The document discusses curriculum approaches, determinants, and issues. It outlines four main curriculum approaches: behavioral, managerial, systems, and humanistic. It also identifies key determinants that influence curriculum development, including individual needs, social change, cultural change, and value systems. Finally, it lists several issues with curriculum, such as poor academic performance, overcrowded classrooms, lack of monitoring/evaluation, and ensuring proper scope, sequence, integration, and continuity.

1. Curriculum:
Curricular
Approaches,
Determinants
and Issues
PED 307 AY 2020-2021

2. CURRICULUM AND CURRICULAR
APPROACHES
Curriculum
-is a contested and often misunderstood concept. At a simple level, the
curriculum simply means a course of study.
Curricular Approach
-is a way of dealing with curriculum, a way of doing, creating, designing and
thinking about the curriculum

3. CURRICULAR APPROACHES
There are a number of distinct approaches more accurately, starting points to
curriculum-planning. It is necessary to be clear on which approach is being used
to ensure coherence and conceptual clarity.
There are four Curriculum Approaches:
● BEHAVIORAL APPROACH
● MANAGERIAL APPROACH
● SYSTEMS APPROACH
● HUMANISTIC APPROACH

4. CURRICULAR APPROACHES
BEHAVIORAL APPROACH
- The proponent of this approach is Frederick Taylor
- It is anchored on the behaviorist principle. It is based on a blueprint while
the goals and objectives are specified. Contents and activities are also
arranged to match with the learning objectives.
- Its main aim is to achieve efficiency. The learning outcomes are evaluated
in terms of goals and objectives set at the beginning.
- CHANGE IN BEHAVIOUR indicates the measure of the accomplishment.

5. CURRICULAR APPROACHES
MANAGERIAL APPROACH
It became dominant in the 1950’s and 1960’s. Based on following principle:
1. General Leader/ Manager: He/She sets the policies and priorities,
establishes the direction change and innovation and planning and organising
curriculum and instruction.
2. Instructional Leader
3.Curriculum Leader: He looks at the curriculum changes and innovations
as they administer the resources and restructure the school infrastructure.

6. CURRICULAR APPROACHES
MANAGERIAL APPROACH
Role of Curriculum Leader (Ornstein and Hunkins, 2004):
1. To help in the development of School’s educational goals.
2. To plan curriculum with students, parents, teachers and other stakeholders.
3. To design programs of study by grade levels.
4. To help in the evaluation and selection of textbook.
5. To assist teachers in the implementation of the curriculum.
6. To develop standards for curriculum and instructional evaluation.

7. CURRICULAR APPROACHES
MANAGERIAL APPROACH
Role of Curriculum Leader (Ornstein and Hunkins, 2004):
7. Plan or schedule class or school calendar.
8. Prepare curriculum guides or teacher guides by grade level or subject area.
9. Observe Teachers.
10. Encourage Curriculum innovation and change.

8. CURRICULAR APPROACHES
MANAGERIAL APPROACH
School Administration:
They are less concerned about the content than about the organization
and implementation. Less concerned about subject matter, methods and materials
than improving the curriculum.

9. CURRICULAR APPROACHES
SYSTEMS APPROACH
(GEORGE BEAUCHAMP)
The whole system is approached by system theory. The whole approach
represents line-staff relationship of personnel and represent the way, how the
decisions are made? It gives the equal importance to all levels:
● Administration
● Counselling
● Curriculum
● Instruction
● Evaluation.

10. CURRICULAR APPROACHES
HUMANISTIC APPROACH
It is rooted in the progressive philosophy and follows the child centred
movements. It considers the formal or planned curriculum and the informal
or hidden curriculum. It considers the whole child and believes that in
curriculum the total development of the individual is the prime consideration.
THE LEARNER IS AT THE CENTER OF THE CURRICULUM

11. CURRICULAR APPROACHES
Another View Point
Taylor’s Model (A Classical Model):
It is often termed as Taylor’s Model and Objective Model. It emphasis on
consistency among objectives, learning experiences and outcomes. Curriculum
objectives indicate both behaviour to be developed and are content to be applied.

