1. Bulacan State University
College of Education
City of Malolos, Bulacan
CURRICULUM DEVELOPMENT
Educ 413c
By
Ernesto S. de Guzman
chairman, student teaching

2. WHAT IS CURRICULUM?
The four commonplaces of education are that
someone teaches something to someone
somewhere. Some people define the “something,”
the curriculum, as what is found in the textbook or
teacher’s guide. Others broaden the definition of
curriculum to mean everything that happens with
the support of the school.

3. The curriculum defines all of the educative
experiences learners have in an educational
program, the purpose of which is to achieve broad
goals and related specific objectives that have
been developed within a framework of theory and
research, past and present professional
practice, and the changing needs of
society.(Parkay et al 2006)Curriculum, simply
put, is a way of talking about what we want
students to learn. Curriculum is the organization
of teaching and learning.

4. HERE ARE SEVERAL OTHER DEFINITIONS:
A curriculum can be defined as a plan of
action or a written document that includes
strategies for achieving desired goals or
ends. This position, popularized by Ralph
Tyler and Hilda Taba, exemplifies a linear
view of curriculum.
Curriculum can be defined broadly as
dealing with the experiences of the learner.
This view considers almost anything in
school as part of a curriculum. It is rooted
in Dewey’s definition of experience and
education.

5. Curriculum can also be viewed as a field of
study, comprising its own foundations and
domains of knowledge as well as its own
research, theory, and principles and its own
specialists to interpret this knowledge.
Curriculum can also be considered in terms
of subject matter (such as, mathematics,
science, English, history, etc.) or content
which means the way we organize and
assimilate information.

6. Curriculum is a planned, composite effort of a
school to guide students toward predetermined
learning outcomes. Marsh and Willis (2007) place
the various definitions of curriculum along a
spectrum: At one end, curriculum is seen merely
as a course of study; at the other end, curriculum
is more broadly defined as everything that occurs
under the auspices of the school.

7. The word “curriculum” is derived from the Latin
word currere, meaning “the course or circuit that a
race is to follow. It implies the path or track to be
followed or the course of study to be undertaken”
Some people understand curriculum as everything
that runs or occurs under the auspices of the
school. In the middle of the spectrum, curriculum is
viewed as an interaction between students and
teachers that is designed to achieve specific
educational goals (Marsh and Wilis: 2008).

8. Curriculum, then, is much more than what we
see in curriculum guides, textbooks, and
teachers’ guides. To show the
interconnectedness of written materials with
teaching, learning, and learning outcomes, this
paper will discuss three areas of curriculum
emphasis: the intended curriculum, the taught
curriculum, and the learned curriculum. In
addition, we will consider the hidden curriculum
and the null curriculum.

9. ELEMENTS / COMPONENTS OF THE
CURRICULUM
For most curricula, the major components or
elements are
(1) aims, goals and objectives;
(2) subject matter/content;
(3) learning experiences and
(4) evaluation approaches.

10. When translated into questions, each component can
be addressed by the following:
1. What is to be done?
2. What subject matter is to be included?
3. What institutional strategies, resources and
activities will be employed?
4. What methods and instruments will be used to
assess the results of the curriculum? (Bilbao, et al:
2008)

11. CURRICULUM APPROACHES
1. Behavioral approach
2. Managerial approach
3. Systems approach
4. Academic approach
5. Humanistic approach
6. Reconceptionalists approach

12. AREAS OF CURRICULUM EMPHASIS
Curriculum is a process, not just textbooks and
other learning materials. It includes intended, taught
and learned curriculum. The intended curriculum
refers to the formal, approved guidelines for
teaching content to pupils that is developed for
teachers and/or by teachers.
A nation’s goals often shape or direct the broad set
of guidelines for the overall curriculum. The
Department of Education intends that teachers will
teach and students will learn what the guidelines
set for the training.

13. PRINCIPLES FOR CURRICULUM DESIGN
1. Curriculum is a process, not just textbooks and other learning
materials. It includes intended, taught and learned curriculum.
2. National goals for education need to be linked with national
assessment, pupils learning outcomes, school curriculum, and
teacher training curricula.
3. Curriculum needs to extend beyond an emphasis on acquiring fact-
based knowledge to include skills, attitudes, and values.
4. Curriculum must specify adequate instruction time for basic
subjects, especially language development and mathematics in
primary grades.
5. Professionals with current teaching experience need to be involved
at all levels of writing, developing, and evaluating curriculum.
6. Curriculum should be widely validated by parents, community
members, teachers, ministries across sectors and the business
community. This will build understanding, support and confidence in
schools and teachers.

14. 7. Textbooks need to follow the clear, well-organized scope
and sequence of the curriculum and to be available when a
new official curriculum is published.
8. Textbooks and materials need to be piloted before they are
distributed widely.
9. National investments need to make provision for updates
and changes to textbooks and learning materials.
10. The curriculum review and development cycle must proceed
expeditiously to ensure that the curriculum is relevant and
current. For example, a ten-year cycle is too long.
11. Effective curriculum evaluation examines and makes
judgments on the value of intended, taught, and learned
curriculum according to pre-set standards. Summative
evaluation should precede curriculum revision.

15. 12. Curriculum needs to be responsive to emerging issues as they arise,
for example, Life Skills approaches, whether they relate to HIV/AIDS
prevention, Environment Education, Peace Education, or Education
for Development. It will often be necessary to incorporate new
agendas into curriculum.
13. Pupil achievement is enhanced if pupils first become literate in their
mother tongue, but investments in first language texts of increasing
complexity may be prohibitively expensive. However, whatever the
languages policy may be, teaching must be effective for pupils to
achieve.
14. Curriculum also consists of how the teacher teaches and makes links
with what children already know. Direct improvement of teaching and
learning at the classroom level can contribute to better learning
outcomes, even in the face of a less than optimal curriculum.
15. Teacher education and professional development need to include a
curriculum development focus that helps teachers understand both
curricula content and the processes involved in supporting learning
(e.g., how to teach reading and writing and how to assess student
learning).

