POINT OF VIEW & NATURE OF CURRICULUM DEVELOPMENT

Curriculum comes from the Latin root, currere, which means to run. In
educational usage, the course of the race, with time came to stand for the
course of study. Nowadays, curriculum could have different meanings for different
people depending on how it is used (Palma, 1992).
Some authors define curriculum as the total effort of the school to bring
about desired outcomes in school and out-of-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. The elements of curriculum are
composed of:
1.
2.
3.
4.

Statement of aims and specific objectives

Selection and organization of content
Patterns of teaching and learning
Program of evaluation of outcomes.

Development connotes changes which are systematic. A change for better

means any alteration, modification or improvement of existing condition. To produce
positive changes, development should be purposeful, planned and progressive.
Purposeful change is a change that is intentional or directional. Planning in this case
means two things: 1) There is a series of systematic and sequential steps leading to
a target, and 2) These are executed over a period of time. Positive change brings
about improvement. It takes a person or a group to higher level of perfection.
Palma (1992) states that curriculum development should then be concerned
with the drawing up of plans for teaching and learning activities in classroom
situations that will bring about positive changes in the lives of the learners. It is
based on the Schools Vision, Mission and goals and identifies ways of translating
these into coherent and coordinated program of meaningful experiences and
conditions eliciting responses that will lead to the transformation of the learners into
authentic, warm and sensitive human beings.
There are two models of curriculum development:
A. RALPH TYLER MODEL: Four Basic Principles known as TYLERS RATIONALE
Ralph W. Tyler developed the objectives-based curriculum design model.
Tyler discussed that it focuses on programs objectives as stated and what was
actually achieved .
Tyler proposed the following sequential steps:
1
2
3
4
5
6

Establish broad goals or objectives

Classify objectives
Define objectives in behavioral terms
Find situation in which achievement of objectives can be shown
Develop or select measurement technique
Collect student performance data; and

Compare data with behaviorally stated objectives

Clearly, the focal point of the Tyler model is on the objectives. Thus, the
effectiveness of the approach depends on the establishment, classification, and
definition of objectives, which become the basis of data collection and analysis. The
model suggests a dynamic, cyclic process where the data and information provide
the necessary feed back to the designer on the need to refine or formulate
objectives. Modifications and adjustments of the objectives enable the system to
function optimally.
These steps can be summed up as Tyler posited the four fundamental
principles or questions for the school, namely:
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these
purposes?
3. How can these educaitonal experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
By addressing the assessment of curriculum development system, Tyler also
introduced the concept of a structural cycle whereby evaluation can lead to a
reconsideration of purpose. Such a
cycle
reduces
the
somewhat
cumbersome process of planning and
makes it possible to treat curriculumPURPOSE
making in a systematic manner.
Tyler said that there are three
IDEAL
fundamental elements of curriculum.
GRADUATES
These are
Purpose which indicates the

goals and directions the school

should take
Means
which
suggest
the

learning
experiences
and
resources that are to be
selected,
organized,
and
implemented in pursuit of the purpose
Assessment of outcomes, which measures the degree of which purposes

ASSESSMENT

MEANS

have been met

The three subsystems Purpose, Means ans Assessments are enclosed in a
circle suggesting that they constitute the totality of curriculum. The circle is also
indicative of the continuous process of curriculum development. Curriculum is far
from being static. Curriculum is always tentative and is meant to undergo a
process of development to bring it to ever higher levels of effectiveness. The

