Curriculum: Definitions, Types and Elements

1. DEFINITIONS OF CURRICULUM
TYPES OF CURRICULUM
ELEMENTS OF CURRICULUM
Jerralyn C. Alva
Certificate in Professional Education
22 November 2015
Our Lady of Fatima University

2. What is CURRICULUM?
Planned and unplanned program
of activities carried out in school
system for a particular period of
time.
The totality of student
experiences that occur in
educational process.
Derived from the Latin word
“curere” which means running a
course of event to purposefully
go through within a specified
period of time.

3. TYPES OF CURRICULUM
(operating is schools)
RECOMMENDED
CURRICULUM Most of the school curricula is
recommended, it may come
from any professional
organizations who has stake
in education such as
Department of Education,
Commission on Higher
Education, Department of
Science and Technology, etc.

4. WRITTEN
CURRICULUM
Appears in state and local
documents like state
standards, district curriculum
guides, course of study, scope
and sequence charts and
teacher’s planning documents
given to schools

5. TAUGHT
CURRICULUM
The one that teachers
implement or deliver and
which refers to the planned
activities which are put into
action in the classroom

6. SUPPORTED
CURRICULUM
Has all the facilities and
materials that will help
the teachers in
implementing the
curriculum for a
successful teaching –
learning process

7. ASSESSED
CURRICULUM
A tested or evaluated
curriculum where teachers
use paper-and-pencil tests,
practical exams, and/or
portfolios to assess the
student’s progress and for
them to determine the
extent of their teaching
during and after each topic
they teach

8. LEARNED
CURRICULUM
The curriculum that
students actually learn like
the learning outcomes
achieved by the students
indicated by the results of
the tests.

9. HIDDEN
CURRICULUM
Is an unintended
curriculum which is not
planned but may modify
behavior or influence
learning outcomes that
transpire in school

10. ELEMENTS OF CURRICULUM
Education is purposeful. It
is concerned with
outcomes that are
expressed at several levels:
AIMS – the most general level
GOALS – reflect the purpose with
some outcomes in mind
OBJECTIVES – reflect the most
specific level of educational
outcomes

11. Information to be learned
in school
Compendium of facts,
concepts generalization,
principles and theories
Subject-centered
view of curriculum
Learner-centered
view of curriculum

12. The instructional
strategies and methods
will put into action the
goals and use if the
content in order to
produce an outcome.
Teaching strategies convert
the written curriculum to
instruction.

13. Formal determination of
the quality, effectiveness,
or value of the program,
process, product of the
curriculum
Meeting the goals and
matching them with the
intended outcomes

14. STUFFLEBEAM’S CIPP EVALUATION MODEL
CONTEXT
INPUT
PROCESS
PRODUCT
Environment of Curriculum
Ingredients of Curriculum
Ways and means of implementing
Accomplishments of Goals