The document discusses the definition, nature, and scope of curriculum. It defines curriculum as the total learning experiences of students under a teacher's guidance, including a set of subjects, content, materials, and performance objectives taught inside and outside of school. Curriculum can be viewed as a content, process, or product. As content, it focuses on the body of knowledge transmitted to students. As a process, it emphasizes teaching methods and student learning activities. As a product, it refers to the intended learning outcomes and skills achieved by students.

1. The School Curriculum:
Definition, Nature and Scope
B y: Cleo f e Jean H. An t o n io & Alejan d ro S. Delo s San t o s III

2. Curriculum is what is taught in school, a set of subjects, a content,
a program of studies, a set of materials, a sequence of courses, a set
Of performance objectives , everything that within the school. It is
What is taught inside and outside of school directed by the teacher,
Everything planned by school, a series of experiences undergone by
learners. In short, curriculum is the total learning experiences of the
learner underthe guidance of the teacher.

3. Scope of Curriculum

4. Curriculum is what is taught in school, a set of subjects, a content,
a program of studies, a set of materials, a sequence of courses, a set
Of performance objectives , everything that within the school. It is
What is taught inside and outside of school directed by the teacher,
Everything planned by school, a series of experiences undergone by
learners. In short, curriculum is the total learning experiences of the
learner underthe guidance of the teacher.

5. 1. Curriculum as a content
Approaches to School Curriculum
2. Curriculum as a process
3. Curriculum as a product

6. 1. Curriculum as a Content
Traditionalists commonly tend to equate a curriculum as a topic
outline, subject matter or concepts to be included in the syllabus or
books. Examples are the Mathematics and Science Curriculum. The
Focus will be the body of knowledge to be transmitted to students
using appropriate teaching method. The likelihood of teaching will be
limited to acquisition of facts, concepts and principles of the subject
matter; however, the content can also be taken as a means to an end.
Curriculum is anchored on a body of knowledge or discipline.

7. Four ways of presenting the content in the curriculum
1. Topical Approach - much content is based on knowledge, and
experiences are included;
2. Concept Approach - fewer topics in clusters around major and sub-
concepts and their interaction, with relatedness emphasized;
3. Thematic approach - a combination of concepts that develop
conceptual structures
4. Modular Approach - leads to complete units of instruction

8. Criteria in Selection of Content
(Scheffer, 1970 in Bilbao, et al 2009)
1. Significance
2.Validity
3.Utility
4. Learnability’
5. Feasibility
6. Interest

9. Criteria in Selection of Content
(Scheffer, 1970 in Bilbao, et al 2009)
1. Significance
• Content should contribute to the ideas, concepts, principles and
generalization that should attain the overall purpose of curriculum.
• Content becomes the means of developing cognitive, affective, or
psychomotor skills of the learners.
2. Validity
• Authenticity of the subject matter forms its validity.
• There is a need for validity check and verification at a regular interval,
because content may not continue to be valid.

10. Criteria in Selection of Content
(Scheffer, 1970 in Bilbao, et al 2009)
3. Utility
• Usefulness of the content in the curriculum is relative to the learners who
are going to use this.
4. Learnability
• The complexity of the content must be within the range of the
learners.

11. Criteria in Selection of Content
(Scheffer, 1970 in Bilbao, et al 2009)
5. Feasibility
• Can the subject be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners?
• Are the contents of learning which can learned beyond the formal teaching-
learning engagement?
• Are there opportunities to learn these?

12. Criteria in Selection of Content
(Scheffer, 1970 in Bilbao, et al 2009)
6. Interest
• Will the learners take interest in the content?
• What value will the contents have in present and future life of the
learners?
• Interest is one of the driving forces for the students to lean better.

13. 2. Curriculum as a Process
Curriculum happens in the classroom as the questions asked by the
teacher and learning activities engaged in by the students. The
process of the teaching and learning process becomes the central
concern of teaching to emphasize critical thinking, thinking meaning-
making and heads on, hands-on doing and many others.

14. Curriculum as a Process
Pedagogical Content Knowledge (PCK) - The intersection of the
content and process which will address the question: If you have this
content, how will you teach this?
When educators ask teachers: What curriculum are you using? Some of
the answers will be 1. Problem-based. 2. Hands on, Minds On 3.
Cooperative Learning 4. Blended Curriculum 5. On-line 6. Case-based
and many more. There are the ways of teaching, ways of managing
the content, guiding learning, methods of teaching and learning and
strategies of teaching or delivery modes.

15. When curriculum is approached as a PROCESS,
guiding principles are presented.
1. Curriculum process in the form of teaching methods or strategies are means to
achieve the end.
2. There is no single best process in method.
3.Curriculum should stimulate the learners' desire to develop the cognitive, affective,
psychomotor domain in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described
as cognitive, affective, and psychomotor.
6. Flexibility in the use of the process or methods should be considered. Both teaching
and learning are the two important processes in the implementation of the curriculum.

16. 3. Curriculum as a Product
Product is what the students desire to achieve as learning outcomes.
Central to the approach is the formulation of behavioral objectives
stated as intended learning outcomes. These learned or achieved
learning outcomes are demonstrated by the person who has
meaningful experiences in the curriculum. All of these are results of
planning content and processes in the curriculum.

17. The one who gets
wisdom loves life;
the one who cherishes
understanding will soon
prosper.
Proverbs 19:8