The document discusses different definitions and types of curriculum. It defines curriculum traditionally as subjects arranged in a certain sequence for instruction, but modernly as all planned learning experiences inside and outside the classroom. There are various types of curriculum including overt, hidden, null, and received. The document also discusses curriculum development as the process of deciding what to teach and learn while considering factors like tasks, roles, resources and ordering elements to create a curriculum plan. Good curriculum and development is characterized as continuously evolving, based on peoples' needs, and democratically conceived through long-term effort.

1. By: John Christian Villanueva
INTRODUCTION

2. MEANING OF CURRICULUM

3. TRADITIONAL SCHOOLS
• Traditional schools defined curriculum as
a group of subjects arranged in a certain
sequence peculiar to the subject field itself
for the purpose of instruction.
• Unique needs and interests have been
placed second to “the common needs of
all.”

4. MODERN DIMENSIONS OF
CURRICULUM
• The modern dimension of curriculum
consists of all experiences for learning
which are planned and organized by the
school.
• It is composed of the actual experiences
and activities of learners inside or outside
the classroom under the guidance of the
teacher and for which the school accepts
responsibility.

5. DEFINITIONS OF CURRICULUM
• Some authors define curriculum as “the
total effort of the school to bring about
desired outcomes, to fulfil the rising needs
of the dynamic society, in school and outof-school situations” or “a sequence of
potential experiences set up in school for
the purpose of disciplining children and
youth in group ways of thinking and
acting”.

6. KINDS OF CURRICULUM
(according to the four families of
learning theories)

7. SOCIAL

8. INFORMATION PROCESSING

9. PERSONALITY

10. BEHAVIORAL

11. ORIENTATIONS TO CURRICULUM
•
•
•
•
child-centered,
society-centered,
knowledge-centered
eclectic

12. TYPES OF CURRICULUM
• 1.Overt, explicit, or written curriculum
• 2.Societal curriculum
• 3. The hidden or covert curriculum
• 4.The null curriculum
• 5.Phantom curriculum
• 6.Concomitant curriculum
• 7.Rhetorical curriculum

13. TYPES OF CURRICULUM
• 8.Curriculum-in-use
• 9.Received curriculum
• 10. The internal curriculum
• 11.The electronic curriculum
• 12.Competency Curriculum

14. OVERT, EXPLICIT, OR WRITTEN
CURRICULUM
• that which is written as part of formal instruction
of schooling experiences.
• refers to a curriculum document, texts, films, and
supportive teaching materials that are overtly
chosen to support the intentional instructional
agenda of a school.
• usually confined to those written understandings
and directions formally designated and reviewed
by administrators, curriculum directors and
teachers, often collectively.

15. SOCIETAL CURRICULUM
• The massive, ongoing, informal curriculum
of family, peer groups, neighborhoods,
churches organizations, occupations,
mass, media and other socializing forces
that "educate" all of us throughout our
lives

16. HIDDEN OR COVERT
CURRICULUM
• That which is implied by the very structure
and nature of schools, much of what
revolves around daily or established
routines.
• • the "hidden curriculum," which refers to
the kind of learning children derive from
the very nature and organizational design
of the public school, as well as from the
behaviors and attitudes of teachers and
administrators

17. NULL CURRICULUM
• That which we do not teach, thus giving
students the message that these elements
are not important in their educational
experiences or in our society
• Unfortunately, without some level of
awareness that there is also a well-defined
implicit agenda in schools, school
personnel send this same type of
message via the hidden curriculum.

18. PHANTOM CURRICULUM
• the enculturation of students into the
predominant meta-culture
• acculturating students into narrower or
generational subcultures.

19. CONCOMITANT CURRICULUM
• What is taught, or emphasized at home, or
those experiences that are part of a
family's experiences, or related
experiences sanctioned by the family.

20. RHETORICAL CURRICULUM
• comprised from ideas offered by policymakers,
school officials, administrators, or politicians.
• come from those professionals involved in concept
formation and content changes
• from those educational initiatives resulting from
decisions based on national and state reports,
public speeches,
• from texts critiquing outdated educational practices.
• also from the publicized works offering updates in
pedagogical knowledge.

21. CURRICULUM-IN-USE
• The formal curriculum (written or overt)
comprises those things in textbooks, and
content and concepts in the district
curriculum guides. However, those
"formal" elements are frequently not
taught.
• The curriculum-in-use is the actual
curriculum that is delivered and presented
by each teacher.

22. RECEIVED CURRICULUM
• Those things that students actually take
out of classroom;
• those concepts and content that are truly
learned and remembered

23. INTERNAL CURRICULUM
• Processes, content, knowledge combined
with the experiences and realities of the
learner to create new knowledge. While
educators should be aware of this
curriculum, they have little control over the
internal curriculum since it is unique to
each student.

24. ELECTRONIC CURRICULUM
• through searching the Internet for information, or
through using e-forms of communication.
• either formal or informal, and inherent lessons
may be overt or covert, good or bad, correct or
incorrect depending on ones' views.
• both for recreational purposes (as in blogs,
chatrooms, listserves, through instant
messenger on-line conversations, or through
personal e-mails) and for research and
information,

25. COMPETENCY CURRICULUM
• Consists of competencies.
• Assessment and certification of
achievement of the competencies is
sequentially integrated into each year of
the curriculum culminating with a
competency transcript upon graduation

26. MEANING OF CURRICULUM
DEVELOPMENT
• Curriculum development is the process of
deciding what to teach and learn, along
with the considerations needed to make
such decisions. It includes aspects such
as tasks, roles, expectations, resources,
time and space, and the ordering of all
these elements to create a curriculum plan
or document

27. MEANING OF CURRICULUM
DEVELOPMENT
• Curriculum development is
institutionalized change, which means that
it is sanctioned by the formal structures in
the educational institution. It is usually
aimed at improving the situation, and
therefore includes some form of evaluation
and is carefully documented or described

28. CURRICLUM PLANNING &
DEVELOPMENT
• Curriculum planning is a complex activity
involving the interplay of ideas from the
curriculum field and other related disciplines.
• However, the ultimate purpose of curriculum
planning is to describe the learning opportunities
available to students.
• Thus, curriculum planning is ultimately
concerned with the experiences of learners.

29. FOUNDATIONS OF
CURRICULUM PLANNING

30. SOCIAL FORCES

31. TREATMENT OF KNOWLEDGE

32. HUMAN GROWTH AND
DEVELOPMENT

33. LEARNING AS A PROCESS

34. ISSUES IN CURRICULUM
PLANNING
• Subject-centred vs. Learner-centred
curriculum
• Who plans the curriculum?
• The basics that constitute learning

35. CHARACTERISTICS OF GOOD
CURRICULUM & CURRICULUM
DEVELOPMENT

36. 1. The Curriculum is continuously evolving.

37. 2. The Curriculum is based on the needs of
the people.

38. 3. The Curriculum is democratically
conceived.

39. 4. The Curriculum is the result of a long-
term effort.

40. 5. The Curriculum is a complex of
details.

41. 6. The Curriculum provides for the logical
sequence of subject matter.

42. 7. The Curriculum complements and cooperates
with other programs of the community.

43. 8. The Curriculum has educational quality.

44. 9. The Curriculum has administrative
flexibility.

45. Thank you for LISTENING
GUYS!