1. DEFINITION OF CURRICULUM DEVELOPMENT
Curriculum development is defined as the
process of selecting, organizing, executing and
evaluating the learning experiences on the basis
of the needs, abilities, and interest of learners,
and on the basis of the nature of the society or
community.

2. It is a continuous process for the possibilities of
improving the teaching-learning situation. Its goals
is a positive change; process; transformation in
the lives of the learners based on school’s
mission and goals. It should be produced in
coordinated program of meaningful experiences
for learner’s development (2009 Ed.) Curriculum
development is a decision-making process that
involves a variety of concerns (Bago).

3. The following are crucial questions to be asked
in developing a curriculum:
• What learning objectives should be included?
• What will be the bases for the choice of
objectives?
• Will the choice be based on the learner’s needs
and interests, or rather on the needs of the
society?
• Will the selection depend on tradition, the nature of
knowledge, or the learner’s characteristics?

4. • What philosophical and psychological theories
regarding the nature of learners as well as the
learning process will underpin the organization of
the content?
• Will the choice of methodology be in line with
accepted teaching-learning principles?
• Will the evaluation procedure be able to measure
the learning that is taking place?

5. Curriculum Models
Ralph Tyler Model: Four Basic Principles
This is also popularly known as Tyler’s
Rationale. He posited four fundamental questions or
principles in examining any curriculum in schools.
These four fundamental principles are as follows:

6. 1. What educational purpose should the school
seek to attain?
2. What educational experiences can be provided
that are likely to attain these purposes?
3. How can these educational purposes be
effectively organized?
4. How can we determine whether these purposes
are being attained or not?

7. In summary, Tyler’s Model show that in
curriculum development, the following
considerations should be made:
1. Purposes of the school
2. Educational experiences related to the
purposes
3. Organization of the experiences
4. Evaluation of the experiences

8. Hilda Taba improved on Tyler’s Rationale
model. She believed that teachers who teach or
implement the curriculum should participate in
developing it. Her advocacy is commonly called
the grassroots approach. She presented seven
major steps to her model where teacher should
have a major input. These steps are:

9. 1. Diagnosis of learners needs 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

10. Thus as one looks into curriculum models,
the three interacting processes in curriculum
development are planning, implementing and
evaluating.

11. Types of Curricula Operating in Schools
1. Recommended curriculum – proposed by
scholars and professional organizations. Most of
the school curricula are recommended. The
curriculum may come from a national agency like
the Department of Education (DepEd),
Commission on Higher Education (CHED),
Department of Science and Technology (DOST)
or any professional organization who has stake in
education for example the Philippine Association
for Teacher Education (PAFTE) or the Biology
Teacher Education (BIOTA) may recommend a
curriculum to be implemented in the elementary or
secondary education.

12. 2. Written curriculum – appears in school, district,
division or country documents. This includes
documents, course of study or syllabi handed
down to the schools, districts, division,
departments or colleges for implementation. Most
of the written curricula are made by curriculum
experts with participation of teachers. These
were pilot-tested or tried out in sample schools or
population. Example of this is the Basic Education
Curriculum (BEC). Another example is the written
lesson plan of each classroom teacher made up
of objectives and planned activities of the
teacher.

13. 3. Taught curriculum – what teachers implement or
deliver in the classrooms and schools. The different
planned activities which are put into action in the
classroom compose the taught curriculum. These
are varied activities that are implemented in order
to arrive at the objectives or purposes of the written
curriculum. These are used by the learners with the
guidance of teachers. Taught curriculum varies
according to the learning styles of students and the
teaching styles of teachers.

14. 4. Supported curriculum – resources, textbooks,
computers, audio-visual aids which support and
help in the implementation of the curriculum. In
order to have successful teaching, other than the
teacher, there must be materials which should
support or help in the implementation of a written
curriculum. These refer to the support curriculum
that includes material resources such as
textbooks, audio-visual materials, laboratory
equipment, playgrounds, zoos, and other facilities.
Support curriculum should enable each learner to
achieve real and lifelong learning.

