The document discusses the various definitions and meanings of the term 'curriculum' in educational contexts, emphasizing its evolution over time from a list of subjects to a comprehensive strategy encompassing planned learning outcomes and experiences. It outlines the curriculum planning process involving goal formulation, content organization, implementation, and evaluation, stressing the importance of resources and stakeholder involvement in achieving educational objectives. Additionally, the document highlights the role of curriculum improvement as an ongoing effort to enhance the educational experience for both learners and educators.

1. K-12

2. A. The
Curriculum:
Orientation

3. Meaning of
Curriculum

4. The term “curriculum” has been defined
in various ways. At one time it meant
the subjects taught in school. Later it
was defined as subject matter. At
another time it was used to refer to the
course of study, a teacher’s guide
which contains suggestions for
instructional objectives, teaching and
learning activities, instructional
materials, methods of evaluation, the
time frame for finishing teaching units,
reference materials, and so forth.

5. The term has also been used in
reference to the program of the study, an
example of which is the “curriculum” for
a given college degree program where
the various subjects or courses to be
taken in the first and second semesters
of the first curriculum year and those for
succeeding curriculum years are listed.

6. Subsequently, the term was taken to mean
the planned learning outcomes which the
teacher seeks to attain through instruction.
Still another meaning used is that the
curriculum is a strategy, meaning that the
curriculum is a calculation of the means and
ends of the education. Here the ends are the
goals and objectives which education in
general and the schools in particular intend
to accomplish. This means, on the other
hand, pertains to the resources, both human
and physical, needed to accomplish goals
and objectives.

7. Another view of curriculum is that it
consists of two sets of elements. The
substantive elements include the key
concepts, concept clusters, themes,
generalizations and along with the
factual material needed to develop
them. The methodological elements
include the modes, techniques, and
processes of inquiry that are useful in
developing a curriculum.

8. Spalding (1958) views the curriculum
as the strategy by which schools
attempt to fulfill the goals of
education. He elaborates on this view
as follows:

9. The curriculum, as it exists, is a strategy
to borrow a term from the language of
the military. This term, in its original
and literary sense, means “the art of
the general”. As it is now used, it
means a sound calculation and
coordination of the ends and the
means. A curriculum is a sound
calculation of the means and the ends
of education.

10. A strategy is subordinate to the
policy of the organized society in
war or in education. Decisions
which relate solely to aims,
purposes, and ends are policy
decisions and are never made by
the expert alone.

11. According to Spalding, a strategy requires
calculation of resources to be used in attaining
goals. Education is not yet science. Success in
educational planning lies in the closeness of
one’s approximation to the truth. This is
especially evident when we examine the
resources to be used in an educational plan –
teachers, pupils, community, texts, school
buildings, equipments and supplies.
Educational planning must take account of
these resources, but it does so through artful
bringing the ends nearer to the means, and by
giving high value to the means, extending the
ends.

12. Spalding adds that a strategy
anticipates specific situations in
which means must be used to attain
immediate objectives which must be
achieved if ultimate ends are to be
reached. In each such situation,
choices must be made both as to
the extent of the immediate goal and
of the resources to be used to attain
it.

13. Another definition views the curriculum as the
learner’s engagements with various aspects of the
environment which have been planned under the
direction of the school. According to this
definition, experiences cannot be observed and to
some extent controlled. The term engagement is
used to mean what the leaner meets face-to-face,
what he attends to or there can be engagement
with teachers, classmates, or other with physical
factors such as materials and facilities; and with
subject matter, ideas, or symbols. The method or
procedure of teaching followed may be patterned
according to the nature of engagement in
numerous ways. Specific engagements may
appear to be primarily intellectual, emotional, or
manipulative. (Socrates, 1977)

14. One of the most quoted definitions of the
curriculum is that it is all of the planned
experiences of the learners, whether in
school or out of school, for which the
school is responsible. Under this
definition, the curriculum consists of all
those activities (or experiences),
curricular or co-curricular, inside or
outside of the classroom or school, which
are under the jurisdiction and
responsibility of the school and are
planned and directed or carried out for
the purpose of promoting the growth and
development of the learner.

15. A more comprehensive definition is that
given by Oliver (1969). This definition
appears to be a more elaborate
extension of the definition immediately
preceding. To Oliver, the curriculum is,
basically, what happens to students as a
result of what teachers do. The
curriculum includes all of the
experiences of the learners for which the
school should accept responsibility. It is
the program used by the school as a
means of accomplishing its purposes.

