Samar Colleges Inc. Catbalogan City, Samar

SAMAR COLLEGES INC.
CATBALOGAN CITY, SAMAR
LEARNING MODULE IN EDUC. 18

(THE TEACHER AND THE SCHOOL CURRICULUM)
Name: _________________________________ Course/Year level: __________________

Date: ___________________________ Semester/ School Year: ___________________
Contact Number: ___________________
Module 2 (The Teacher as a Knower of Curriculum)

Lesson 1 (The School Curriculum: Definition, Nature and Scope)
I. Defined Learning Outcomes

After going through this module, you are expected to:
1. Define curriculum from different perspective,
2. Describe the nature and scope of curriculum.
II. Introduction
Module 2 describes the school curriculum in terms of its definition is nature and scope,
which are needed by the teacher as a knower. This provides a wider perspective for the
teachers about the curriculum, in terms of curriculum approach, curriculum development
process, some curriculum models and the foundations upon which curriculum is anchored.
III. Let’s Read This

Read today’s headlines
1. “Philippines Shifts to K to 12 Curriculum”
2. “Nature Deficit Syndrome On the Rise Among School Children”
3. “Teachers are Reluctant to Teach Beyond the Written Curriculum”
4. “Co-Curricular Activities” Learning Opportunities or Distraction?”
5. “Parents Get Involved in School Learning”
IV. Let’s Analyze

1. What can you say of these headlines?
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2. Do these reflect what are going on in our school? Explain.

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3. Should the public know and be involved in the schooling of their citizens? Explain.
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4. What are the implications of each headline to the classroom curriculum?

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Each member of society seems to view school curriculum differently, hence there are
varied demands on what school should do and what curriculum should be taught. Some
would demand reducing content and shifting emphasis to development of lifelong skills.
Others feel that development of character has been placed at the back seat of the
classroom. Should it be mother tongue, the national language or the global language?
There seems to be confusion about what curriculum should really be. To have a common
understanding of what curriculum really is, the lesson will present some definitions as
given by authors. Likewise, you will find in this lesson the description of the nature and
scope of curriculum from several points of view.
V. Let’s add to what you know

Whether curriculum is taken in its narrow view as a listing of subjects to be taught in
schools or broadly as all learning experiences that individuals undergo while in school,
we cannot deny the fact that curriculum should be understood by teachers and other
stakeholders. For curriculum affects all teachers, students, parents, politicians,
businessmen, professionals, government or even the common people.
Like many concepts in education there seems to be no common definition of

‘curriculum’, Because of this, the concept of curriculum is sometimes characterized as
fragmentary, elusive and confusing. However, the word originates from the Latin word
currere referring to the oval track upon which Roman chariots raced. The New
International Dictionary defines curriculum as the whole body of a course in an
educational institution or by a department while the Oxford English Dictionary defines
curriculum as courses taught in schools or universities. Curriculum means different
things to different people. Sometimes educators equate curriculum with the syllabus
while a few regard it as all the teaching-learning experiences which the student
encounters while in school. Numerous definitions indicate dynamism which connotes
diverse interpretations as influenced by modes of thoughts, pedagogies, philosophies,
political as well as cultural perspective. Here are some of them.
Some Definitions of Curriculum
1. A planned and guided set of learning experiences and intended outcomes, formulated
through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for competence (Daniel Tanner, 1980).
2. A written that systematically describes goals planned, objectives, content, learning
activities, evaluation procedures and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned activities, the
desired learning outcomes and experiences product of alture and agenda to reform
society make up a curriculum. (Schubert, 1987).
4. A curriculum includes “all of the experiences that individual learners have in a
program of education whose purpose is to achieve broad goals and related specific
objectives, which is planned in terms of a framework of theory and research or past
and present professional practice” (Hass. 1987).
5. As a programme of activities (by teachers and pupils) designed so that pupils will
attain so far as possible certain educational and other schooling ends or objectives.
(Grundy, 1987)
6. A plan that consists of learning opportunities for a specific time frame and place, a
toll that aims to bring about behavior changes in students as a result of planned
activities and includes all the school. (Goodland and Su, 1992)
7. As answers to three questions: 1. What knowledge, skills and values are most
worthwhile? 2. Why are they most worthwhile? 3. How should the young acquire
them? (Cronbeth, 1992)
Some Points of View of Other Curricularists

Since the concepts and meaning of curriculum are shaped by a person’s point of view,
this has added to fragmentations, and some confusion. However, when put together, the different
definitions from diverse points of view, would describe curriculum as dynamic and perhaps ever
changing.
Point of view about the curriculum can either be traditional or progressive according to
their philosophical, psychological and even psychological orientations.
These views can also define what a curriculum is all about.
Curriculum from Traditional Points of View

