FS4 Docs PDF

1
THE
meaning of
curriculum
My Learning Essentials
The word curriculum may be defined in various ways. The definitions

may be limited or broad in scope.
Limited definitions of the curriculum Broad definitions of the curriculum

 A set of course constituting an area of  Sum total of all the learning
specialization experiences inside and outside the
school
 Is an identification of proper goals  The set of learnings and experiences
for students/learners planned by the
school to attain the aims of education
 Can be considered as a system of  Is the entire range of expariences,
dealing with people and the process undirected and directed,
concerned with the unfolding the
 Is a means of attaining the aims or abilities of the individual
philosophy of education  In a plan of action or written
document which includes
strategies for achieving desired
 Planned learning experiences goals or ends.
 Serves as the operational medium
through which the school displays
and coordinates the patterns of
transmission, translation, and
transposition of the educative
experiences for which it assumes
responsibility
2
My Map
To ensure that I will be able to do this

activity, I must follow the steps in reaching
the CURRICULUM flag.
Curriculum
Write your
reflection on
the first
activity.
Evolve your Prepare your
own portfolio.
definition
Visit the
based on
school library
your
or surf the
interview.
Upon internet. Get
approval, go two (2)
to the meanings of
Write a designated the word
letter of persons to be curriculum.
request to interviewed.
visit the Analyse the
school. results of the
interview.
3
My Learning Activities
Interview people from different schools in various disciplines

and levels. Get their opinions on the meaning of curriculum.
Name (s) Designation Meaning Signature

1. Curriculum is a total learning
Mrs. Melanie N. Vicente Madrigal experiences design to facilitate
Sepato National High School learners learning for establishing
quality relationship between
what is learn and what is
operates outside the school.
2. Curriculum is a tool for

Mrs. Rizzalyn Nipit Vicente Madrigal teaching in the academe. These
National High School are subject matter that has a
specific competent skills and
competences to achieve things in
the teaching and learning
process.
3. Curriculum is a subject that are
Mrs. Maria Perlita L. Vicente Madrigal being taught in the schools, and
Romero National High School which the teachers should be
followed.
Conclusions (After analyzing the results of the interview, what can you conclude?
After I was analyzing the results of the interview of the three (3) teachers I can conclude that they
have closely related opinions about what is curriculum and based on their opinions and ideas they says that
curriculum is a thing that being taught in the school and they also believed that curriculum is a total guided
learning experiences design to facilitate learners.
Based on their opinions, me myself as future teacher it is very important to have curriculum in the
learning of everyone because it is the basis where in the teacher will provide the necessary things to be learn
by the learners that can focus in the three (3) domains of the learners and these are cognitive, affective,
psychomotor or the skills. It will provide the learners the specific subjects that they can use in the future.
I realized that every teacher has their own definition or understanding about the curriculum. We can only
4
understand the real meaning and purpose of curriculum if we are already in the field of teaching. According
to our discussion in Ed 15 (Curriculum Development) it was discussed there that curriculum is changing
so it means that developing curriculum in to a new one is way of making the learners to become more
productive and be responsible in their learning process. As what our professor always says that curriculum
is a heart of learning, without this curriculum, learning would become useless and meaning less for the
learners that is why as future teacher, for now we really need to study and deepen our understanding about
curriculum so that if we are in our filed we will become a good curricularist that must be a knower, writer,
planner, initiator, innovator, implementer and evaluator to our learners.
Visit the school library/surf the internet or consult the dictionary.

Write two (2) meanings of curriculum taken from authoritative
sources.
Meaning of Curriculum Reference(s)
1. A set of course constituting an area of Merriam-Webster since1828

specialization.
2. The term curriculum refers to the http://edglossary.org/curriculum

lessons and academic content taught in a
school or in a specific course or
program. In dictionaries, curriculum is
often defined as the courses offered by a
school, but it is rarely used in such a
general sense in schools.
3. Curriculum is such “permanent” subjects

