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CURRICULUM
“The heart
of the
teaching
profession
.”
Refers
specifically to a
planned
sequence of
instruction, or a
view of the
student's
experiences in
terms of the
educator's or
school's
instructional
goals.
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Basic
Educatio
n
Each of the
levels has its
specific
recommended
curriculum.
Elementary –
Kindergarten,
Grade 1 to
Grade 6
High School
(Junior) – Grade
7 to Grade 10
High School
(Senior) – Grade
11 to Grade 12
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Technica
l
Vocation
al
Educatio
n
A post-
secondary
technical-
vocational
education and
training taken
cared by
Technical
Education and
Skills
Development
Authority
(TESDA).
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Higher
Educatio
n
Includes the
Bachelor
Degrees and
the Graduate
Degrees
(Master’s and
Doctorate)
which are
under the
regulation of
the
Commission on
Higher
Education
(CHED).
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Types of
Curricul
a in
Schools
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Recommended
Curriculum
Most of the
curricula are
recommended.
Proposed by
scholars and
professional
organizations.
The curriculum
may come from a
national agency
or any
professional
organization who
has stake in
education.
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Written
Curriculum
Includes
documents,
course of study,
syllabi. and
lesson plan for
implementation.
Most written
curricula are
made by
curriculum
experts with
participation of
teachers.
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Taught
Curriculum
The different
planned activities
which are put into
action in the
classroom
compose the
taught
curriculum.
These are varied
activities that are
implemented in
order to arrive at
the objectives or
purposes of the
written
curriculum.
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Supported
Curriculum
In order to have a
successful
teaching, other
than the teacher,
there must be
materials which
support in the
implementation of
a written
curriculum.
It enables each
learner to
achieve real and
lifelong learning.
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Assessed
Curriculum
This refers to a
tested or evaluated
curriculum.
Series of
evaluations are
being done by the
teachers at the
duration and end
of the teaching
episodes to
determine the
extent of teaching
or to tell if the
students are
progressing.
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Learned
Curriculum
This refers to the
learning
outcomes
achieved by the
students.
Learning
outcomes are
indicated by the
results of the
tests and
changes in
behavior which
can be either
cognitive,
affective or
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Hidden
Curriculum
This is the
unintended
curriculum which
is not deliberately
planned but may
modify behavior or
influence learning
outcomes.
Peer influence,
school
environment,
physical condition,
teacher-learner
interaction, mood
of the teacher, etc.
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Concomitan
t
Curriculum
This type of
curriculum may
be received at
church, in the
context of
religious
expression,
lessons on
values, ethics or
morals, molded
behaviors, or
social
experiences
based on a
family's
preferences.
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Phantom
Curriculum
The
messages
prevalent in
and through
exposure to
media.
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Null
Curriculum
This is what is
not taught. Not
teaching some
particular idea or
sets of ideas may
be due to
mandates from
higher
authorities, to a
teacher’s lack of
knowledge, or to
deeply ingrained
assumptions and
biases.