16. Direct teaching in the classroom is a part of the
curriculum since these presumably have been
planned by the school to help achieve certain
educational objectives. School services – such
as libraries, health services, guidance and
counseling, etc. – are, in the like manner, parts
of the curriculum. Even the climate of
interpersonal relationships prevailing in a
school at a given time is a part of the curriculum
since it is an important conditioning factor in
the learning and adjustment of the learners for
which the school should accept responsibility.
In short, the curriculum is the total environment
planned by the school (Oliver, 1969)

17. Definition of
Curriculum
Planning

18. First, in the definition by Bernardino and
Freszosa, “planning the experiences to
be utilized” is one of three kinds of
activities involved in curriculum
development, the other two being
“organizing them into a program” and
“evaluating the curriculum thus
developed”. The definition by Agoncillo
also includes planning as an aspect of
curriculum development. Socrates and
Michaelis et. al. likewise view planning
as part of the curriculum development
process.

19. As regards curriculum improvement,
Stratemayer et. al. look at it as a process
which suggests a continues study of
programs with the end in view of
improving such programs. Ragan
conceptualizes curriculum improvement
in terms of activities which contribute to
the attainment of an end – namely, the
improvement of living and learning in the
classroom. To Oliver, curriculum
improvement is a process that involves,
among other things, “the objective
identification and systematic study of
problems,” and the ultimate beneficiary is
the learner.

20. Subsequently, the term was taken to mean
the planned learning outcomes which the
teacher seeks to attain through instruction.
Still another meaning used is that the
curriculum is a strategy, meaning that the
curriculum is a calculation of the means and
ends of the curriculum. Here the ends are
the goals and objectives which education in
general and the schools in particular intend
to accomplish. This means, on the other
hand, pertains to the resources, both human
and physical, needed to accomplish goals
and objectives.

21. Frymier and Hawn view curriculum
improvement as a “people problem” in
that people intimately and extensively
involved in it. To these two authors,
“improving curriculum” means
developing and nurturing, broadening
and enriching, altering and adding, and
uplifting and revitalizing the lives and
minds of those who implement
curriculum and instructional decisions
everyday.

22. Let us now take a look at the conceptualization
given by Michaelis and his associates. Interestingly,
in the first chapter of their book New Designs for
Elementary Curriculum and Instruction (1975), the
authors state: “This chapter reviews the
curriculum planning process presented in the
model outlined in Chapter 1. In the same chapter
they state that planning of the total elementary
curriculum is done on several levels – district level,
school/grade/subject area/cross-grade/ level, and
classroom level – and that all these levels, the
following sequence of procedures “provides a
means for effective curriculum development”.

23. 1. Assessment of conditions in
foundation areas as a basis for
generating goals.
2. Formulation of broad goals and
specific objectives.
3. Planning and organization of
curriculum content, instructional
strategies, and media; adaptation of
“outside” programs and materials;
provision for continuous evaluation of
instructional outcomes;

24. 4. Implementation of curriculum
designs: teacher preparation,
utilization of support services,
utilization of facilities and equipment,
carrying out instructional strategies;
and
5. Evaluation, feedback, and
modification of curriculum design.
In short the “curriculum planning
process” that Michaelis and his
associates speak of refers to none
other than “curriculum development.”

25. Another point equally worth taking note
of is the fact that, according to Reyes,
“planning covers not only formulating
ideas and plans but also getting them
done and seeing how well they are
done.” (emphasis added).

26. On the basis of the foregoing
considerations, the following
definition of curriculum planning is
proposed.
Curriculum planning is a continuous
process which involves activities
characterized by interrelationships
among individuals and groups as they
work together in studying, planning,
developing, and improving the
curriculum, which is the total
environment planned by the school.

27. Essentially, curriculum planning includes the
identification or formulation of broad goals and
specific objectives based on an assessment of
conditions in foundation areas; the planning of
content, strategies, and pupil evaluation to
meet these goals and specific objectives based
on an assessment of conditions in foundation
areas; the planning of content, strategies, and
pupil evaluation to meet these goals and
objectives, with attention given to analysis and
adaptation to curriculum plans or materials
developed outside the school or school
system; the implementation of curriculum
designs; and the evaluation and modification
of curriculum designs.

28. In going through these basic processes,
participants in curriculum planning get
involved in a variety of activities such
as discussing common problems,
making decisions, developing a
functional philosophy, studying
learners and their environment,
keeping up to date with knowledge,
studying ways to improve instruction ,
and carrying on research and
evaluation.

29. The fundamental purposes of
curriculum planning are to meet
cultural demands, to solve
instructional problems, to change
people’s ways of behaving in terms
of knowing, valuing, and doing, and
to improve students’ experiences.