ESSENTIALS

Arjune A. Lumayno
TOPICS:

Curriculum in Schools
The Teacher as a Curricularist
OBJECTIVES:
1) Discuss the different curricula
that exist in schools.
2) Enhance understanding of the role
of the teacher as a curricularist
in the classroom and school.
3) Analyze the significance of
curriculum and curriculum
development in the teachers
classroom.
 Educational Levels in the
Philippine Education System
1. Basic Education
(K to 12 Enhance Curriculum of 2013)
Kindergarten
Grade 1 to Grade 6 for elementary
Grade 7 to Grade 10 for the Junior High
School
Grade 11 and 12 for the Senior High School

2. Technical Vocational Education

TechVoc track in SHS of DepEd

3. Higher Education (CHED)

Baccalaureate or Bachelor Degree
Graduate Degrees (Masterate and
Doctorate)
TYPES OF CURRICULA IN SCHOOLS
(by Allan Glatthorn, 2000; as mentioned in Bilbao, et. Al., 2008)

1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden/Implicit Curriculum
RECOMMENDED
CURRICULUM
 Recommended Curriculum
Almost all of the curricula found in
our schools are recommended.

- Oversee and regulate Philippine education in the form

of memoranda or policy, standards and guidelines.
WRITTEN
CURRICULUM
Written Curriculum
These are documents based on the
recommended curriculum.
TAUGHT
CURRICULUM
 Taught Curriculum
From what has been written or planned,
the curriculum has to be implemented or
taught.
The teachers and the learners will put life to
the written curriculum.
This will depend largely on the teaching
style of the teacher and the learning style
of the learners.

Teachers skills in facilitating learning + the

aid of instructional materials and facilities =
Taught Curriculum
SUPPORTED
CURRICULUM
Supported Curriculum
it is described as support materials
that the teacher needs to make
learning and teaching meaningful.
These include print materials.
Supported Curriculum
Also, these include no print materials.
Supported Curriculum
Also includes facilities where learning occurs
outside or inside the four walled building.
ASSESSED
CURRICULUM
Assessed Curriculum
Taught and supported curricula
have to evaluated to find out if
the teacher has succeeded or not
in facilitating learning.
Assessment for Learning progress
of learning
Assessment as Learning
Assessment of Learning how much
has been learned or mastered
LEARNED
CURRICULUM
Learned Curriculum

How do we know
if the student
has learned?
Learned Curriculum
Demonstrates higher order and
critical thinking and lifelong skills.
The positive outcome of teaching
is an indicator of learning.
Examples:
From a non reader to a reader
From not knowing to knowing
From being disobedient to being
obedient
HIDDEN/
IMPLICIT
CURRICULUM
Hidden/Implicit Curriculum
This curriculum is not deliberately planned, but has
a great impact on the behaviour of the learner.
Planned curricula: Recommended,
Written, Taught, Supported,
Assessed, and Learned curricula

Implied curriculum: Hidden

curriculum
 C HE R
E T E A
T H
A S A
A RI ST
RI CU L
CU R
 QUESTION:
What is the role
of a teacher in
school?
 Teachers do a series of interrelated actions
about curriculum, instruction, assessment,
evaluation, teaching and learning. A classroom
teacher is involved with curriculum continuously
all day.
 is a T?
a t R IS
h
W CU LA
RI
U R
C
1. In the past, he is referred only as the one
who developed curriculum theories.
2. A professional who is curriculum
specialist. (HAYES, 1991; Ornstein and
Hunkins, 2004; Hewitt, 2006)
3. A person who is involved in curriculum
knowing, writing, planning
implementing, evaluating, innovating,
and initiating.
The TEACHER as a CURRICULARIST .
1. Knows the CURRICULUM
Learning begins with knowing.
The teacher as a learner starts with
knowing about the curriculum, the
subject matter or the content.
It is acquiring academic knowledge
both formal (disciplines, logic) or
informal (derived from experiences,
vicarious, and unintended).
It is the mastery of the subject
matter.
2. 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.
3. Plans the CURRICULUM
A good curriculum has to be
planned.
Planning will serve as a guide in the
implementation of the curriculum.
Factors to take into consideration:
learners, the support material,
time, subject matter or content, the
desired outcomes, and the context
of the learners among others.
4. Initiates the CURRICULUM
In case where the curriculum is
recommended to the schools, from DepEd,
CHED, TESDA, UNESCO, UNICEF or other
educational agencies for improvement of
quality education, the teacher is obliged to
implement.
Implementation of a new curriculum requires
the open mindedness of the teacher and the
full belief that the curriculum will enhance
learning.
A transformative teacher will never hesitate
to try something novel and relevant.
5. Innovates the CURRICULUM
Creativity and innovation are hallmarks
of an excellent teacher.
A curriculum is always dynamic, hence
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 single
eternal curriculum that would
perpetually fit.
6. Implements the CURRICULUM
Somebody has to implement the
recommended or written curricula; otherwise
it will never serve its purpose.
The teacher as the implementer gives life to
the curriculum plan.
In the implementation, it is here where
teaching as a science and an art will be
observed.
The success of a recommended, well written
and planned curriculum depends on the
implementation.
7. 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?
Are there some practices that
should be modified?
Should the curriculum be modified,
terminated or continued?