This document discusses different perspectives on curriculum. It defines curriculum as all the learning experiences planned by the school, according to Ralph Tyler in 1957. Traditional views saw curriculum as written documents focusing on core subjects like grammar and mathematics. Progressive views, like John Dewey's, saw curriculum as all experiences children have under teacher guidance. The document also discusses curriculum development models, types of curriculum operating in schools, philosophical foundations, and psychological foundations of curriculum.

1. CONCEPTS, NATURE AND PURPOSE OF
CURRICULUM
What is
Curriculum?

3. 1957 RALPH TYLER
[THE CURRICULUM IS]
ALL THE LEARNING
EXPERIENCES PLANNED AND
DIRECTED BY
THE SCHOOL TO ATTAIN ITS
EDUCATIONAL GOALS

4. CURRICULUM FROM DIFFERENT POINT OF
VIEW
 1. Traditional Points of View of Curriculum
Robert M. Hutchins Views ( Emphasize- gRammar, Reading,
Rhetoric and Logic and mathematics for basic Education.)
Arthur Bestor believes that curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and
writing.
Joseph Schwab views that discipline is the sole source of
curriculum .
Most of the traditional ideas view curriculum as written
documents or a plan of action in accomplishing goals.

5. 2. PROGRESSIVE POINT OF VIEW OF
CURRICULUM
 JOHN DEWEY’s believed that reflective thinking is
a means that unifies curricular elements.
 CASWELL and CAMPBELL viewed curriculum as “
all experienced children have under the guidance
teachers.”
 MARSH and WILLIS view curriculum as all the
experiences in the classroom which are planned
and enacted by the teacher, and also learned by
the students.

6. POINTS OF VIEW ON CURRICULUM
DEVELOPMENT

7. HILDA TABA MODEL: THE GRASSROOTS
APPROACH
 7 Major Steps
1. Diagnosis of Learners needs and expectations of
the larger society.
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means
of doing it

8. TYPES OF CURRICULUM OPERATING IN
SCHOOLS
1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden Curriculum

9. THE MOST COMMONLY ACCEPTED
FOUNDATIONS OF CURRICULUM
Philosophical
Historical
Psychological
Social

10. PHILOSOPHICAL FOUNDATIONS OF
CURRICULUM
Perennialism
Essentialism
Progressivism
Reconstructionism

11. CURRICULUM THEORISTS
 Franklin Bobbit
 ( 1876- 1956 )
 Werret Charters
 ( 1875- 1952 )

12.  William Kilpatrick
 (1871- 1965 )
 Harold Rugg (1886- 1960)

13. Hollis Caswell
( 1901- 1989)
Ralph Tyler
(1902- 1994)

14. PSYCHOLOGICAL FOUNDATION OF
EDUCATION
Behaviorist Psychology
Cognitive Psychology
Humanistic Psychology

15. ACTIVITY 1: CURRICULUM DEFINED
ASK EACH ONE A QUESTION : WHAT IS A CURRICULUM TO YOU?
Persons
Interviewed
Answer to Question: What is Curriculum to
you?
Elementary grades
Teacher
School Principal
Student Teacher
Non- Education
College student

16. ACTIVITY 2: IDENTIFYING THE CURRICULA OPERATING IN
THE SCHOOLS ( FOR GRP. OF 5, VISIT A SCHOOL OF YOUR CHOICE
OBSERVE AND INTERVIEW, THE APPROPRIATE PERSON, LIKE THE
CLASSROOM TEACHER, STUDENTS OR PRINCIPALS IDENTIFY THE
EXISTENCE OF DIFF. CURRICULA. WRITE SPECIFIC SAMPLES.
Types of Curricula Operating in
School
Examples from observations
from interview
Recommended Curriculum
Written Curriculum
Taught Curriculum
Supported Curriculum
Assessed Curriculum
Learned Curriculum
Hidden Curriculum

17. ACTIVITY 3: CURRICULUM FROM TWO POINTS OF
VIEW: TRADITIONAL OR PROGRESSIVE
Points of view of curriculum Illustrative examples of
Practices
Traditional Curricular Practices
Progressive Curricular Practices

18.  The purpose of the curriculum is to enable
each child or young person to be a
successful learner, a confident individual, a
responsible citizen and an effective
contributor.