This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.

1. CURRICULUM
Reference Book: CURRICULUM DEVELOPMENT by Greg Tabios Pawilen

2. WHAT IS CURRICULUM ?
• Curriculum as a list of subjects.
• Curriculum as Learning Experiences.
• Curriculum as intended learning outcomes.
• Curriculum as planned learning experiences.
• Curriculum as discipline.
• Curriculum as content or subject matter.

3. DIFFERENT TYPES OF CURRICULUM
- refers to what scholars purpose as the most appropriate curriculum for the
learners. Curriculum standards are recommended by professional organizations. It is
the product of the latest research on the nature of different disciplines and the
developments in various academic fields.
1. Ideal or
Recommended
Curriculum

4. DIFFERENT TYPES OF CURRICULUM
2. Written Curriculum
- According to (Glatthorn et al.2006). It is the curriculum prescribed by the
Government. In the Philippine Context, these are prescribed courses for the different
government agencies: DEPED “Department of Education”, CHED “Commission on
Higher Education” and TESDA “Technical Education Skills Development
Administration”.

5. DIFFERENT TYPES OF CURRICULUM
• Examples of Written Curriculum are:
- The Kindergarten Curriculum Standards
-The K-12 Curriculum
- CHED Memorandum Order No. 20, of 2013 (for General Education)
- TESDA Modules and Competencies

6. DIFFERENT TYPES OF CURRICULUM
3. Implemented Curriculum. This type of Curriculum refers to the actual
implementation of the curriculum or what teachers in the school teach. Improvement of
Curriculum is based on the need ]s of the students or whenever there are new ideas in various
disciplines that are important to teach to the students. Academic freedom among faculty
members in college may also influence how professors plan and implement their courses.

7. DIFFERENT TYPES OF CURRICULUM
4. Achieved Curriculum or Learned Curriculum.
it refers to the result of the curriculum or what students actually learned
in school (Print 1993). The achieved curriculum reveals whether the schools
are successful in attaining their curriculum goals objectives.
5. Tested Curriculum. This is a set of learning that is assessed in teacher made
classroom tests, curriculum-referenced tests, and in standardized tests.
(Glatthorn et al. 2006).

8. DIFFERENT TYPES OF CURRICULUM
6. Entitlement Curriculum – this refers to the general society that
learners are expected to learn to be a good member of the society.
7. Supported Curriculum – this refers to the curriculum that is reflected
on and shaped by the resources allocated to support or deliver the
official curriculum. (Glatthorn et.al)
8. Null or Censored Curriculum – refers to the various curriculum
contents or topics that must not be taught to the students. (Tanner &
Tanner 2007).

9. CURRICULUM FOUNDATIONS
 Educational Objectives
 Student Characteristics
 Learning Processes
 Teaching Methods
 Evaluation Procedures

10. CURRICULUM CONCEPTIONS
Academic Rationalist Conception – considered the oldest among the
curriculum conceptions. It stresses the importance of different bodies of
knowledge, known as disciplines or subject areas, as the focus of the
curriculum.
Cognitive Processes Conception – seeks to develop a repertoire of
cognitive skills that are applicable to a wide range of intellectual
problems. The subject matters ae instrument for developing these
cognitive skills that are lasting in the lives of the individuals.

11. Humanistic Conception – stresses that the curriculum is an instrument for
developing the full potentials of individuals. It seeks to it seeks to help
individuals . It seeks to help individuals discover and develop their unique
identities. It stresses that curriculum should focus on the needs and interests of
individuals.
Social Reconstructionist Conception – views the school or schooling as an agency
for social change. Hence, it stresses that curriculum should respond to the

12. Technological Conception- is preoccupied with the development of means to
achieve the curriculum or educational goals. It views schooling as a complex
system that can be analyzed into its constituent components.
Eclectic Conception – curricularist align their ideas with two or more
curriculum conceptions. It reiterates the realities in curriculum development
that each of the curriculum development that each of the curriculum conceptions
is to be considered and is influential to a certain extent in designing a
curriculum.

13. ELEMENTS OF THE CURRICULUM
•Curriculum Intent
•Content
•Learning Experiences
•Evaluation

14. • Curriculum Intent – Print(1993) to mean the direction that curricularist wish to go to as a result
of participating is the curriculum. It includes the aims, goals and objectives.
• Content- includes the different topics to be ;earned or covered in a curriculum. These topics are
based on the curriculum intents. Contents may include values, skills that are important for the
learners to learn.
• Learning Experiences – include all instructional strategies that are useful for the
implementation of the curriculum. These may appear in the form of activities, methods or
approaches that are useful in implementing the curriculum or in teaching the content.
Evaluation – includes the different ways and tools used for evaluating whether or not the
curriculum intent was realized. Evaluation tools are also used to evaluate the performance of the
learners after they have undergone the curriculum.
• Evaluation is a means for teachers to determine the ability of their students in other ways
besides the standardized test. Ex: Extra-curricular Activities, Quizzes, Examination Test and
many more.

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