The School Curriculum: Definition, Nature and Scope

Lesson Objectives

At the end of the lesson, the students should be able to:

l. Define curriculum from different perspectives
2. Appreciate the importance of curriculum
3. Describe the nature and of curriculum

Motivation/Prompting Questions

Read the following headlines in newspaper:

1. "Philippines shifts to K 12 Curriculum"

2. "Nature Deficit Syndron-e On the Rie Amorw School Children"
3. "Teachers are Reluctant to try new things Beyond the Written Curriculum"
4. "Co-curricular Activities: Learning Opportunities or Distraction"

What can you say about the headlines presented? Do these reflect what are going on in our
schools? Should the public know and be involved in the schooling of their citizens? What are the
complications of each headline to the classroom curriculum?

Each member of society seems to view school curriculum differently hence there are varied
demands on what schools should do and what curriculum should be taught. Some would demand
reducing content and shifting emphasis to development of lifelong skills. Others feel that
development has been placed at the back eat of some schools. More debates are emerging on the
use of languages in the classroom. Should it be mother tongue the national language or the global
language?

There seems to be confusion about what curriculum should really be. To have a common
understanding of what curriculum really is. this lesson will present some definitions as given by
various authors. Likewise, you will find in this lesson the description of the nature and scope of
curriculum from several points of view. This lesson will also explain how curriculum is being
approached. It further shows a development process as a concept and as a process as applied to
school curriculum.

Discussion

Whether curriculum is taken in its narrow view as a listing of courses to be taught in schools
or broadly as all learning experiences that individuals undergo while in school, we cannot deny the
fact that curriculum should be understood by teachers and other stakeholders. Curriculum affects
all teachers, students, parents, politicians, businessmen, professionals, government officials or
even the common people.

Like many in education there seems to be no common definition of

"curriculum". Because of this, the of curriculum is sometime characterind as fragmentary, elusive
and confusing However, the word originates from the Latin word "currere" referring the oval track
upon which Roman charöts raced.
The word "curriculum" comes from the Latin word "currere," which means "to run." It originally
referred to the oval track where Roman chariots raced. Over time, the meaning changed to
describe the course or path of learning, just like a race follows a set track. Today, a curriculum is
the structured plan of subjects and lessons students follow in school.

The new international Dictionary defines curriculum as the whole body of a course in an
educational institution or by a department while the Oxford English Dictionary defines
curriculum as courses taught in schools or universities.

Both the New International Dictionary and the Oxford English Dictionary define
curriculum as the set of courses taught in an educational setting, but they express it in slightly
different ways. The New International Dictionary describes the curriculum as the entire body of
courses offered by an educational institution or department, implying a broader scope that
includes all subjects, lessons, and learning paths. On the other hand, the Oxford English
Dictionary defines it more simply as the courses taught in schools or universities, focusing
specifically on the classes or subjects students take. Despite these differences in phrasing, both
definitions point to the same core idea: the curriculum is the structured plan of courses and
subjects that guide the education of students.

Curriculum means different things to people. Sometimes educators equate curriculum with the
syllabus while a few regard it as all the teaching and learning experiences which the student
encounters while in school. Numerous definitions indicate dynamism which diverse interpretations
as influenced by modes of thought, pedagogies, philosophies, and political as well as cultural
perspectives. Here are some of them:

SOME DEFINITIONS OF CURRICULUM

1. Curriculum is a planned and guided set of 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 willful
growth in personal social competence (Daniel Tanner, 1980)

Tanner defines curriculum as a planned and guided set of learning experiences and intended
outcomes, formulated through the systematic reconstruction of knowledge and experiences under
the school's guidance for learners' continuous personal and social growth. He believes that
curriculum should be structured to ensure students acquire knowledge in a meaningful way that
benefits both the individual and society. This means that curriculum should not be seen as just a
collection of subjects but as a well-designed plan that fosters intellectual and social development.

For example, a well-organized high school curriculum does not just include mathematics and
science but also integrates extracurricular activities such as leadership programs and community
service to help students develop social competence.
 2. It is a written document that systematically describes goals planned, objectives,
content, learning activities, evaluation procedures and so forth (Pratt. 1980)

Pratt defines curriculum as a written document that clearly outlines the goals, objectives,
content, activities, and assessment methods for teaching. He believes that having a structured
curriculum helps teachers follow a clear plan to reach the learning goals.

For example, a Grade 7 English curriculum might have goals like understanding literary genres,
include activities such as reading short stories or writing essays, and outline ways to assess
students, like through book reports, group discussions, or quizzes.

3. The of a subject, concepts and tasks to be acquired, planned the desired learning
outcomes and experiences, product of culture and an agenda to reform society make
up a curriculum (Schubert, 1987).

Schubert defines curriculum as the subjects, concepts, tasks, and planned learning goals and
experiences that are shaped by culture and used to improve society. He believes that curriculum
should change over time to address the needs of society.

