1.
GROUP 1
Unit 1: Nature and
Purpose of
Curriculum

2.
Objectives and Goals
• To define the word “curriculum”
• To know the purpose of curriculum
• To know the concepts of curriculum
• The Traditional Concepts of Curriculum
• The Emerging Concepts of Curriculum

3.
Curriculum
“Curere” “Racecourse”

4.
Goals
CURRICULUM

5.
Curriculum is the crux of
the whole education
process, without curriculum
we cannot conceive any
educational endeavor.

6.
Teacher
Guide
Curriculum
Path

7.
Curriculum is the
total structure of
the ideas and
activities.

8.
Curriculum
Lesson
Academic
content

9.
•The term curriculum refers to the lessons and
academic content taught in a school or in a specific
course or program.
•Curriculum typically refers to the knowledge and skills
students are expected to learn, which includes
the learning standards or learning objectives they are
expected to meet; the units and lessons that teachers
teach; the assignments and projects given to students;
the books, materials, videos, presentations, and
readings used in a course; and the tests, assessments,
and other methods used to evaluate student learning.

10.
“All educational ideas must find expression in
curricula before we can tell whether they are day
dreams or contributions to practice. Many
educational ideas are not found wanting because
they cannot be found at all.”
-Stenhouse (1980)

11.
•“Curriculum is tool in
the hand of the artist
(teacher) to mold his
material in accordance
with his ideas in the
school - Cunningham

12.
Three Level
Planned
Curriculum
Enacted
Curriculum
Experience
Curriculum

13.
Planned
Curriculum
Goals and
Objective
Curriculum
Authority

14.
Enacted
Curriculum
Profesional
Judgements
Implemented
and Evaluated

15.
Experience
Curriculum
Actually
Happens
Noted by Smith and Lovat (2003),
lived experience defies complete
description either before or after it
happens – it is individual, ongoing
and unpredictable

16.
CURRICULUM
Important Element of
Education
Aims of Education,Life
and Society
Reflected in the
Curriculum

17.
The curriculum aims to ensure that
all children and young people in an
Area develop the knowledge, skills
and attributes they will need if they
are to flourish in life, learning and
work, now and in the future, and to
appreciate their place in the world.

18.
Curriculum
as

19.
TRADITIONAL CONCEPT
OF CURRICULUM

20.
DEFINITION:
•Its second name was ‘course of studies’.
The term was considered to be a program
related to various subjects only.
•It is a body of subject or subject matter
prepared by the teachers for the students to
learn.
Sources: http://www.studylecturenotes.com/social-sciences/education/444-a-lecture-on-
traditional-and-modern-concept-of-curriculum

21.
Structure of Traditional
Curriculum
•Learners are passive absorbers of information
and authority.
•Teachers are sources of information and
authority.
•Learning is linear, with factual accumulation and
skill mastery.
•Knowledge is absorbed through lectures,
worksheets, and texts.

22.
Modes of Teaching
•Teacher-centered classroom
•Chalk and talk methods
•More emphasis on examination and results
rather than understanding the concepts
•Lack of collaboration

23.
Example of Traditional
Curriculum
•Basic Education Curriculum
(Philippines)

24.
Basic Education Curriculum
1. The Department of Education is implementing this school opening the 2002
Basic Education Curriculum (BEC).
2. It is the product of 16 years of study conducted under the various DepEd
secretaries (Lourdes Quisumbing, Isidro Cariño, and Bro. Andrew Gonzalez).
Starting 1995, intensive consultations were held with various stakeholders – the
schools, parents, students, business, trade and industry, NGOs and the people in
the Education Department who administer the education system on ground level.
3. Almost immediately after assuming the post, the undersigned continued the
consultations starting March 2001. The DepEd people consulted included experts,
public and private school teachers, the 16 regional directors, 145 superintendents,
at least 20,000 principals, and representative teachers of the different subject
areas in different and year levels.
4. The Philippine Commission on Educational Reforms (PCER), created on Dec. 7,
1998 through Executive Order No. 46, recommended the adoption of the
restructured BEC and its implementation starting 2002.

25.
Basic Education Curriculum
5. The BEC focuses on the basics of reading, writing, arithmetic, science and
patriotism. Values is integral to all the subject areas. Students can then be ready
for lifelong learning. It seeks to cure the inability of students who cannot read
with comprehension at grade 3 and worse, at grade 6.
6. The BEC decongests the overcrowded curriculum.
7. Integrative and interactive teaching-learning approaches are stressed. These
are characterized by group learning and sharing of knowledge and experiences
between teachers, between teachers and students and among students. For
instance, under the old curriculum, English teachers prepared lesson plans for
English and values teachers prepared for values education. Under the BEC, the
English and Values Education teachers work together on their lesson plans.
8. High school math shifts from the spiral system which introduced all math
subjects in every level to the linear, sequential approach where only Elementary
Algebra is taught in 1styear, Intermediate Algebra in the 2nd year and Geometry in
3rd year.

