A. Understanding Curriculum as a Concept 1.

Curriculum defined/described the learning experiences and intended outcomes formulated through systematic reconstruction of knowledge and experiences, under the auspices of the school for the learners continuous and willful growth in personal-social competence the cumulati!e tradition of organi"ed knowledge #$anner, %. and $anner, &.' a plan for learning #$aba, (.' a course of study on a specific topic includes all the learning experiences of students as planned and directed by the school to attain its educational goals #$yler' or for which the school assumes responsibilities #)opham and *aker' that which is taught in school set of sub+ects, materials and performance ob+ecti!es e!erything that goes on within the school, including extra-class acti!ities, guidance and interpersonal relationships in the school #,li!a' a structured set of intended learning outcomes that come in the form of knowledge, skills and !alues affected by important factors of program philosophy, goals, ob+ecti!es, and e!aluation -. ,ther Curriculum Conceptions Curriculum as a fact . focuses on the process of sociali"ation or the ac/uisition of particular knowledge, skills, and !alues which a teacher transmits to students to prepare them for the adult world #0cott 1 2ough' !iews curriculum as a cumulati!e tradition of organi"ed knowledge which focuses more on sub+ect matter, whose primary source of curriculum content is the different academic disciplines aims at culti!ating the intellect as well as the cogniti!e achie!ement Curriculum as a practice - focuses not simply on the ac/uisition of knowledge but more on how it is collecti!ely 3disco!ered4 and produced by both teachers and pupils and on how the school sub+ects and student abilities match Curriculum as a means to attain self-actuali"ation . aims at the de!elopment of the learner to the fullest extent by considering their needs, interest, and abilities, on which the curriculum content is largely based Curriculum as cogniti!e process . intends to sharpen students intellectual process and de!elop cogniti!e skills for studying !irtually anything #5isner and 6alance' sub+ect matter is used to de!elop skills in inferring, speculating, deducing, and analy"ing, which are expected to continue long after the content is forgotten focuses on students learning processes rather than the social context Curriculum focused on technology . seeks to make learning systematic and efficient Curriculum as ha!ing social rele!ance . includes the idea that social reconstruction is needed in the midst of conflicts, po!erty and hunger, en!ironmental abuse, racial discrimination, political oppression that pre!ail in many societies belie!es that learners ha!e to gain skills in li!ing in a changing world 7ay ha!e a hidden dimension, which is referred to as the unplanned tacit teaching of norms, !alues, and disposition that goes on simply because of the students li!ing and coping with the institutional and the teachers and administrators expectations and routines of schools day in and day out for a number of years #0hane' also referred to as the 3hidden curriculum,4 the unintended information, skills, and attitudes communicated to students.

8s !ery much linked to instruction, learning, and e!aluation, in terms of the curriculum being the 3what-to-teach4 aspect of the teaching-learning process instruction, the 3how to teach4 aspect, learning, the result of what was taught, and e!aluation, how well the 3what4 was ac/uired by the learners Comes in different le!els, according to the degree of its remoteness from the learners for whom it is de!eloped o societal le!el of curriculum . the farthest from the learners since this is where the public stakeholders #politicians, special interest groups, administrators, professional specialists' participate in identifying the goals, the topics to be studied, time to be spent in teaching/learning, and materials to aid instruction institutional le!el of curriculum . refers to the curriculum deri!ed from the societal le!el, with modification by local educators or lay people often organi"ed according to sub+ects and includes topics and themes to be studied may also include standards, philosophies, lesson plans, and teaching guides instructional le!el of curriculum . refers to how teachers use the curriculum de!eloped in the societal le!el and modified in the institutional le!el, or what authorities ha!e determined in!ol!es the teachers instructional strategies, styles and materials used. experiential le!el of curriculum - the curriculum percei!ed and experiences by each student and may, therefore, !ary among learners because of indi!idual differences. 8ncludes both curriculum processes #procedures in creating, using and e!aluating the curricula' and curriculum product or pro+ects, resulting from curriculum de!elopment processes include curriculum guides, courses of study syllabi, resource units and other document that deal with content of schooling