For example, in an English curriculum, as society changes, schools might add lessons on digital
communication or writing for social media to keep up with the rise of online interaction.
Similarly, in a place where cultural heritage is important, the curriculum might include lessons on
local literature or historical stories to promote a sense of pride and responsibility towards their
culture.

4. A curriculum includes "an of the experiences that individual learners have in a

program of education whose purpose is to achieve broad goals and related specific
objectives. which is planned in terms of a framework of theory and research or past
and present professional practice" (Hass, 1987)

Hass defines curriculum as all the experiences that learners have in an education program,
which are planned based on research, theory, and professional practice. He believes the
curriculum isn’t just what happens in the classroom, but includes everything students do to learn.

For example, a well-rounded English curriculum might include field trips to see live theater
performances, role-playing activities to act out scenes from a play, and group projects where
students create a magazine or newspaper. These activities help students learn in practical ways
beyond just reading books.

5. It is 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
(Grundy. 1987).

Grundy defines curriculum as a program of activities involving both teachers and students,
designed to help students reach certain learning goals. He believes that the curriculum should be
interactive and engage students in the learning process, rather than just focusing on teachers
delivering information.
For example, in an English class, instead of only memorizing vocabulary or grammar rules,
students can take part in role-playing activities where they practice real-life conversations, like
ordering food at a restaurant or doing a job interview. This way, students actively use what they
learn in real situations.

6. It is a plan that consists of laming opportunities a specific time frame and place a tool
that aims to bring about behavior changes in students as a result of planned
activities and includes all learning experiences received by students with the
guidance of the school (Goodland and Su, 1992).

Goodland and Su define curriculum as a structured plan that includes learning opportunities within
a specific time frame and place, designed to change students' behavior through planned activities.
They believe education isn’t just about learning facts, but also about shaping students' attitudes,
values, and behavior.

For example, in an English curriculum, students might not only focus on grammar or writing but
also develop communication skills, confidence, and teamwork through activities like group
discussions, debates, or peer editing. These activities help students grow in many ways, not just
academically.

7. It provides answers to three (3) questions: l. What knowledge, skills and values are
most worthwhile? 2. Why are they most worthwhile? 3. How should the young
acquire them? (Cronbeth, 1992).

Cronbach defines curriculum as a framework that answers three important questions: What
knowledge, skills, and values are most important? Why are they important? And how should
students learn them? He believes education should focus on what benefits students the most, both
in their personal lives and future careers.

For example, in an English curriculum, educators might decide that learning critical reading
skills is essential because it helps students understand and analyze texts better. To teach this,
they could design activities like reading and discussing articles, writing essays, and analyzing
stories, so students learn through both reading and practice.

SOME POINTS OF VIEW OF OTHER CURRICULARISTS

Since the concept and meaning of curriculum are shaped by a person's point of view, this
has added to fragmentation, and some confusion. However, when put together, the different
definitions from diverse points of view, would describe curriculum as dynamic and perhaps ever
changing.

Points of view about the curriculum can either be traditional or progressive according to the
person's philosophical, psychological and even psychological orientations. These views can also
define what curriculum is all about.

CURRICULUM FROM TRADITIONAL POINTS OF VIEW

 The traditional points of view of curriculum were advanced by Robert Hutchins, Arthur
Bestor, and Joseph Schawab.

 Robert M. Hutchins views curriculum as "permanent studies" where rules of grammar,

reading, rhetoric, logic and mathematics for basic education are emphasized. The 3R's
(reading. writing.'rithmetic) should be emphasized in basic education while liberal education
should be the emphasis in college.

Robert M. Hutchins believed that basic education (like elementary school) should focus on core
subjects such as grammar, reading, rhetoric, and mathematics because these are the
fundamental skills that students need to succeed in all areas of learning. Reading is essential
because it allows students to access and understand information across all subjects. Writing helps
them communicate their ideas clearly, while rhetoric (the art of speaking and writing well) develops
their ability to express ideas logically and persuasively. Mathematics, or the 3R’s (reading, writing,
and arithmetic), provides the basic problem-solving and analytical skills needed for daily life and
more complex subjects. Hutchins believed that these skills form the foundation for all future
learning, making it easier for students to understand more advanced subjects in later years.
Additionally, these core subjects help students become critical thinkers and effective
communicators, which are important not just for academic success, but for functioning well in
everyday life.

 Arthur Bestor as an essentialist believes that the mission of the school should be intellectual
training, hence curriculum should focus on the fundamental intellectual disciplines of grammar,
literature and writing. It should include mathematics, science, history and foreign language.

Arthur Bestor, as an essentialist, believed that the mission of schools should be to provide
intellectual training, which is why he thought the curriculum should focus on fundamental
intellectual disciplines like grammar, literature, writing, mathematics, science, history, and
foreign language. The reason for this is that these subjects are the foundation of critical thinking
and reasoning skills that students need to succeed in life. Bestor believed that education should
help students develop their intellect and logical thinking so they can understand the world, solve
problems, and contribute to society.