15. 5. Assessed curriculum – that which is tested and
evaluated. This refers to a tested or evaluated
curriculum. At the duration and end of the
teaching episodes, a series of evaluations are
being done by the teachers to determine the
extent of teaching or to tell if the students are
progressing. This refers to the assessed
curriculum. Assessment tools like paper-and-
pencil tests, authentic instruments like portfolio
are being utilized.

16. 6. Learned curriculum – what the students actually
learn and what is measured. 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.

17. 7. Hidden curriculum – the unintended curriculum.
This is not deliberately planned but may modify
behavior or influence learning outcomes. There
are lots of hidden curriculum that transpire in the
schools. Peer influence, school environment,
physical condition, teacher-learner interaction,
mood of the teachers and many other factors
make up the hidden curriculum.

18. Major Foundations of Curriculum
1. philosophical
2. historical
3. psychological
4. social

19. Philosophical Foundation
Philosophy
 provides educators, teachers and curriculum
makers with framework for planning, implementing
and evaluating curriculum in schools
 helps in answering what schools are for, what
subjects are important, how students should learn
and what materials and methods should be used
 in decision making, philosophy provides the
starting point and will be used for the succeeding
decision making

20.  philosophy gives direction to curriculum in terms
of goals and objectives,; the school’s underlying
beliefs and values have impact on curriculum
content and choice of appropriate instructional
strategies and learning activities in implementing
the curriculum
some philosophical beliefs that undergird the
curricula of schools are as follows:

21. Basic Philosophical Fundamental Idea(s) Curricular Implications
Beliefs
Metaphysics Study of what is beyond the Curriculum must go beyond its
natural (what is real is true) content; must consider what
the students can become
Epistemology Truth about the nature of Curriculum should revolve
knowledge around the issues on
teaching-learning process
Logic Focus on logical and The goal of all curricula must
accurate thought patterns be the of the ability of the
students to think logically
Axiology Values and ethics Development of a sense of
right and wrong

22. Basic Philosophical Fundamental Idea(s) Curricular Implications
Beliefs
Idealism • Importance of mind and Subject matter- or content
spirit and developing them focused,
in the learner Believing that this is
• Reality is in the ideas essential to mental and
independent of sense and oral development
experience
Realism (Aristotle) • truth can be Curriculum is subject-
tested/proven centered, organized from
• knowledge is derived simple to complex, and
from sense experience stressing mastery of facts
and development of
process and objective
skills, critical analysis and
attention to Science and
Math

23. Basic Philosophical Fundamental Idea(s) Curricular Implications
Beliefs
Pragmatism (W. James, The world is a world of • Provisions for direct
Dewey, Rousseau) change; man can know experiences
anything within his • Activity/learner-centered
experience, belief in • Basis: problems of
“learning by doing” democratic society focus
on problem solving inquiry
Perennialism (Hutchins, Human beings are rational Subject-matter consists of
Adler) and their existence remain perennial basic education
the same throughout of rational men: history,
differing environments; language, math, logic,
includes knowledge that classical literature,
has been endured through science, fine arts, cultural
the years heritage

24. Basic Philosophical Fundamental Idea(s) Curricular Implications
Beliefs
Existentialism Reality is a matter of Curriculum stresses
(Kierkegaard, Marcel, individual existence activity; recognition of
Sartre) individual differences,
The meaning of life is what opportunities for making
each individual makes; choices and awareness of
focus on conscious consequence, of
awareness of choice introspection and self
analysis through
individualized learning
experiences
Essentialism (Bagley) There are certain ideas Curriculum focused on
that men should know for assimilation of prescribed
social stability basic subject matter: 3Rs,
history, science, math,
language

25. Basic Philosophical Fundamental Idea(s) Curricular Implications
Beliefs
Reconstructionism (Plato, Societal reforms needed Curriculum should include
Augustine, Dewey, Counts, towards experiencing the subjects that deal with
Rigg) good life now and in the social and cultural crises to
future; schools are the prepare students to make
chief means for building become analyzer and
new social order ensure that democratic
principles are followed

26. Historical Foundations of Curriculum
Curriculum is not an old field. Majority of
scholars would place its beginning in 1918 with the
publication of Franklin Bobbit’s book The
Curriculum
Philippine education came back about from
various foreign influences. This can be traced back
to our glorious history. Of all the foreign educational
systems, the American educational system has the
greatest influence on our educational system.
The following are curriculum theorists and how
they view curriculum from historical prespective.

