The Teacher and the School Curriculum

4. CURRICULUM
➔ derived from a Latin word ‘Currere’ which means a
‘race course’ or a runway on which one runs to
reach a goal.
➔ the instructional and the educative programme
➔ refers to the lessons and academic content
taught in a school
➔ standards-based sequence of planned
experiences

5. ➔ totality of learning experience provided to students so they can attain
general skills and knowledge at a variety of learning sites.
➔ Goodlad and Su (1992) define curriculum as a plan that consists of
learning opportunities for a specific time frame and place.
➔ is a set of courses, course work, and content offered at a school or
university
➔ is a focus of study, consisting of various courses all designed to reach
a particular proficiency or qualification
➔ refer to a defined and prescribed course of studies, which students
must fulfill in order to pass a certain level of education.

6. ➔ It is any criteria, element, aspect, that aids in
children's learning.
➔ Refers to an interactive system of instruction and
learning with specific goals, contents, strategies,
measurement, and resources. The desired
outcome of curriculum is successful transfer
and/or development of knowledge, skills, and
attitudes.
➔ According to Dat (no year) in Tomlinson (2008 Ed)
implied that curriculum requires too much to be
accomplished within a unit and that their
students want a more manageable and realistic
learning goal.

7. ➔ It is a body of subjects or subject matter prepared by the
teachers for the students to learn.
➔ It is a synonymous to “course of the study” or “syllabus”
➔ According to Robert Hutchins, “curriculum is a permanent
studies where rules of grammar, reading theories, logic, and
mathematics for basic education are emphasized.

8. ➔ According to Arthur Bestor, believes that the mission of
the schools should be intellectual training, hence,
curriculum should focus on the fundamental,
intellectual discipline of grammar, literature and writing.
It should also include math , science, history and foreign
language.
➔ According to Joseph Schwab, curriculum is divided into
chunks of knowledge-subject areas.
➔ Most of the traditional ideas viewed curriculum as
written documents or a plan of action in accomplishing
goals.
Source: Retrieved August 29, 2020 from https://bit.ly/3hHrW8t

9. ➔ A listing of school subjects, syllabi, course of study and list of courses or
specific discipline do not make a curriculum. These can only be called
curriculum if the written materials are actualized by the learner.
➔ Curriculum is defined as the total learning experiences of the
individual.
◆ Anchored on John Dewey’s definition of experience and education.
◆ He believed that reflective thinking is a means that unifies curricular
elements. Though that is not derived from action, but it was tested by
application.

10. ● According to Caswell and Campbell, they view curriculum as
“all experiences children have under the guidance of
teachers.”
● According to Smith, Stanley and Shores, curriculum is a
sequence of potential experiences set up in the schools for
the purpose of disciplining children and the youth in group
ways of thinking and acting.
Retrieved August 29, 2020 from https://bit.ly/3hHrW8t

11. NATURE OF
CURRICULUM

12. NATURE OF
CURRICULUM
- Curriculum is defined as the
total learning experience of
the individual.
- Curriculum is what is taught
to students including planned
and unplanned information,
skills, and attitudes.
English Class | Laredo York Primary School

13. Nature of Curriculum
Curriculum is that which makes a difference between
maturity and immaturity, between growth and stasis, between
literacy and illiteracy, between sophistication (intellectual,
moral, social and emotional) and simplicity. It is the
accumulated heritage of man’s knowledge filtered through
the prisms of contemporary demands and pressures. It is
that wisdom considered relevant to any age in any given
location. It is that we choose from our vast amount of
heritage of wisdom to make a difference in the life of man.

14. Nature of Curriculum
1. The instructional programme as indicated by the course
offerings to meet the various requirements of a vast
heterogeneous population.
2. The courses of study, embodying outlines of knowledge
to be taught.
3. All the experiences provided under the guidance of the school.
English Class | Laredo York Primary School

15. Nature of Curriculum
Klein (1991) categorizes these in deciding what can &
should be selected in giving solutions in curriculum
decisions: – Content – Purposes, goals & objectives –
Materials & resources – Activities & teaching strategies –
Evaluation – Grouping, time & space.
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16. CONTENT
– comes from the disciplines or other organized bodies of
knowledge & can take several forms, such as facts, concepts &
generalization.
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17. OBJECTIVES
– referring to
specific
learning
outcomes.
PURPOSES
– eventual
outcomes of
learning that result
from work in a
curriculum over a
period of time are
commonly called
“purposes of
education”.
GOALS, OBJECTIVES &
PURPOSES
GOALS
- referring to general
learning outcomes.
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18. MATERIALS & RESOURCES
- include “the objects, places & people used to facilitate the
learning process— the tools used with students to assist
learning”.
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19. ACTIVITIES & TEACHING STRATEGIES
– are ways in which students become involved in learning the
curriculum.
ACTIVITIES
– can be passive or
active, self- directed or
teacher- directed
TEACHING STRATEGIES
– describe teachers’ roles
within activities that help
students meet the
learning outcomes.
English Class | Laredo York Primary School