concurrent process of planning and implementing, evaluating and revising the

curriculum goes on in a never-ending cycle always taking into consideration the
constantly shifting needs of the learners, the emerging thrusts of the school and its
sponsors, the changing expectations of the larger society, and the exigencies of the
times.
The two-way arrows indicate the dynamic interaction and relationships that
should exist among the subsystems if the system is to function well. The
arrowheads in the outer circle going counterclockwise indicate the normal sequence
in the process of curriculum planning and development. Logically, the first step
should be the determination of purpose and objectives. However, in curriculum
development it is possible that one can start with any step. One might even begin
with the assessment or evaluation phase. Using the result of this evaluation or
assessment, we can examine and make adjustments in the purpose and the means
of attaining this purpose.
The ultimate measure of the success or failure of the total school enterprise
depends on the formation of the Ideal Graduate.
B. HILDA TABA improved Tylers rationale by making a linear model. She believes
that teachers who teach or implement the curriculum should participate in the
curriculum development. It was called as a GRASSROOTS APPROACH. It is based
on seven major steps where teachers could have a major input.
1. Diagnosis of learners need and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it.
Thus, as you look at the curriculum models, the three interacting processes in
curriculum development are planning, implementing and evaluating. This is called
the PIE Model

The Pie Model is based on a universal

management model involving three processes:
planning, implementing, and evaluating or the
PIE Management Model.
In planning stage, it involves the
formulation or clarification of the school
purpose. School purpose is summed up in the
school vision. Vission issues from the
phylosophy of the school, expressed in the
school mandate or mission statement and
delinetaed in the school goals. Learning
objectives are drawn from these goals which
become the operational and specific targets of
the achievement on the classroom level.
The implementing stage includes two aspects: the selection of learning
content based on school purpose and the preparation for immediate
implementation of the instructional plan.
The last stage is evaluating stage. The results of instruction are measured
and evaluated vis-a-vis specific learning objectives.

The seven (7) types of curriculum operating in Schools

1. RECOMMENDED CURRICULUM: This is proposed by scholars and professional
organizations like DepEd, CHED, DOST, PAFTE, BIOTA, etc. They may recommend
the curriculum to be implemented in the elementary and secondary
2. WRITTEN CURRICULUM: appears in school, district, division or country documents.
This includes documents, course of study or syllabi handed down for
implementation. Most of the written documents are made by curriculum experts
with participation of teachers. These were pilot-tested or tried out example BEC, K
to 12, etc. Another is written lesson plan of each classroom teacher made up of
objectives and planned activities of the teacher.
3. TAUGHT CURRICULUM: what teachers implement or deliver in the classroom or
schools. The different planned activities which are put into action in the classroom/
These are varied activities that are implemented in order to arrive at the objectives
or purposes of written curriculum. These are used by the learners with the guidance
of teachers. These is also based on the learning styles of the students and the
teaching styles of the teachers.
4. SUPPORTED CURRICULUM: resource-textbooks, computers, audio-visual materials
which support and help in the implementation of the curriculum. For a successful
teaching, there must be a set of materials which should support curriculum that
includes material resources such as textbooks, computers, audio-visual materials,

laboratory equipment, playground, zoos and other facilities. Support curriculum

should enable each learner to achieve real and lifelong learning.
5. ASSESSED CURRICULUM: This refers to a tested and evaluated curriculum. At the
duration and end of teaching episodes, series of evaluations are being done by
teachers to determine the extent of teaching or to tell if the students are
progressing. It uses paper-and-pencil tests, authentic instruments like portfolio are
being utilized.
6. LEARNED CURRICULUM: This refers to the learning outcomes achieved by the
students. Learning outcomes are indicated by the results of the tests and changes
in behavior which can either be cognitive, affective or psychomotor.
7. HIDDEN CURRICULUM: This is the unintended curriculum which is not deliberately
planned but may modify behavior or influence learning outcomes. Peer influence,
student environment, physical conditions, teacher-learner interaction, mood of the
teachers, and many other factors may make up the hidden curriculum.

Activity # 4
Directions: Based on your actual observations, experiences and interviews,
identify the existence of the different curricula. Write specific examples or
evidences. Record your data in a matrix as suggested below.
Types of Curricula
Operating in School
1. Recommended
Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported Curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden Curriculum

Examples from Observations, Experiences or

Interviews

Activity # 5
Directions: Get a copy of the K to 12 Curriculum and other documents about K to
12 program. Identify its vision, the goals and purposes, means of implementation of
the curriculum and the different ways of evaluating it.