12. CLASSICAL MODEL
Four Principles of Teaching:
1. Defining Appropriate Learning Objectives.
2. Establishing Useful Learning Experiences.
3. Organising Learning Experiences to have maximum Cumulative effect.
4. Evaluating the curriculum and Revising those aspects that did not prove to be
effective.

13. HILDA TABA’S MODEL
It is known as Grassroot Approach, where teachers are involved in the
development of curriculum. Here the goal is to provide students with cognitive
support. Taba’s model include seven steps:
1. Diagnosis of Students’ needs: Educators must first identify the students’ needs
for the development of curriculum.
2. Formulation of Objectives: Objectives should be specific.
3. Selection of Content: The content matches the objectives, as well as
demonstrates validity.

14. HILDA TABA’S MODEL
4. Organisational Chart: Curriculum content is designed based on students’
interest, development and achievement.
5. Selection of learning experiences: Instructional methods are selected by
teachers.
6. Organisation of learning activities: The organisation of learning activities is
determined by the teacher.
7. Evaluation: Evaluation procedures are determined by students and teachers.

15. CURRICULUM: DETERMINANTS

16. Curriculum: Determinants
Curriculum determinants include all those
factors that influence in some way or another the
process of curriculum making as well as the
implementation of curriculum.

17. The major Determinants of Curriculum:
❏ Individual Needs
❏ Social Change
❏ Cultural Change
❏ Value System

18. INDIVIDUAL NEEDS
The curriculum is determined by the physical development,
social development, moral development and needs of the learner for
development, intellectual aesthetic development.
A holistic development of the learner is possible through a
curriculum. Therefore, the needs of the learner is a major
determinant of the curriculum.

19. SOCIAL CHANGE
A change in the lifestyle of a group , a community or a society is called Social
Change.
Social change includes technological changes economic changes, political changes
and changes in values.
The technological change cause in the style of living and therefore influence the
curriculum accordingly.
Economic change demand changes in curriculum by bringing about change in
occupational structure.
Political changes have an impact on curricula. The policies of the government
decide the core features.

20. CULTURAL CHANGE
Culture is the totality of one's Customs, norms, Values beliefs, techniques and
practices that characterize social living.
This is an important determinant of curriculum.
The beliefs, values and norms held by and propagated by a society is instrumental in
deciding the different aspects of the curriculum.
Every society tries to preserve and transmit its Culture and education is a potent tool
in this regard.
Curriculum is therefore a very significant force in deciding the experiences that are to
be included in the curriculum

21. VALUE SYSTEM
Values play a crucial part in the formulation and implementation of
educational ideologies.
Generally, there are two kinds of values that enter into curriculum making.
(1) Ultimate values that determine the aims and purposes of education.
(2) Instrumental values that are related to the means of education.
The ultimate values and instrumental values of a society decides the type of
curriculum appropriate for it.

22. Curriculum: Issues

23. Curriculum: Issues
● Poor academic performance of learners.
● How does the performance of learners relate to the curriculum? Our basic education curriculum was prepared by
experts in the field of curriculum making and the subject specialization. The written or intended curriculum is well
crafted and all elements of the curriculum are considered. But why are filipino learners are lagging behind from their
counterparts in our neighboring countries of South -East Asia in the international test called TIMMS.
● There is perennial complaint about books and other instructional materials.
● Overcrowded classrooms do not provide a good learning environment.
● Ill prepared teachers, poor attitude towards change and low morale of teachers
● Leadership support from principals

24. Curriculum: Issues
● Lack of regular monitoring and evaluations.
● After a new curriculum has been installed, it is left unattended. Inadequate monitoring activities
to find out curricular strengths or weaknesses and problems are being encountered. Very little
means is provided to find out if the implementation is running smoothly or not. When the time
of implementation ends, sometimes there is no evaluations aspect, thus the innovation cannot
be judge as failure or success for it to be continued or not.