For example In an English class, students would not only learn to write essays but also study
literature to improve their critical thinking skills. A math curriculum would go beyond just solving
equations to teach students logical problem-solving skills, which are useful in many areas of life.
Through studying science and history, students learn about the world, how it works, and how it
has changed over time, which helps them develop a deeper understanding of both the past and
future.

 Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the subject areas
such as science, mathematics, social studies, English and many more. In college, academic
discipline are labelled as humanities, sciences, languages, mathematics among others. He
coined the word discipline as a ruling doctrine for curriculum development.
Joseph Schwab believed that the sole source of the curriculum should be the discipline itself.
This means that subjects like science, mathematics, social studies, and English should be
taught based on their specific content, methods, and ways of thinking. For example, the science
curriculum should focus on scientific principles, experiments, and problem-solving, while the
English curriculum should center on reading, writing, grammar, and literary analysis. Schwab’s
point was that each subject, as a discipline, has its own unique knowledge and ways of
understanding the world, and these should guide how the curriculum is structured and taught. He
thought this focus ensures students receive a thorough, in-depth education in each subject.

 Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes from
various disciplines.

Phillip Phenix’s idea is very much about an integrated and interdisciplinary approach to
education. By combining knowledge from different disciplines, the curriculum helps students
make connections between subjects, see how they relate, and develop a broader understanding of
the world.

In history, students might study historical texts or read literature from different time periods. They
could analyze how literature reflects historical events or how historical contexts shape the way
stories are written, linking English and history together.

In an interdisciplinary curriculum, subjects like history, art, science, and language arts are
taught in ways that show how they connect with and influence each other, creating a more holistic
learning experience.

Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and Phenix,
curriculum can be defined as a field of study. Curriculum is highly academic and is concerned
with broad historical, philosophical and social issues. From a traditional view, curriculum is mostly
written documents such as syllabus, course of study, books and references where knowledge is
found but is used as a means to accomplish intended goals.

In short, the traditional views of these theorists focus on the academic structure of curriculum and
the content knowledge students need to learn, aiming to ensure that education is aligned with
societal and intellectual ideals. The curriculum, according to them, isn't just a collection of subjects
but a tool to develop students' minds and contribute to a well-rounded society.

CURRICULUM FROM PROGRESSIVE POINTS OF VIEW

On the other hand, a listing of school subjects, syllabi, course of study, and specific
discipline does not make a curriculum. In its broadest terms, a progressive view of curriculum is the
total learning experiences of the individual. Let us look into how curriculum is defined from a
progressive point of view.

 John Dewey believes that education is experiencing. Reflective thinking a means that
unifies curricular elements that are tested by application.
 Dewey believed in learning through experience and reflective thinking. In an English class,
students might not just read books, but also discuss and analyze them deeply, connecting the
themes of the story to their own lives. For example, after reading a short story, students might
reflect on how the characters’ decisions relate to their own choices and discuss the lessons
learned. They can then apply this thinking to other real-life situations.

 Holin Caswell and Kenn Campbell viewed curriculum as all experiences children
have under the guidance of teachers.

They viewed curriculum as all the experiences a student has under the guidance of a teacher. In
an English class, this could mean not just reading novels, but also writing poems, engaging in
discussions, or watching films related to literature. For example, a teacher might guide students
through reading a play, watching a movie version of it, and then having a discussion about the
differences between the two. This helps students connect ideas from different experiences.
  Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a
sequence of potential experiences, set up in schools for the purpose of disciplining children
and youth in group ways of thinking and acting.
They saw curriculum as a sequence of potential experiences that help students learn to think and
act in group settings. In English, students might engage in group reading activities where they read
and analyze a text together. They might also work in pairs or small groups to write a collaborative
story or create a presentation on a book they studied, learning to share ideas and collaborate
effectively.

 Colin Marsh and George Willis also viewed curriculum as all the experiences in the
classroom which are planned and enacted by the teacher and also learned by the students.
They viewed curriculum as all the experiences in the classroom led by the teacher. In English, this
could involve planning activities like debates on a topic in a novel or having students act out scenes
from a play. These activities help students understand the material in a deeper, more interactive way.
Instead of just listening to a lecture on Shakespeare, students might perform a scene from one of
his plays, helping them connect with the language and themes in a hands-on way.

In short, these progressive theorists emphasize that curriculum isn’t just about subjects or facts. It’s
about creating experiences that engage students and help them learn through active participation,
reflection, and social interaction. They believe that education should prepare students not just for
academic success, but for active participation in the world.

The nature of curriculum has given rise to many interpretations depending on a person's
philosophical belief. Let us put all these interpretations in a summary.

Curriculum is what is taught in school, a set of subjects, a content, a program of studies, a set of
materials, a sequence of courses, a set of performance objectives, everything that goes within the
school. It is what is taught inside and outside of school directed by the teacher, everything planned by
school, a series of experiences undergone by learners in school or what individual learner
experiences as a result of school. In short curriculum is the total learning experiences of the learner,
under the guidance of the teacher.