27. 1. Franklin Bobbit (1876-1956) – Bobbit presented
curriculum as a science that emphasizes on
students’ need. Curriculum prepares students for
adult life. To Bobbit, objectives with
corresponding activities should be grouped and
sequenced. This can only be done if instructional
activities and tasks are clarified.

28. 2. Werret Charters (1875-1952) – Like Bobbit, to
Charters curriculum is a science. It gives emphasis
on students’ needs. The listing of objectives and
matching these with corresponding activities
ensures that the content or subject matter is related
to objectives. The subject matter and the activities
are planned by the teacher.

29. 3. William Kilpatrick (1871- 1965) – Curriculum are
purposeful activities which are child- centered. The
purpose of the curriculum is child development and
growth. The project method was introduced by
Kilpatrick where teacher and student plan the
activities. The curriculum develops social
relationships and small group instruction.

30. 4. Harold Rugg (1886-1960) – To Rugg, curriculum
should develop the whole child. It is child-centered.
With the statement of objectives and related
learning activities, curriculum should produce
outcomes. Harold Rugg emphasized social studies
and the teacher plans curriculum in advance.

31. 5. Hollis Caswell (1901-1989) – Sees curriculum as
organized around social functions of themes,
organized knowledge and learner’s interest.
Caswell believes that curriculum is a set of
experiences. Subject matter is developed around
social functions and learners’ interest.

32. 6. Ralph Tyler (1902-1994) – As one of the
hallmarks of curriculum, Tyler believes that
curriculum is a science and an extension of
school’s philosophy. It is based on students’
needs and interest. To Tyler, curriculum is
always related to instruction. Subject matter is
organized in terms of knowledge, skills and
values. The process emphasizes problem
solving. The curriculum aims to educate
generalists and not specialists.

33.  The historical foundation of curriculum reflects
the educational focus prevalent during a
particular period or event in Philippine history.
This focus could be made basis or model for
curriculum development in recent years.

34. Period Characteristics Curricular Focus
Pre-Spanish • Focused on Practical training • Broad; not defined nor written
to satisfy basic needs for • Prescriptive
survival and to transmit social •Reading and writing in relation
ideas, customs, beliefs, and to the study of Koran for the
traditions Maguindanao Moslems
• Training done in the homes
Spanish Focused on the learning of the •Parochial schools: study of
Christian Doctrine Doctrina Cristiana, arithmetic,
music, arts and trades;
vernacular was the medium of
instruction

35. Period Characteristics Curricular Focus
American Focused on establishing the • Reading, writing, arithmetic,
public school system, highly good manners and right
influenced by the philosophy conduct, civics, hygiene and
of John Dewey sanitation, domestic science,
American history, Philippine
history English as medium of
instruction

36. Period Characteristics Curricular Focus
Commonwealth Focused on the • Tagalog and later on
development of moral Filipino, as another
character, personal medium of instruction
discipline, civic • Provided for 6-year
consciousness, and elementary schools;
vocational efficiency as school entrance age at
provided in the 1935 7; compulsory
constitution attendance in Grade 1;
introduction of double –
single sessions
• Teaching of Filipino as
a subject

37. Period Characteristics Curricular Focus
Japanese Focused on promoting the • Diffusion of elementary
East Asia co-prosperity education with the promotion
sphere educational objective of vocational education
• Fostering of new Filipino
culture based on the
awareness that Filipinos are
orientals

38. Third Republic-Patterned after the 1935 Constitution
Period Characteristics Curricular Focus
New Society Focused on national • Promotion of Bilingual
development goals; Education Policy
manpower training; high • Development of moral
level professions; self- character; self-discipline;
actualization scientific, technological,
and vocational efficiency;
love of country; good
citizenship
Fourth Republic Focused on promotion of • Strengthening of the
the rights of all citizens to teaching of values; return
quality education to the basics in the new
elementary and secondary
curriculum

39. Psychological Foundations
Psychology
provides a basis