The traditional points of view of curriculum were advanced by Robert Hutchins, Arthur
Bestor, and Joseph Schwab.
 Robert M. Hutchins views curriculum as “permanent studies” where rules of grammar,
reading, rhetoric, logic and mathematics for basic education are emphasized. The 3Rs
(Reading, Writing, ` rithmetic) should be emphasized in basic education while liberal
education should be the emphasis in college.
 Arthur Bestor as an essentialist believes that the mission of the school should ne
intellectual, hence curriculum should focus on the fundamental intellectual disciplines of
grammar, literature and writing. It should include mathematics, science history and
foreign language.
 Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the subject
areas such as Science, Mathematics, Social Studies, English and many more. In college,
academic disciplines are labeled as humanities, sciences, languages, mathematics among
others. He coined the word discipline as a ruling doctrine for curriculum development.
 Philip Phenix asserts that curriculum should consist entirely of knowledge which comes
from various disciplines.
Collectively from the traditional view of the theorists like Hutchins, Schwab, Bestor and
Phenix, curriculum can be defined as a field or study. Curriculum is highly academic and is
concerned with broad historical, philosophical and social issues. From a traditional view,
curriculum is mostly written documents such syllabus, course of study, books and references
where knowledge is found but is used as a means to accomplish intended goals.
Curriculum from Progressive Points of View

On the other hand, a listing of school subjects, syllabi, course of study, and list of specific
discipline do not make a curriculum. In its broadest terms, a progressive view of curriculum is
the total learning experiences of the individual. Let us look into how curriculum is defined from
a progressive point of view.
 John Dewey believes that education is experiencing. Reflective thinking is a means that
unifies curricular elements that is tested by application.
 Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have
under the guidance of teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a
sequence of potential experiences, set up in schools for the purpose of disciplining
children and youth in group ways of thinking and acting.
 Colin Marsh and George Willis also viewed curriculum the experiences in the
classroom which are planned and enacted by the teacher and also learned by the students.
The nature of curriculum has given rise to many interpretations, depending on a person’s
philosophical beliefs. Let us put all of these interpretations in a summary.
CURRICULUM is what is taught in school, a set of subjects, a content, a program of

studies, a set of materials, a sequence of courses, a set of performance objectives, everything that
goes within the school. It is what is taught inside and outside of school directed by the teacher,
everything planned by school or what individual learner experiences as a result of school. In
short, curriculum is the total learning experiences of the learner, under the guidance of the
teacher.
VI. Let’s Apply What you Have Learned

Traditional or Progressive: What is your view of curriculum?
1. What is your own definition of a curriculum? Write down your answer in the space
provided.
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2. Do you have a traditional view of a curriculum, a progressive view or both? Explain your
view based on your definition.
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VII. Let’s See What You Have Learned

Label the descriptions/definition on the left with either Traditional (T), or Progressive (P).
(T) (P)
1 Teachers are required to teach the book from cover to cover
2 If the learners can memorize the content, then the curriculum is best,
3 Children are given opportunity to play outdoors.
4 Parents send children to a military type school with grid discipline.
5 Teachers are reluctant to teach beyond the written curriculum.
6 Prerequisite to promotion for the next grade are skills in reading writing
and arithmetic only.
7 Teachers provide varied experiences for the children
8 Learning can only be achieved in schools.
9 Systematic arrangement of contents in the source syllabus.
10 Co-curricular activities are planned for all to participate.
VIII. Let’s Reflect
Pick up a daily newspaper and read, today’s headline. Choose one and reflect on this
headline that relates on the curriculum and to your becoming a curricularist. Write your
answer in at least two paragraphs.
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Congratulations! You have just finished the MODULE 2 LESSON 1!
IX. References
Bilbao, Purita P., Ed. D. Et. Al; 2014, Curriculum Development for Teacher. Quezon City,
Lorimar Publishing, INC.
Reyes, Emerita, Ed. Et. Al. 2015, Curriculum Development, Quezon City, Adriana
Publishing Co., Inc.
FAUSTINO M. TOBES
Contact No. 09152579217

Email Add. [email protected]
FB Name: Faustino “Tenny” Tobes

Samar Colleges Inc. Catbalogan City, Samar

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SAMAR COLLEGES INC.

CATBALOGAN CITY, SAMAR

LEARNING MODULE IN EDUC. 18

Name: _______________ Course/Year level:

Module 2 (The Teacher as a Knower of Curriculum)

I. Defined Learning Outcomes

III. Let’s Read This

IV. Let’s Analyze

2. Do these reflect what are going on in our school? Explain.

4. What are the implications of each headline to the classroom curriculum?

V. Let’s add to what you know

Like many concepts in education there seems to be no common definition of

Some Definitions of Curriculum

Some Points of View of Other Curricularists

Curriculum from Traditional Points of View

Curriculum from Progressive Points of View

CURRICULUM is what is taught in school, a set of subjects, a content, a program of

VI. Let’s Apply What you Have Learned

VII. Let’s See What You Have Learned

Congratulations! You have just finished the MODULE 2 LESSON 1!

Contact No. 09152579217

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