The curriculum refers to all learning experiences within the context of education.
Curriculum development is defined as planned, a purposeful,
progressive, and systematic process to create positive improvements in the educational
system.
A curriculum is evolving because it flows with social fluctuations.
Schedule is the least important in examining the curriculum.
The purpose of the school embodies the vision and mission statements of a school.
Tyler's curriculum model is top-down.
Understanding by Design (UBD) was adapted by the Philippines in 2010. UBD is an example of recommended curriculum.
Collections of lesson plans, curriculum guides and DepEd and CHED orders are written curriculum.
Textbooks and magazines belong to supported curriculum.
When the curriculum aims to develop the whole child, this approach is humanistic.
Correlated curriculum is a curriculum design that blends various content courses.
Educational institutions are primarily focused on academic training. This is in line with intellectual development.
Institutional curriculum refers to the curriculum derived from the societal level, with modification by local educators or lay people.
The curriculum perceived and experienced by each student, and may, therefore, vary among learners because of individual differences is called experiential curriculum.
Written curriculum includes documents, course of study, or syllabi handed down to the schools, districts, division, departments, or colleges for implementation.
Curriculum may be defined in many ways. This proves that the concept of curriculum may be defined from different perspectives.
A curricularist is a person who is involved in curriculum knowing, writing, planning, implementing, evaluating, innovating, and initiating.
The teacher writes books, modules, laboratory manuals, instructional guides, and reference materials in paper or electronic media. He/she is a curriculum writer.
It is the role of the teacher to make a yearly, monthly or daily plan of the curriculum. He/she is a curriculum planner.
The curricularist attends to seminars, workshops and pursues graduate work. He/She is a curriculum knower.
A teacher shows the hallmark of being an excellent teacher by being able to make out of the box positive changes in the curriculum how. As a curricularist, he/she is a curriculum innovator.
Experience-centered curricula should not be geared towards common belief systems.
Curriculum laboratory is a place or workshop where curriculum plans or learning opportunities are created.
A course of study is an official guide prepared for administrators, supervisors, and teachers of a particular school or school system, as an aid to teaching a given subject or areas of study for given level or grade.
Learning experiences refer to certain activities that the learner undergoes in reaction to the environment where he has an opportunity to interact.
Grade placement refers to the allocation of content to definite grade capable of learning.
The professor suggests that the curriculum should primarily be a cognitive process. This means that the curriculum should develop critical thinking skills.
The history of curriculum development includes the hidden curriculum approach. The content emphasis of the hidden curriculum are implicit processes and social norms.
One of the factors in curriculum planning which is concerned in identifying the required resources and listing of the estimation of expenditure and revenue is situational analysis.
Curriculum improvement is referred to as the alteration of certain aspects of the curriculum without changing its fundamental elements/structure and conception.
Curriculum change refers to the alteration in the structure and design of learning experiences based on new conceptions.
Implementation is the process wherein the curriculum is used in school and is considered as the instructional phase of the curriculum development process.
Integration is the dimension of curriculum design when you connect the lesson learned in one subject area to a related content in another subject area.
Substitution is a category of curriculum change which involves replacing or substituting the current curriculum with a new one.
Alteration is a category of curriculum change which involves minor changes in the existing curriculum.
Perturbation is considered as a disruptive change in curriculum wherein teachers are expected to adapt within a fairly short period of time.
Curriculum development includes the sub-processes of curriculum planning, organization, implementation, and evaluation.
Correlated pattern of organizing content/subject matter is used if Science subject is enriched by identifying related concepts in Mathematics.
If the curriculum is the "means," Instruction is the "ends."
Separate subject curriculum design divides the school day into
different periods such as English, Filipino, Mathematics, Science and Social
Studies.
Continuity is the vertical repetition and recurring appearances of the content in the curriculum.
Curriculum design refers to the arrangement of the components and elements of the curriculum.
Curriculum monitoring is the periodic assessment and adjustment of a curriculum during its try-out period. It determines how the curriculum is working, such that the monitoring reports become the basis of decisions on what aspects have to be retained, improved, or modified.
Intended curriculum refers to the objectives set at the beginning of any particular lesson.
Implemented curriculum refers to the various learning activities or experiences of the students in order to achieve the intended curricular outcomes.
To provide continuous and cumulative learning, a vertical relationship among the elements of the curriculum provides sequence.
One type of curriculum design under subject-centered model is Broadfield curriculum in which the subjects geography, economics, political science, anthropology, and history are combined into one subject called Social Studies.
In simple-complex sequence, content and experiences are organized from simple to complex, from concrete to abstract, from easy to difficult.
In chronological learning, the order of events is made as a basis of sequencing the content and experiences.
In vertical articulation, contents are arranged from level to level or grade to grade so that the content in a lower level is connected to the next level.
Balance refers to the equitable assignment of content, time, experiences and other elements needed in curriculum design.
In selecting the curriculum content, it is better that throughout the high school years, economic concepts be used to recur and be repeated with depth for effective learning. This shows continuity in curriculum.
