Elizalde D. Bana, RN Curriculum Development Topic: Types of Curriculum Instructor: Dr.

Demi Tumapon Saniel Introduction The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well. The curriculum design has ecome the base or default setting for teaching and learning. It is seen as a prerequisite step from which instruction and assessment flows. Several Difference types of currciculum are at work in the school. When they are reasonably congruent with each other, student achievement is improved. On the other hand, by experience the teachers implement personalized variations of the prescribed curriculum, but still be guided by the models/design. This is referred to as adaptation to the curriculum or process orientation. Process orientation came as a response to the need to acknowledge different organizational concepts and varying teachers' needs and abilities that would require on-site modification. TYPES OF CURRICULA 1. Recommended curriculum. The recommended currciculum is that which do scholars and professional organizations recommend. 2. Written curriculum. The written curriculum, as the term is used here, is the curriculum that appears in state and locally produced documents, such as state standards, district scope and seand sequence charts, guides, teachers planning documents. 3. Taught curriculum. Which teachers deliver day by day. 4. Supported Curriculum. Includes those resources that support the curriculum textbooks, software and other media. 5. Assessed Curriculum. The assessed curriculum is that which appears in tests and performance measures. 6. Learned curriculum. Also called bottom line curriculum. The curriculum that students actually learn. 7. Hidden Curriculum. This is the unintended curriculum. It defines what students learn from physical environment, the policies and the procedures of the school.

Actually, patterns of influence vary among the several types. The written curriculum seems to have a major influence on the taught curriculum. The teachers must check first the syllabus just to remind themselves what it includes. The recommended curriculum by the CHED for instance may influence big the written curriculum in order to be parallel with the standards set by the professionals. In so doing, the national board exams may be easier to the consumer of this curriculum. Similarly, students are more sensitive to the assessed curriculum, as evidenced in the standard student question, Is this going to be on the test?. The teachers are perhaps most sensitive to the learned curriculum, making their decisions on the basis of students needs, as they perceive them, and the students responses to the taught curriculum. Whereas conventional wisdom holds that teachers are textbook driven, but I believe that textbooks is ONLY ONE of the several sources that teachers consults in planning for instruction. Also the textbook series often do no match closely the written curriculum because the are developed often abroad or in a wider/mass market. The hidden curriculum has a strong influence on what students learn. Even though students are not always aware of the impact of the hidden curriculum, they experience it everyday. At the end of the day, the challenge now is to narrow the gaps between types of curricula by realignment processes to make in congruent. We have to emphasize the need for a close match between the curriculum and the test, especially in the board exams.and Im looking forward to that in the future.