this is a broad one

1. Concepts,
Nature and
Purposes
CURRICULUM
DEVELOPMENT

2. Curriculum from Different Points of View
Thedefinitionsareinfluenced by modesof thoughts,
pedagogies, political aswell ascultural experiences.
1. Traditional Points of View of Curriculum
20th
Century – “curriculum is that it is a body of subjects
or subject matter prepared by the teacher for the students to
learn.”
Robert M. Hutchins – “permanent studies” where the
rule of grammar, reading, rhetoric and logic and
mathematics for basic education are emphasized.
Arthur Bestor – curriculum should focus on the
fundamental intellectual disciplines of grammar, literature
and writing; also include mathematics, science, history and
foreign language.

3. Joseph Schwab – discipline is the sole source of
curriculum; coined the term discipline as a ruling doctrine for
curriculum development.
Curriculum can be viewed as a field of study. It is taken as
scholarly and theoretical.
2. Progressive Points of View of Curriculum
John Dewey - is defined as the total learning experiences
of the individual.
Caswell and Campbell – “all experiences children have
under the guidance of the teachers”.
Smith, Stanley and Shores – “curriculum as a sequence
of potential experiences set up in a schools for the purpose of
disciplining children in group ways of thinking and acting.

4. Marsh and Willis – “experiences in the classroom which
are planned and enacted by a teacher, and also learned by
the students.”
Points of View on Curriculum Development
To produce positive changes, development should be
purposeful, planned and progressive. This is how curriculum
evolves.
Ralph Tyler Model: Four Basic Principles (also
known as Tyler’s Rationale) show that in curriculum
development, the following considerations should be
made: (1) Purpose of the school, (2) Educational
experiences related to the purpose, (3) Organization of
the experiences, and (4) Evaluation of the experiences.

5. Hilda Taba’s Linear Model:
Grassroots Approach
These steps are as follows:
1.Diagnosis of learners needs and expectations
of the larger society
2.Formulations of learning objectives
3.Selections of learning content
4.Organization of learning content
5.Selection of learning experiences
6.Organizations of learning activities
7.Determination of what to evaluate and
the means of doing it

6. Types of Curriculum Operating in Schools (Allan
Glatthorn 2000)
Recommended Curriculum – proposed by scholars and
professionals organizations.
Written Curriculum – appears in schools, district,
division or country documents
Taught Curriculum – what teachers implement or
deliver in classrooms and schools
Supported Curriculum – resources-textbooks, computers,
audio-visual materials which support and help in
implementation of the curriculum
Assessed Curriculum – which is tested and evaluated
Learned Curriculum – what the students actually learned
and what is measured
Hidden Curriculum – the unintended curriculum

7. Major Foundations of Curriculum
Philosophical Foundations of Curriculum
Philosophy provides educators, teachers and
curriculum makers with framework for planning,
implementing and evaluating curriculum in schools.

8. School
Purposes
Studies of
Contempor
ary Life
Use of
Psychology
of Learning
Use of
Philosophy
Studies of
Learners
Suggestions
from Subject
Specialists
Tyler’s View of Philosophy in Relation to School Purposes

9. Educational
Philosophy
Aim of
Education
Role of Education Focus in the
Curriculum
Curriculum
Trends
Perennialism to educate
the rational
person; to
cultivate the
intellect
teachers help
students think
with reason. Based
on the Socratic
methods of oral
exposition or
recitation Explicit
or deliberate
teaching of
traditional values.
classical
subjects, literary
analysis and
curriculum in
constant
use of great
books and
return to
liberal arts
Essentialism to promote
the
intellectual
growth of the
individual
and educate
a competent
person
the teacher is the
sole authority in
his or her subject
area or field of
specialization
essential skills of
the 3 R’s and
essential subjects
of English,
Science, History,
Math and
Foreign
Language
excellence
in
education,
back to
basics and
cultural
literacy

10. Progressivism to promote
democratic
and social
living
knowledge leads
to growth and
development of
lifelong learners
who actively learn
by doing
subjects are
interdisciplinary,
integrative and
interactive.
Curriculum is
focused on
student’s
interest, human
problems and
affairs
school
reforms,
relevant and
contextualize
d curriculum,
humanistic
education
Reconstruc-
tionism
to improve
and
reconstruct
society
Education
for change
teachers act as
agent of change
and reform in
various
educational
projects including
research
focus on present
and future
trends and
issues of
national and
international
interests
equality of
educational
opportunities
in education,
access to
global
education

11. Historical Foundations of Curriculum
Several curriculum theorists and how they view curriculum
from a historical perspective.
 Franklin Bobbit (1876-1959) – presented curriculum as a
science that emphasizes on students’ need. To Bobbit,
objectives with corresponding activities should be
grouped and sequenced.
 Werret Charters (1875-1952) – the listing of objectives
and matching these with corresponding activities ensures
that the content or subject matter is related to objectives.
 William Kilpatrick (1871-1965) – curricula are
purposeful activities which are child-centered. The
purpose of the curriculum is child development and
growth.
 Harold Rugg (1886-1990) – curriculum should develop
the whole child.

13. Psychological Foundations of Education
Some questions which can be addressed by psychological
foundations of education:
How should curriculum be organized to enhance
learning? What is the optimum level of students’ participation
in learning the various contents of the curriculum?
Three groups of learning theories:
Behaviorist Psychology
• dominated the 20th
century psychology
• Robert Gagne’s hierarchical learning or sets of behavior
and five learning outcomes became classic examples:
- intellectual skills or “knowing how” to categorize
and use symbols, forming concepts and problem-solving
- information or “knowing what” knowledge

14. - cognitive strategies or learning skills
-motor skills
- attitudes, feelings and emotions learned through
experiences
Cognitive Psychology
• psychologists focus their attention on how individuals process
information and how they monitor and manage thinking
• learning constitutes a logical method for organizing and
interpreting learning
Humanistic Psychology
• concerned with how learners can develop their human
potential
• curriculum is concerned with the process not the
products; personal needs not subject matter; psychological
meaning and environmental situations.

15. * The psychology foundations will help curriculum makers
in nurturing a more advanced, more comprehensive and
complete human learning.
Social Foundations of Education
Societal culture affects and shapes schools and
their curricula. The home, the family, community
likewise educate the people in the society. But schools
are formal institutions that address more complex and
interrelated societies and the world.
In order for schools to be relevant, school
curricula should address diversity, explosion of
knowledge, school reforms and education for all.

16. PREPARED BY :
ERiKA R. ViLLALON