enacted by the teacher, and also learned by the students.- Marsh & Willis
The learning experiences and intended outcomes formulated through systematic
reconstruction of knowledge and experiences, under the auspices of the school
for the learner‟s continuous and willful growth in persona-social competence;
the cumulative tradition of organized knowledge -Tanner D. & Tanner, L.
Other definitions:
Curriculum is a plan for learning.- Hilda Taba
A course of study on a specific topic includes all the learning experiences of the
students as planned and directed by the school to attain its educational goals (Tyler) or
for which the school assumes responsibilities (Popham and Baker)
Points of View on Curriculum Development
From the various definitions and concepts presented, it is clear that curriculum is a dynamic
process. Development connotes changes which are systematic. A change for the better means any
alteration, modification or improvement of existing condition. To produce positive changes,
development should be purposeful, planned and progressive. This is how curriculum evolves.
Two Models of Curriculum Development & Concepts
1. Ralph Tyler Model: Tyler’s Rationale Four Basic Principles.
What educational purposes should the school seek to attain?
What educational experiences can be provided that is likely to attain these
purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained or not?
Tyler‟s model shows that in curriculum development, the following consideration should be made:
 Purposes of the school
 Educational experiences related to the purposes
 Organization of the experiences, and
 Evaluation of the experiences
2. Hilda Taba Model: Grassroots Approach
She improved Tyler‟s Rationale by making a linear model. She believed that teachers
who teach or implement the curriculum should participate in developing it. Her advocacy was
commonly called the grassroots approach. The following are the seven major steps which she
presented where teachers could have a major input.
 Diagnosis of learners needs and expectations of the larger society
 Formulation of learning objectives
 Selection of learning content
 Organization of Learning content
 Selection of learning experiences
 Organization of learning activities
 Determinations of what to evaluate and the means of doing it.

3. Three Interacting Processes in Curriculum Development:
1. Planning
2. Implementing
3. Evaluating
Allan Glatthorn’s Types of Curriculum Operating in Schools
1. Recommended Curriculum- It is the curriculum that is proposed by individual scholars,
professional associations, and reform commissions; it also encompasses the curriculum requirements of
policy-making groups, such as federal and state governments. Similar to Goodlad‟s “ideological
curriculum,” it is a curriculum that stresses “oughtness,” identifying the skills and concepts that ought to
be emphasized, according to the perceptions and value systems for the sources.
2. Written Curriculum- It appears in school, district, division or country documents.
Generally similar to Goodlad‟s “formal curriculum,” the written curriculum seems intended primarily to
ensure that the educational goals of the system are being accomplished; it is a curriculum of control.
3. Taught Curriculum- It is the delivered curriculum, a curriculum that an observer would see
in action as the teacher taught.
4. Supported Curriculum- It is the curriculum as reflected in and shaped by the resources
allocated to support or deliver the curriculum. It includes materials resources that support and help in the
implementation of the written curriculum such as textbooks, computers, audio-visual materials, laboratory
equipment, playgrounds, zoos, and other facilities.
5. Assessed/Tested Curriculum- This refers to a tested or evaluated curriculum. It is the set of
learnings that are assessed in teacher-made classroom tests, in district developed curriculum-referenced
tests, and in standardized tests. Assessment tools like pencil-and-paper tests, authentic instruments like
portfolio are being utilized.
6. Learned Curriculum- The term learned curriculum is used here to denote all the changes
in values, perceptions, and behavior that occur as a result of school experiences. As such, it includes what
the student understands, learns, and retains from both the intentional curriculum and the hidden
curriculum. In short, it refers to the learning outcomes achieved by the students, these are indicated by the
results of tests and changes in behaviour which can either be cognitive, affective or psychomotor.
7. Hidden Curriculum- The hidden curriculum, which is sometimes called the “unstudied
curriculum” or the “implicit curriculum,” might best be defined as those aspects of schooling, other than
the intentional curriculum, that seem to produce changes in student values, perceptions, and behaviours.
Or in a more specific way, it is the unintended curriculum which is not deliberately planned but may
modify behaviour or influence learning outcomes. It is made up of peer influence, social environment,
physical condition, teacher-learner interaction, mood of the teachers and many other factors.
References:
doc-0k-14-docsviewer.googleusercontent.com
www.glasgow.gov.uk
www.authorstream.com
http://qzabansara.com/News/NF23256.pdf
http://www.sagepub.com/upmdata/6041_Chapter_1__Glatthorn_(Sage)_I_Pr
oof.pdf
Reported by:
JONACEL DIMACALI GLORIA
BSED 3B-MAPHE
Submitted to:
Mr. MARCIAL BONNIE SALAC
Instructor, Curriculum Development