This document discusses various perspectives on curriculum from headlines in the news to definitions from experts. It notes the varied demands placed on schools about what should be taught and learned. Key topics discussed include the K-12 curriculum shift in the Philippines, nature deficit disorder in children, teachers' reluctance to teach beyond the written curriculum, and parental involvement in school learning. The document also explores questions around what language should be used in the classroom and debates over what curriculum should include, such as the development of lifelong skills, character, and emphasis on mother tongue, national, and global languages. It provides several definitions of curriculum focusing on courses, experiences, goals, objectives, content, activities, and outcomes.

1. The Teacher as a Knower of
Curriculum
BY:
MARVIN ROTAS PAYABYAB

2. 1. What can you say of these HEADLINES?
2. Do these reflect what are going on in
our schools?
3. Should the public know & be involved
in the schooling of their citizens?
4. What are the implications of each
headline to the classroom curriculum?

3. Philippines Shifts to K to 12 Curriculum

4. Nature Deficit Syndrome On The Rise
Among School Children

5. Teachers are Reluctant to Teach Beyond
Written Curriculum

6. Co-curricular Activities:
Learning Opportunities of Distraction?

7. Parents Get Involved in School Learning

8. Varied demands on what schools should do
and what curriculum should be taught.

9. Development of
Lifelong skills
Development of
character
EMPHASIS SET ASIDE

10. mother
tongue
national
language
global
language
What language should be used in the classroom?

11. There seems to
be a confusion
about what
curriculum
should really
be.

12. CURRICULUM
Should be understood by
teachers and other
stakeholders to affect
students, parents, politicians
businessmen, professionals,
gov’t officials, or even
common people

13. CURRICULUM
came from the Latin word
“currere” referring to the
oval track in which the
Roman chariots raced

14. Curriculum as the
whole body of a
course in an
educational
institution or by a
department

15. Curriculum as
courses taught in
schools and
universities.

16. Curriculum is equated with the syllabus regarded
as all the teaching-learning experiences which
the students encounters while in school

17. Daniel Tanner, 1980
Curriculum is planned and
guided set of learning
experiences and intended
outcomes, formulated
through the systematic
reconstruction of knowledge
and experiences under the
auspices of the school, for
the learners’ continuous and
willful growth in personal
social competence

18. Edmund T. Pratt, 1980
It is a written
document that
systematically
describes goals
planned, objectives,
content, learning
activities, valuation
procedures and so
forth.

19. Edmund T. Pratt, 1980
The contents of a subject, concepts and tasks to be acqui
planned activities, the desired learning outcomes
experience product of culture and an agenda to reform
society make up curriculum.