This document defines curriculum and discusses its different types and conceptions. It states that curriculum refers to planned learning experiences and has five elements: curriculum intent, content, learning experiences, and evaluation. The document outlines nine types of curriculum including ideal, intended, implemented, achieved, and hidden curriculum. It also discusses three foundations of curriculum: studies of learners and learning theories, studies of life, and studies of knowledge. Finally, it presents several conceptions of curriculum such as the academic rationalist, cognitive processes, and social reconstructionist conceptions.

1. CHAPTER
I
Understanding Curriculum

2. OBJECTIV
ES:
Define curriculum.
Analyze the different types of
curriculum.
Discuss different curriculum
foundations.
Discuss different curriculum
conceptions.

3. LET’S TEST: TRUE OR
FALSE
1. Curriculum refers to planned learning experiences.
2. Curriculum has 5 elements.
3. There is single conception on curriculum.
4. Curriculum shall be related to the needs and abilities of learners
including their experiences, culture, society, beliefs and the
likes.
5. The center of the curriculum is the content.

4. WHAT IS CURRICULUM?

5. CURRICULUM IS
A list of subjects – this
definition suggests that
curriculum is the “permanent”
or traditional subjects offered in
the school curriculum
(mathematics, Languages,
Science, Music, Arts, and others)
As planned learning
experiences- includes
documents specifying contents,
objectives, or general ideas of
what students should know in
school or in specific discipline.

6. CURRICULUM IS
Learning experience– this
definition includes students’
curricular and co-curricular
activities and the learning
experiences inside and
outside the school.
As intended learning
outcomes- includes a list of
learning competencies or
standards that students
should learn in school.

7. CURRICULUM IS
As a discipline– has
its own principles,
theories and
practices
As content or subject
matter- views
curriculum as a
series of topics under
each subject area

8. TYPES OF CURRICULUM?

9. 9 TYPES OF
CURRICULUM
1. Ideal or recommended curriculum- refers to what scholars propose as most appropriate
curriculum for the learners.
Example: Curriculum standards recommended by professional organizations. Many of these
various curriculum standards are recommended by professional organizations as alternative to
the current contents of the curriculum. Standards are products of their latest researches on the
nature of the different disciplines and the developments in various academic fields.

10. 9 TYPES OF
CURRICULUM
2. Intended, official, or Written Curriculum refers to the
official curriculum embodied in approved state curriculum
guides. It is prescribed by the government.
Example: The Kindergarten Curriculum Standards, The K-
12 Curriculum, CHED Curriculum for General education,
TESDA Modules and Competencies.

11. 9 TYPES OF
CURRICULUM
3. Implemented Curriculum refers to actual implementation of the
curriculum or what teachers in school teach. In many cases teachers
modify and improve their curriculum based on the needs of the students.
Academic Freedom among faculty members in college may also
influence how professors plan and implement their courses.

12. 9 TYPES OF
CURRICULUM
4. Achieved or Learned Curriculum refers to the result of
the curriculum or what the students learned in school
(Print, 1993).
It reveals whether the students learned and whether the
schools are successful in attaining their curriculum goals
and objectives.

13. 9 TYPES OF
CURRICULUM
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, Boschee, and Whitehead, 2006)
6. Entitlement Curriculum – refers to what people or general society
believed the learners should expect to learn in the educational system
for them to become good members of the society.

14. 9 TYPES OF
CURRICULUM
7. Supported Curriculum refers to the curriculum that is
reflected on and shaped by the resources allocated to
support or deliver the official curriculum.
8. Null or Censored Curriculum – refers to various
curriculum contents or topics that must not be taught to
the students. (Tanner & Tanner, 2007)

15. 9 TYPES
OF
CURRICUL
UM
9. Hidden Curriculum – refers to various
skills, knowledge, and attitudes that
students learn in school as a result of
their interaction with other students, staff,
and faculty members.
Although the hidden curriculum is not
actually taught in formal classroom
learning, it is also true that the hidden
curriculum can be a product of student’s
schooling. It is very powerful in developing
the school culture. (Print, 1993)

17. CURRICULUM
FOUNDATIONS
Studies of
Learners and
Learning Theories
(Psychology)
01
Studies of Life
(Sociology and
anthropology)
02
Studies of the
Nature and Value
of Knowledge
(Philosophy)
03

18. CURRICULUM
CONCEPTIONS
Academic Rationalist Conception-
considered as 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 are
instruments or tools for developing
these cognitive skills that are
lasting in the lives of individuals.

19. CURRICULUM
CONCEPTIONS
Humanistic Conception- stresses
the idea that curriculum or
education is an instrument for
developing the full potential of
individuals. It seeks to help
individuals discover and develop
their unique identities. Focuses on
needs and individuals’ interests
Social Reconstructionist
Conception – views the school or
schooling as an agency for social
change. Hence it stresses that
curriculum should respond to the
different needs, issues, problems,
and demands of the society.

20. CURRICULUM
CONCEPTIONS
Technological Conception – is
pre-occupied with the
development of means to
achieve curriculum or
educational goals. It views
schooling as a complex system
that can be analyzed into
constituent components.
Eclectic Conception – reiterates
the realities in curriculum
development that each of the
curriculum conceptions is to be
considered and is influential to
a certain extent in designing the
curriculum.

21. ELEMENTS OF
CURRICULUM
CURRICULUM
INTENT
CONTENT LEARNING
EXPERIENCES
EVALUATION

22. ELEMENTS OF
CURRICULUM
1. Curriculum Intent – is term used by Print (1993) to mean the direction that curriculum
developers wish to take as a result of participating in the curriculum. It includes
Aims- broad statements of social educational expectations, referring to what is hoped to
be achieved by the entire curriculum.
Goals – are statements more specific than aims. General statements of what concepts,
skills, and values should be learned in the curriculum.
Objectives – are the specific learning outcomes. Usually are used in making decisions or
planning for instructions.

23. ELEMENTS OF
CURRICULUM
2. Learning Experiences– include all instructional strategies that are useful
for the implementation of the curriculum.
These may appear in forms of activities, strategies, methods, or approaches
that are useful in implementing the curriculum or in teaching the content.
3. Evaluation – includes different ways and tools used for evaluating whether
or not the curriculum intents were realized.
Evaluation tools are also used to evaluate the performance of the learners
after they had undergone the curriculum.