25. Curriculum: Issues
● Teaching and Learning in the Curriculum
● The deluge of information in our midst and the different ways of retrieving them have become a
challenge to both teaching and learning. The curriculum seems to be overloaded: too many
subjects to cover, too many topics to teach. Sometimes the curriculum is fragmented or is simply
boxed. Unfortunately, the learner’s life is not compartmentalized. Subject matter overlaps and
integrates naturally and holistically.

26. Curriculum Issue
● Innovations result to teacher burnout.
● With so many new changes taking place in the curriculum, many teachers are getting burning
out. They get tired so easily and motivation is very low. It is because they cannot cope with rapid
changes that take place. They themselves cannot adjust to the changes that are being
introduced. They would prefer the “Good old” days and stick to what they had been doing which
are not anymore compatible with the times.
● Innovations are not communicated to all.
● Only the managers of the proponents understand the changes. Those who are directly involve
merely follow hook lines and sinker. This is called regimentation. Changes when introduced this
way, may falter along the way because the people involved are not empowered.

27. Curriculum Issue
● Scope relates to what should be taught or learned.
● Sequence relates to when different parts of the curriculum should be
learned with respect to the other parts of the curriculum.
● Integration or Balance relates to how different strands of a piece of
curriculum relate to other things
● Continuity relates to how previous learning and future learning relate in
terms of cumulative effects of learning.

28. Curriculum Issue: Scope
● Scope refers to the breadth of the curriculum- the content,
learning experiences and activities to be included in the
curriculum.
● The scope can be arrived at by answering the following
questions:
○ What do young people need in order to succeed in the society?
○ What are the needs of the locality, society, nation and world?
○ What are the essentials of the discipline?

29. Curriculum Issue: Sequence
● There are many ways in sequencing:
○ simple to complex
○ chronological
○ easy to difficult
○ developmental
○ prerequisite learning
○ close at hand to far away
○ whole to parts
○ easy to difficult
○ parts to whole
○ known to unknown
● Sequence relates to when
different parts of the
curriculum should be learned
with respect to the other
parts of the curriculum.

30. Curriculum Issue: Balance or Integration
The curriculum should integrate:
1. Cognitive, affective, and psychomotor objectives and abilities
2. Knowledge and experience
3. Objectives and content
4. Child’s activity and needs with the society needs and activity.
It should be related to the social environment of the
students.

31. Curriculum Issue: Continuity
• Continuity is the repetition of important concepts within the curriculum vertical or
over time.
• For example, if developing critical thinking is important in a curriculum than this concept will appear
throughout the curriculum at a gradual higher and higher level of complexity. This ensures that the
students develop mastery of the important concept or idea.
• The person who has developed the idea of continuity to its highest levels is probably
Jerome Bruner. He is widely known for the development of the spiral curriculum in
which ideas are developed and redeveloped over the course of a curriculum. Burner
is famous for this because he was one of the first to document and explain this
technique.

32. References:
Bilbao, Purita, et al. 2008. Curriculum Development. LORIMAR Publishing Inc.
Manila, Philippines.
Randhawa,M. 2016. Curriculum Approaches. Retrieved from:
http://www.jssgoi.com/wp-content/uploads/2016/10/Lectures.pdf

33. MEMBERS
Curricular Approaches
● Benis, Josephine
● Abuga, Sahara Mae
● Selorio, Glenn
● Urbiztondo, Aim
● Bonghanoy, Iris
Issues
● Blanco, Quennie May P.
● Tompong, Zennebeth B.
● Amoro, Denneth Mae E.
● Varona, Chiera Faye C.
Determinants
● Cafe, Bernadeth
● Ilagan, Jeeya
● Paloma, Ella Xandra
● Plaza, Leigh Daniel
● Torralba, Jim Louise

34. Thank you.