20. – includes the procedures
for determining degrees
of student learning as
well as methods of
analyzing & interpreting
results.
Program evaluation
focuses on determining
how well the curriculum
works.
EVALUATION
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21. TIME
– is a limited
resource whose
allocations are
made by groups
outside, as well as
inside the school
setting.
SPACE
– refers to the
design & use of
school &
classroom
physical work &
play areas.
GROUPING, TIME
& SPACE
GROUPING
– refers to the
clustering of
students for
particular
experiences either by
grade, by experiential
background, or by
ability levels.
English Class | Laredo York Primary School

22. Nature of Curriculum
ADDITION:
Decisions also have values dimensions – Curriculum decisions are made on the basis of
people’s values & beliefs (Goodlad & Su, 1992, Tyler, 1949)
VALUES
Values must satisfy the
criteria of ideas chosen
from alternatives, based
on considerations of their
consequences, cherished
enough to be made public,
& acted upon in some way.
BELIEFS
Beliefs refers to ideas
accepted as true, but
more susceptible to
change than values
(Raths, Harmin, & Simon,
1978).
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23. Purpose
➔ Set out the principles
➔ Aims the contents of the subjects
➔ Sufficient Instructional Time
➔ More Skilled and Competent
Labor Force
➔ Recognition as Professionals
Abroad
➔ Confident Learner
➔ Responsible Citizen
➔ Effective Contributor

24. SUCCESSFUL LEARNERS
● Enthusiastic and motivated
learners
● Capable in using literacy and
numeracy skills
● Uses technology for learning
● Think creatively and
independently
PURPOSE OF CURRICULUM IS TO
CREATE A/AN:
CONFIDENT INDIVIDUALS
● Possess self-respect
● Ambitious
● Secure values and beliefs
● Capable on managing
themselves
● Pursue active and healthy
lifestyle
● Assess risk and make
informed decisions

25. RESPONSIBLE CITIZENS
● Respect for others
● Participate in social, political,
economic, social and cultural
life.
● Make informed choices and
decisions
● Developed informed, ethical
views
PURPOSE OF CURRICULUM IS TO
CREATE A/AN:
EFFECTIVE CONTRIBUTORS
● Possess enterprising attitude
● Resilient
● Self-resilience
● Can communicate in diff. ways
and settings.
● Take lead and initiave
● Solve problems

26. The attributes and capabilities can be
used by establishments as a guide to
check whether the curriculum for any
individual child or young person
sufficiently reflects the purposes of the
curriculum.

28. References References
References
Srivastava, S. (2013)
“Curriculum”
https://www.slideshare.net/shivalis
rivastava12/curriculum-
24133230?fbclid=IwAR27Mh8fgFc
R-
rhG5qx9O_pwCPznnTW4kqbGyT-
ssgqoIvARixBjUBz8LtQ
“The purpose of curriculum”
https://courses.lumenlearning.com/su
ny-oneonta-education106/chapter/4-
1-the-purpose-of-curriculum/
De julio, J. (2014)”Curriculum
concepts “
https://www.slideshare.net/bugsydejul
io/curriculum-
concepts?fbclid=IwAR1zRIb7r1DobE
82m8oF6EseZhb7lotDEBII-
jHLaMMcj1RdnqEknNjbeWw
Mahmud_rikimaru (2013), definitions of
curriculum
https://www.slideshare.net/mahmud_rik
imaru/definitions-of-curriculum-
15831554
NATURE OF CURRICULUM
1. https://www.slideshare.net
/valarpink/curriculum-its-
meaning- nature-and-
scope#:~:text=Nature%20of%
20curriculum%20Curriculum%
20is,social%20
and%20emotional)%20and%20s
implicity.
2. https://www.slideshare.net
/RachelSamson/chapter-2-
curriculum-
decision-making-complete?
fbclid=IwAR130aR747ROHSQgoadM
eB4K0mBjkDcBhFrKCNnQPJx2kEddn
U5Was5y4 HY

29. Definition of Curriculum

30. NATURE OF CURRICULUM
MEMBERS:
ALBEOS, ELIZABETH Q.
BULAN, ROBIE MEA V.
CORTON, HANNAH MAE S.
GOLORAN, ERNESTINE KYLE
English Class | Laredo York Primary School

31. Purpose of Curriculum Team

32. End of Presentation
PED 307 AY 2020-2021. Lesson 1
Thank
you.