The Filipino learners envisioned by the Department of Education in the light of K-12 Curriculum are functionally literate or holistically developed Filipino.
In the elementary level, English Literature and Social Studies relate well. While history is being studied, different literary pieces during the historical period is being studies as well. This is an example of correlated curriculum design.
Curriculum organization involves decisions, among other things, on grade placement on sequencing of content.
The need to conform to international standards has greatly influenced the introduction of K-12 reform in basic education.
When teachers lead other teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments, they play the role of curriculum specialists.
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.
Students in Grades 7 and 8 take exploratory subjects in TLE at 40 hours per quarter.
Specializations in Junior High School and TLE are taken by students in Grades 9 and 10.
Republic Act No. 10533 is also known as "Enhanced Basic Education Act of 2013."
Mother Language or First Language refers to the language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most.
Under the K-12 Curriculum, Kindergarten Education is the first stage of compulsory and mandatory formal education which consists of one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade 1.
Kindergarten Education Act mandated the adoption of the mother tongue-based multilingual education (MTB-MLE) method prior to the K-12 curriculum reform.
The mother tongue of the learner shall be the primary medium of instruction for teaching and learning in the kindergarten level.
Under the Republic Act No. 10157 or Kindergarten Education Act, exceptions on the use of mother tongue shall be made to the following cases:
1. When
the pupils in the kindergarten classroom have different mother tongues or when
some of them speak another mother tongue;
2. When
the teacher does not speak the mother tongue of the learners;
3. When
resources, in line with the use of the mother tongue, are not yet available;
and
4. When teachers are not yet trained how to use the MTB-MLE program.
Programs for the Gifted and Talented refer to comprehensive programs for the gifted and talented learners in all levels of basic education.
Programs for Learners with Disabilities refer to the comprehensive programs designed for learners with disabilities which may be home-, school-, center- or community-based.
Madrasah Program refers to the comprehensive program using the Madrasah curriculum prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos, for Muslim learners in public and private schools.
In Education Service Contracting (ESC), the government enters into contracts with private educational institutions or non-DepEd public schools to shoulder the tuition and other fees of junior high school students who would like to enroll in private high schools.
In the voucher system, the government issues a coupon directly to
senior high students to enable them to enroll in eligible private educational
institutions or non-DepEd public schools of their choice under a full or
partial tuition or schooling subsidy.
Based on the curriculum requirement provided by all countries sampled, the language which is seemingly universal is English.
When a school applies the systems approach to curriculum planning, it is expected that the parts of the school system are considered in terms of how they relate to each other.
Curriculum evaluation is being undertaken by the developers when
they try to obtain relevant and significant information to be able to judge the
worth of an educational program, its product, procedures, and objectives.
Curriculum organization involves decisions, among other things, on grade placement and sequencing of content.
Robert M. Hutchins viewed curriculum as "permanent studies" where then rules of grammar, reading, rhetoric and logic, and mathematics for basic education are emphasized.
Hollis Caswell sees curriculum as organized around social functions of themes, organized knowledge and learner's interest.
Ralph Tyler believes that curriculum is a science and an extension of school's philosophy.
According to William Kilpatrick, curricula are purposeful activities which are child- centered.
Harold Hugg introduced the concept of the development of the whole child, the inclusion of social studies, and the importance of curriculum planning in advance.
Werret Charters believes that the objectives, along with the corresponding activities, should be aligned with the subject matter or content.
Ralph Tyler believed that curriculum is a science and an extension of the school's philosophy.
The key to the success or failure in teaching and learning, being the link between the child and the curriculum is the teacher.
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 is called concomitant curriculum.
Received curriculum refers to what students actually take out of classrooms; those concepts and content that are truly learned and remembered.
Processes, content, and knowledge combined with the experiences and realities of the learner create new knowledge and this form part of the internal curriculum.
Null curriculum are those we do not teach, thus giving students the message that these elements are not important in their educational experiences.
Societal curriculum is the farthest from the learners since this is where the public stakeholders (politicians, special interest groups, administrators, professional specialists) participate in identifying the goals, the topics to be studied, time to be spent in teaching/learning, and materials to aid instruction.
Hilda Taba improved Tyler's Rationale by making a linear curriculum model.
When content or subject matter will contribute to basic ideas, concepts, principles and generalization to achieve the overall aim of the curriculum, then there is significance.
The authenticity of the subject matter selected is its validity.
Learnability means that the subject matter in the curriculum should be within the range of experiences of the learners.
The constant repetition, review and reinforcement of learning is called continuity.
Sequence is the logical arrangement of the subject matter.
In the managerial approach, the principal is the curriculum leader and at the same time instructional leader who is supposed to be the general manager.
While the subject curriculum design centers on the cluster of content, discipline design focuses on academic disciplines.
CIPP Model stands for Content,
Input, Product, and Process.
The best feature of Tyler's Rationale is the planning phase.
The function of the curriculum models is to provide framework for curriculum guides.
The subject matter or content to be learned must be within
the time allowed, resource available, expertise of the teacher, and nature of
learners. This addresses the feasibility
criterion in selection of content.