Curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.

Focus: Classical subjects, literary analysis. Curriculum is enduring.

Equal Opportunities for all. Contextualized curriculum. Humanistic education.

School and curricular reform. Global education. Collaboration and convergence. Standards and Competencies

Students need skills and for that purpose some subject matter must be included in the curriculum to help them in acquiring these skills like experimentation and the use of laboratory techniques so they advance the knowledge.

Schools should be a tool and leader in directing new changes in the curriculum rather than maintainers of curriculum.

Is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum.

Those things that students actually take out of classroom; those concepts and content that are truly learned and remembered.

Those lessons learned through searching the Internet for information, or through using e-forms of communication.

Father of the Classical Conditioning Theory, the S-R

Theory

Describes cognitive development in terms of

stages from birth to maturity.

The mastery of the subject matter is given more emphasis. So, learning is organized in a step-by-step process. The use of drills and repetition are common.

In this theory, curriculum is after the process, not the product; focuses on personal needs, not on the subject matter; and clarifying psychological meanings and environmental situations.

Theorists focus on how individuals process information, monitor and manage their thinking.

Since the society is dynamic, there are many developments which are difficult to cope with and to adjust to. But the schools are made to address and understand the changes not only in one’s country but in the world as well.

Though schools are formal institutions that educate the people, there are other units of society that educate or influence the way people think, such as families and friends as well as communities.

The purpose of the curriculum is child development and growth, according to __.

He emphasized social studies and the teacher plans curriculum in advance.

Contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum.

The curriculum should be design to support the capacity and potentialities of all the students.

The society and culture exercise massive powers on the formation curriculum and the reason behind that it was society who created schooling to safeguard the survival of their cultural heritage, and survival of their species.

Considered two fundamental elements – schools and civil society – to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality.

Believed that knowledge should prepare students for the future

Curriculum concerned with process, not product; personal needs, not subject matter, psychological meaning, not cognitive scores.

The Decree was a legal and formal recognition of teachers as professionals and teaching as a profession.

The Act provided the legal basis for the implementation of a ten-year teacher education program in special education.

The Act placed public and private schools under the supervision and control of the Bureau of Public and Private Schools.

The Act abolished the National College Entrance Examinations or NCEE to give the marginalized students a greater chance to gain access to college education.

Also known as the Higher Education Act of 1994, the Act created the Commission on Higher Education (CHED) whose main task is to regulate and develop tertiary education in the Philippines.

The foundation upon which curriculum is based are educational philosophies, historical developments, psychological explanations, and societal influences. All of these foundations are interrelated to each.

The word “curriculum” as it is defined from its early Latin origins means literally “to run a course.”

He defines curriculum as anything and everything that teaches a lesson, planned or otherwise.

He defined curriculum as “the planned and guided 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 wilful growth in personal social competence”.

He defines curriculum as a programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives.

The 3Rs (Reading, Writing, ‘rithmetic) should be emphasized in basic education while liberal education should be the emphasis in college.

curriculum should focus on the fundamental intellectual disciplines of grammar, literature, and writing. It should include mathematics, science, history and foreign language.

In college, academic disciplines are labeled as humanities, sciences, languages, mathematics and among others.

He believes that education is experiencing. Reflective thinking is a means that unifies curricular elements that is tested by application.

Curriculum is highly academic and is concerned with broad historical, philosophical, psychological and social issues.

The teacher as a learner starts with knowing about the curriculum, the subject matter or the content.

The teacher writes books, modules, laboratory manuals, instructional guides, and reference materials in paper or electronic media.

The teacher takes into consideration several factors in planning a curriculum. These factors include the learners, the support material, time, subject matter or content, the desired outcomes, the context of the learners among others.

with fewer topics in clusters around major and sub-concepts and their interaction, with relatedness emphasized

as a combination of concepts that develops conceptual structures

leads to complete units of instruction

Content should be fairly distributed in depth and breadth.

The logical arrangement of the content, refers to sequence or order. This can be done vertically for deepening the content or horizontally for broadening the same content.

Curriculum is expressed in form of outcomes which are referred to as the achieved learning outcomes.

The focus of the curriculum will be the body of knowledge to be transmitted to students using appropriate teaching method.