as grammar, reading, logic, rhetoric, http://coefaculty.valdosta.edu/stgrubbs/Defi
mathematics, and the greatest books of nitions%20of%20Curriculum.htm
the Western world that best embody
essential knowledge. Curriculum is those
subjects that are most useful for living in
contemporary society.
5
My Analysis
Based on the meanings that I get from the two (2) authoritative sources it is very clear
that curriculum often defined as the courses or subjects that offered in schools that are useful for
living in society. This statement is very clear, we cannot deny the fact that school has really design
curriculum that is from or approved by the Department of Education or Commission on Higher
Education (CHED) for the learners. Specific subjects offered that can enhanced the knowledge
and skills of every learner that they can use as they go along the way in their learning process.
It is very clear in our discussion in Curriculum development that curriculum is dynamic
and changing because it always needs revision to improve the educational system for a better
purpose. It should be progressive and done in a systematic way in order to create knowledgeable
and skillful individuals. That‟s why curriculum should be planned properly. Curriculum is not only
about the school, the learners and the students but it also important to the society. Whether
curriculum is taken in its narrow view as a listing of subjects to be taught in school 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 for curriculum affects all
teachers, students, parents, politicians, businessmen, professionals, government officials or all
people. That is why Curriculum plays a vital role in the society or country because it will help the
country prosper. I believe that through curriculum we can change our life, economic status and
preserve our national identity since it is the total experiences we have in our school.
6
Evolve your own definition of curriculum. Consider all the

meanings you have taken from the different sources and from
authoritative sources.
The word “Curriculum” is just not an ordinary word but it has a lot of meanings and
definitions. You cannot understand the word curriculum if u are not undergo studying in its concepts,
the scope and its view. You really need to open your mind, be open to any possibilities and deepen your
understanding about this word so that you can easily understand what is really the point or the concept
of curriculum.
Based on the activities that I had done I discovered that there many point of views from
different authors and sources about the meaning of curriculum and some of this important point of view
or meaning about curriculum are courses, subjects offered to a school that are usually use and useful to
our daily living and to our society and also it is a planned and guided set of learning experiences and
intended learning outcomes, formulated through the systematic reconstruction of knowledge. Some also
says that curriculum is a written document that systematically describes goals, planned, objectives,
content, learning activities, evaluation. Those are the words that are commonly defined by some authors
about curriculum. I learned that curriculum has something to do in our life as a future teacher. It gives
impact to the individuals who want to gain more knowledge and skills. And it will really help them to
become competent in the future.
7
How did I feel after the activities?
It was really a great experienced for me as a future teacher to do like this activity. I am very
thankful for the opportunity to experience this kind of activity. It was very helpful for me in a way that
by this experienced I got new ideas about what is really curriculum and why this curriculum is very
important in all learners. I believed that through this experienced my understanding about curriculum
become wider and I can use this in my field as future teacher.
My Reflections/Insights
Why is curriculum important?
The word curriculum may be defined in various ways. The

definition may be limited or broad in scope. Curriculum is very important
to all of us because it affects all aspects in our learning. As many authors
said that curriculum is a heart of learning and without this curriculum
learning is meaningless and useless because this curriculum is a guide, basis
of learning of everyone. It is design as a total guided learning experiences to
facilitate learners that can develop their knowledge and skills as individuals.
That is why curriculum should understood by the teachers and other
stakeholders because for curriculum affects all teachers, students, or even
common people.
One thing that I learned about the word curriculum and that is
curriculum is the totality of all the learning experiences of the learner. The
activities done by the students are part of the curriculum. By the use of the
activities it will help the learners to develop their individual differences,
their ability and their skills. It helps develop an individual into what he is
expected to be. It also help individual to become more productivity. That‟s
how important curriculum in education, because everything that in the
school or everything that students learned inside the school is the
curriculum itself.
Therefore As a future teacher, it is my responsibility to learn and
understand more about curriculum that I will become the knower of
curriculum that can develop the process of learning in planning, designing,
implementing, and lastly evaluating.
8
How can one enrich the curriculum in every school?
One can enrich the curriculum in school by knowing the needs of

our current situation in children's education. We can enrich the
curriculum by going beyond the basics. Our current time is different from
the years that passed so we must keep that as a reference in trying to
develop a better and more efficient curriculum for the students. Because a
curriculum that is timely and relevant will make the students more active
in participating and in understanding. The curriculum for every school
must also be competitive so that the students will strive to be the best.
9
My Learning Portfolio
(Pieces of Evidence, Documents, Records, Picture)
10
THE types
of curricula
in schools
There are several types of curriculum existing in schools.
Types of Curricular In Schools

