MATHEMATICS CURRICULUM

Written Report
INTENDED VS. IMPLEMENTED VS. ACHIEVED CURRICULUM

INTENDED CURRICULUM

 Refers to the objectives set at the beginning of any curricular plan.

 Establishes the goal, specific purposes and immediate objectives to be accomplished.
 The intended curriculum answers what the curriculum writer wants to do.
 A set of formal documents which specify what the relevant national education authorities
and society expect that students will learn at school in terms of knowledge, understanding,
skills, values, and attitudes to be acquired and developed, and how the outcomes of the
teaching and learning process will be assessed. It is usually embodied in curriculum
framework(s) and guides, syllabi, textbooks, teacher’s guides, content of tests and
examinations, regulations, policies and other official documents. Also referred to as the
‘official curriculum’ and the ‘planned curriculum’.
SOME QUESTIONS TO ASSESS THE INTENDED CURRICULUM
1. Are the objectives achievable within learners-development levels?
2. Is it achievable within allotted time?
3. Are there enough resources to achieve the objectives?
4. Are the objectives clear and specific?
5. What are the ways to measure the outcomes of the objectives?
6. Are the objectives observable, relevant & doable?

IMPLEMENTED CURRICULUM

 This refers to the various learning activities or experiences of the students in order to
achieve the intended curriculum outcomes
 Refers to the actual activities being practiced in schools
 These activities may coincide with the specified objectives of the curriculum (intended
curriculum) or mar largely be out of agenda
 The actual teaching and learning activities taking place in schools through interaction
between learners and teachers as well as among learners,
Example: how the intended curriculum is translated into practice and actually delivered.
Also defined as the ‘curriculum in action’ or the ‘taught curriculum’
QUESTIONS TO ASSESS THE IMPLEMENTED CURRICULUM
 are the learning objectives congruent with the stated objectives of the curriculum?
 are the materials and methods appropriate for the objectives set?
 does the teacher have the skills to implement the activities or use the strategies?
  does the teacher utilize the various ways of doing to complement the learning styles
of the students?
 are there alternative activities for learners to do to accomplish the same objectives?
 are there activities to address individual differences?
 do the activities provide maximum learning experience?
 do the activities motivate the learners to do more and harness their potentials?
 do the activities utilize multiple sensory abilities of the learners?
 do the activities address multiple intelligences of the learners?
2002 BASIC EDUCATION CURRICULUM (BEC)
How was the BEC implemented to accomplish the goals?
1. Learning areas are restructured into five learning areas: English, Math, Science, Filipino
and Makabayan.
2. Grades 1 & 2 Science and Health is integrated in English. Formal Science subject starts at
3rd grade.
3. Makabayan comprise Character Education & sibika at kultura for Grades 1-3. Plus, EPP
(TLE), MSEP (MAPe), and Hekasi in grade 4 to highschool.
4. Learning activities are made interactive, integrative, learner-centered and performance
based.

ACHIEVED CURRICULUM

 This refers to the curriculum outcomes based on the first two types of curriculum: the
intended and the implemented.
 Achieved curriculum is considered the PRODUCT of the curriculum development process.
 Any achieved curriculum must MATCH with the o b j e c t i v e s a n d t h e a c t i v i t i e s
that were made.
 Achieved curriculum indicates PERFORMANCE in relation to the objectives and
the activities.
 It is usually described thru test scores and other performance indicators.

QUESTIONS TO ASSESS THE ACHIEVED CURRICULUM

 Do the learning outcomes achieved by the learners approximate the level of performance set at the
beginning of the curriculum?
 Are the learning outcomes achieved higher or lower than the objectives set?
 Do the achieved learning outcomes reflect the knowledge, skills and attitudes intended to be developed?
 How many percent of the learners in the same class perform higher than the level set at the beginning?
 Do the curricular outcomes reflect the goals and the aspirations of the community where the curriculum
was implemented?

2002 BASIC EDUCATION CURRICULUM

What has the BEC achieved? (ACHIEVED CURRICULUM)
1. Increased level of performance in tool subjects.
2. Change in teachers· paradigm from being dispenser of knowledge to facilitator of learning.
3. Increased instructional materials support for teaching and learning.
 4. Increase number of in-service training for teachers.
5. More involvement of stakeholders.
6. Decentralized management of school resources.

Figure 1:
THE RELATIONSHIP OF THREE
TYPES OF CURRICULUM

Fig 1 shows that the Intended Curriculum is building up to the tip of the triangle which means it
sets up the things that should be learned by the learners and once it reached the tip, that is the time
certain pedagogies are going to be Implemented in order for the Curriculum to be Achieved.
 The Elementary
Mathematics
Curriculum
Written Report

INTENDED VS. IMPLEMENTED VS. ACHIEVED CURRICULUM

GROUP 4
BEED 4-1N
Prof. Mavel B. Besmonte
Members:
Nofuente, Reyzter
Bagtas, Ma. Mikaela Roi
Coronel, Marian
Doroteo, Lloyd
Francisco, Kenneth
Mateo, John Lloyd