16. 16. Learning outcomes should describe what children should
know and can do, and they should be observable in the
course of classroom life through a variety of mechanisms.
Learning outcomes, not written tests, should drive the
curriculum.
17. Establishing clear learning outcomes provides the context for
practical assessment.
18. Assessing student ability to perform specific learning
outcomes needs to be viewed as a tool which helps teachers
to know whether learning is occurring or not.
19. Assessment is more than testing children’s understanding. It
also involves assessing the entire educational system's
ability to provide learning opportunities for children.
20. System-wide support is necessary for true curriculum
change, especially for change at the most important level,
the classroom.

17. RALPH TYLER MODEL: FOUR BASIC
PRINCIPLES
This is popularly known as Tyler’s rationale. He
posited four fundamental questions or principles in
examining any curriculum in school. These are as
follows:
1. What educational purposes should the school
seek to attain?
2. What educational experiences can be provided
that are likely to attain these purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these purposes
are being attained or not?

18. TYPES OF CURRICULUM OPERATING IN
SCHOOLS
Allan Glatthorn (2000) describes seven types of curriculum operating in
the schools, such as:
1. Recommended curriculum- proposed by scholars and professional
organizations
2. Written curriculum- appears in school, district, division, or country
documents
3. Taught curriculum- what teachers implement or deliver in the classroom
and schools
4. Supported curriculum- resource-textbooks, computers, and AV
materials which supports in the implementation of the curriculum
5. Asserted curriculum- that which is tested and evaluated
6. Learned curriculum- what the students actually learn and what is
measured
7. Hidden curriculum- the unintended curriculum

19. THREE BASIC CURRICULUM DESIGNS
1. Subject-centered design - includes subject
design, discipline design, broad field
design, correlation design and process
design
2. Learner-centered design – those identified
as child-centered design, experience
design, romantic/radical design, and
humanistic design
3. Problem-centered design, considers life
situations, core design, and social
problems/reconstructionists design

20. NEW TEACHER EDUCATION CURRICULUM
BACHELOR IN SECONDARY EDUCATION (BSED)
General Education Courses – 63 units required
English Language 9 units Social Sciences 15 units
Engl 113 - Comm Arts 1 Soc. Sci. - Rizal’s Life and Works
Engl 123 - Comm Arts 2 Soc. Sci. - Agrarian Reform, Taxation, and
Engl 213 - Oral Comm Current Issues
English Literature 3 units Psychology - General Psychology
Eng 223 - Intro to Lit. & Phil. Lit. Hist 113 - Phil. Hist., Roots & Devt.
Filipino Language 9 units Pol. Sci 233 - Phil. Gov’t & Constitution
Fil 113 - Komunikasyon sa Akademikong Filipino Information & Com. Tech. (ICT) – 3 units
Fil 123 - Pagbasa at Pagsulat Tungo sa Pananaliksik Physical Education – 8 units
Fil 213 - Masining na Pagpapahayag PE 112 - Self- Testing
Natural Science 6 units PE 122 - Fund. of Rhythmic
Sci 113 - Biological Science PE212 - Group Games
Sci 123 - Earth Science PE222 - Social Recreation
Mathematics 6 units NSTP – 3 units
Math 113 - Basic Math Institutional Requirement
Math 123 - College Algebra Draw 121 - Fund. of Drawing 1 unit
Humanities 6 units Educ 413c -Guidance & Counseling 3 units
Hum123 - Art Appreciation
Fundamentals of Music 3 units Total = 69 units (75)

21. Professional Education Courses - 51 units
Theory/Concept Courses - 12units Field Study Courses - 12 units
Child and Adolescent Development - 3 units Field Study 1 - 1 unit
Facilitating Learning - 3 units Field Study 2 - 1 unit
Social Dimensions of Education - 3 units Field Study 3 - 1 unit
The Teaching Professions - 3 units Field Study 4 - 1 unit
Field Study 5 - 1 unit
Methods and Strategies Courses - 24 units Field Study 6 - 1 unit
Principles of Teaching 1 - 3 units Practice Teaching - 6 units
Principles of Teaching 2 - 3 units
Assessment of Student Learning 1 - 3 units
Assessment of Student Learning 2 - 3 units
Educational Technology 1 - 3 units
Educational Technology 2 - 3 unit
Curriculum Development- 3 units
Developmental Reading 1 - 3 units

22. Specialization/Content Courses- 60 units
60 units of contest courses in one of the following areas of
specialization for BSED:
Physical Sciences (Chemistry, Physics, General Science)
Biological Sciences (Biology and Environmental Science)
Mathematics
English
Filipino
Social Studies
Music, Arts, and Physical Education
Technology & Livelihood Educ.
Values Education

23. REFERENCES:
Beyer, L. E., & Apple, M. W.,(1998) The curriculum: problems, politics,
and possibilities. 2d ed. Albany, NY: State University of New York
Press.
Brady, L., & Kennedy, K. (2003) Curriculum construction. Sydney: Pearson,
Education.
Marsh, Colin J. & Willis, George . (2007)Curriculum, alternative
approach, ongoing issues. Columbus, Ohio: Pearson, Merill Prentice
Hall.
Doll, W.E., Jr., & Gough, N. (Eds). (2002) Curriculum visions. New York: Peter
Lang.
Henderson, J. G., & Kesson K.R. (2004). Curriculum wisdom. Upper Saddle
River, NJ:n Pearson.
Hlebowitz, P. S. (2005). Designing the school curriculum. New York: Allyn
& Bacon.
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