26.
Basic Education Curriculum
9. From only 1,418 participants when the training started in March 2002, some
491,000 public and private school teachers have been trained as of May 20.
Another 1,500 teacher trainers were trained on HS math and they led the school-
based trainings of Math teachers.
10. Textbooks for the revised curriculum, worth some P1.4 billion, have been
delivered, or are in the process of being distributed, to the different schools
nationwide.
Although the budget allocated textbook funds only for Grades 1 to IV and for
1st and 2nd year high school, the DepEd will be able to provide textbooks for Grade
1 to IV and for 1st to 3rdyear high school. This resulted from the substantial savings
that DepEd was able to effect through its transparent approach in procuring
school supplies and equipment.
11. Many lesson plans to be used by the teachers have been prepared and
produced. From 3 to 15 of June, there were additional training and preparation of
lesson plans. Each H.S. math teacher will get lesson plans.

27.
Basic Education Curriculum
12. All 16 regional directors have submitted the names of teachers trained, the
teachers feedback after each training session, the training designs used by the
regions, the training kit given to the teachers and the weekly monitoring reports
on the number of teachers trained.
13. The adoption of the BEC is optional for private schools. Although more than
50% of private schools have joined.
14. No teachers were lose his/her job. In fact, DepEd has hired 15,000 more
teachers.
15. The NETRC, the BEE and BSE, with the assistance of NEAP, will conduct a
quarterly evaluation of the revised curriculum. School principals and supervisors
were continuously monitor its implementation in their respective schools and
divisions.

28.
Basic Education Curriculum
16. Curriculum development is a dynamic process, and thus the restructured
curriculum will continue to develop. Through school year 2002-2003, the BEC
implementation will be monitored, improved and fine-tuned. Selected prototype
lesson plans will be distributed.
17. The BEC has received broad-based support from top educators and other
authorities. Public school teachers, principals, superintendents and the regional
directors have manifested support for the BEC. The whole DepEd will help
implement the BEC.
18. For information and compliance.
RAUL S. ROCO
Secretary

29.
Traditonal Curriculum
•Teacher-centered classroom
•Chalk and talk methods
•More emphasis on examination
and results rather than
understanding the concepts
•Lack of collaboration
Mode of Teaching

30.
Emerging Concepts of
Curriculum

31.
Understanding emergent curriculum in
practice
• curriculum that develops from exploring what
is relevant, interesting and personally
meaningful to children.
• ‘As caring adults, we make choices for
children that reflect our values; at the same
time we keep our plans open-ended and
responsive to children.’

32.
Key features of emergent curriculum
1. Emergent curriculum is not a linear process.
• An emergent curriculum is constantly
evolving in response to children’s changing
needs and interests, parental and community
interests and concerns, and teachers’
priorities.

33.
Key features of emergent curriculum
2. Emergent curriculum is cyclical.
• As teachers get to know children and their
families they observe children’s learning,
discuss and share ideas with colleagues and
families, interact with children and continue to
monitor learning progress and document
learning.

34.
Key features of emergent curriculum
3. Emergent curriculum is flexible and
responsive.
• Teachers plan flexibly with children, as
curriculum is constantly evolving in response
to children’s interests, building on children’s
strengths, needs and interests.

35.
Key features of emergent curriculum
4. Emergent curriculum is collaborative.
• Emergent curriculum provides opportunities
for adults and children to contribute to
decisionmaking processes.

36.
Key features of emergent curriculum
5. Emergent curriculum makes children’s
learning and teacher’s thinking visible.
• Teachers document learning with children,
colleagues and parents.
• They engage partners in discussion and
reflection about their learning experiences and
document learning through a range of tools to
make the learning process visible.

37.
Source:
• https://www.qcaa.qld.edu.au/downloads/p_10/
qklg_pd_mod3_exa1_emerg_curric.pdf

38.
WHAT IS K TO 12 PROGRAM?
• The K to 12 Program covers Kindergarten and
12 years of basic education (six years of
primary education, four years of Junior High
School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery
of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary
education, middle-level skills development,
employment, and entrepreneurship.

39.
Why are we now implementing 13
years of basic education?
• The Philippines is the last country in Asia and
one of only three countries worldwide with a
10-year pre-university cycle (Angola and
Djibouti are the other two).
• A 13-year program is found to be the best
period for learning under basic education. It is
also the recognized standard for students and
professionals globally.

40.
What has been done to get ready for K
to 12? Are we really ready for K to 12?
• SY 2011-2012: Universal Kindergarten
implementation begins
• SY 2012-2013: Enhanced curriculum for
Grades 1-7 implemented
• 2013: K to 12 enacted into Law
• 2014: Curriculum for Grades 11-12 finished

41.
Source:
• http://www.gov.ph/k-12/

42.
Progressive Points of View of
Curriculum
• 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.
• curriculum is defined as the total learning
experiences of the individual.

43.
John Dewey’s definition of experience
and education
• He believed that reflective thinking is a means
that unifies curricular elements.
• Thought is not derived from action but tested
by application.

44.
Caswell and Campbell viewed
curriculum as:
• “all experiences children have under the
guidance of teachers”.

45.
Smith, Stanley, and Shores
• “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.”

46.
Marsh and Wills
• “experiences in the classroom which are
planned and enacted by the teacher, and also
learned by the students.”

47.
Ralph Tyler Model; Four Basic
Principles
a) What educational purposes should the school
seek to attain?
b) What educational experience can be provided
that are likely to attain these purposes?
c) How can these educational experiences be
effectively organized?
d) How can we determine whether these
purposes are being attained or not?

48.
Source:
• http://www.khayma.com/muhannad/Dr%20A
mer%20lectures/curiculum%20lectures%20en/
curriculum%20concepts%20nature%20and%2
0purposes.pdf