1. Recommended Curriculum These are recommendations in the
form of memoranda or policy,
standards and guidelines that came
from government agencies such as
DepEd, CHED and TESDA and
professional organizations or
international bodies such as UNESCO.
2. Written Curriculum This includes documents based on the

recommended curriculum. They come
in the form of course of study, syllabi,
modules, books, instructional guides
among others. Example of written
curriculum is the teacher’s lesson plan.
3. Taught Curriculum The teacher and the learners will put

life to the written curriculum. The skill of
the teacher to facilitate learning based
on the written curriculum with the aid of
instructional materials and facilities is
necessary.
11
4. Supported Curriculum These are support materials that the

teacher needs. This includes print
materials like books, charts,
worksheets and non-print materials like
PowerPoint presentation and other
electronic illustrations. It also includes
facilities like science laboratory and
playground.
5. Assessed Curriculum This is the curriculum that is evaluated

after it has been taught. It can either be
assessment of learning. If the process
is to find the progress of learning, then
assessed curriculum is for learning, but
if it is to find out how much has been
learned or mastered, then it is
assessment of learning.
6. Learned Curriculum These are measured by tools in

assessment, which can indicate the
cognitive, affective, and psychomotor
outcomes. Learned curriculum also
demonstrates higher order and critical
thinking and lifelong skills.
7. Hidden/Implicit Curriculum This is the unwritten curriculum – peer

influence, school environment, media,
parental pressures, societal changes,
cultural practices, natural calamities
are some factors that create hidden
curriculum.
12
My Map

activity, I must follow the map.
3. Write your
reflection
and
insights.
4. Answer the
assessment
question.
13
Visit the schools near your place or your Alma Mater. Interview
a teacher, administrator or former teacher in that school. Find
out what curriculum is being used in the
schools/colleges/universities in your place. Check the
corresponding column.
Recommended
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Curriculum
Supported
Assessed
Written
Learned
Name (s) of
Taught
Hidden
Schools/
Colleges/
Universities
1.
Vicente Madrigal
National High School
√ √ √ √ √ √ √
2.
Magarito National
High School √ √ √ √ √ √ √
3.
Binangonan
Elementary School
√ √ √ √ √ √ √
14
Interview a teacher from a school. Ask this question:

Why must the teacher be aware and sensitive to the hidden
curriculum?
A teacher must be aware and sensitive to the hidden curriculum in order for the teacher
to attain the intended outcome of the stduents there are circumstances that the teacher cannot
really understand the situation of the learners, sometime they cannot easily understand the
topic maybe it is because of learners it can be from their family, financila or maybe they have
problem with their self just like behavior and emotional problem that is why there is hiiden
curriculum to help the learner situation where in the teacher will discover what happening on
the learner and by this the teacher can understand and give the needs of the learners.
___________________
Signature of the Interviewee
Over Printed Name
15
List down some of the tools used by the school to assess their
curriculum.
Tools used by the school to

assess their curriculum
Rubrics
Assignments
Learners Materials
16
Why do I need to know the different types of curricula?
I really need to know the different types of curricula it

is because in a classroom setting, a diverse student could be
found. As a future teacher we must see to it that whatever we are
teaching is suits the needs and learning capabilities of the
learners. I need to utilize and organize various teaching
methodologies so that our learners can learn better. I believed
that having a curriculum provides several benefits, such as
providing structure for an educational course and having an end
goal that teachers set for their students to reach. Curricula vary
widely in structure and complexity, but are valuable for many
different areas of education, including linguistic, mathematics,
and science.
17
Other Learning Proof/Pieces of Evidence

18
THE teacher
As a
curricularist
A curricularist is a professional who is a curriculum specialist. A teacher’s

role is broader and inclusive of other functions and so a teacher is a curricularist.
What does it take to be a curricularist?
Initiates the curriculum

(Initiator) Implementation of a
new curriculum requires the
open mindedness of the
teacher, and the full belief
that the curriculum will
Plans the curriculum Innovates the curriculum
enhance learning.
(Planner) A teacher’s role is (Innovator) A teacher makes
to make yearly, monthly, or innovations in the curriculum.
daily plan of the curriculum Creativity and innovation are
which serves as a guide in hallmarks of an excellent
the implementation of the teacher.
curriculum.
Implements the curriculum
Writes the curriculum (Implementer) An implementor
(Writer) A classroom teacher gives life to the curriculum
takes record of knowledge plan. It is where the teaching,
guiding, facilitating skills of the
concepts, subject matter or
teacher are expected at the
content.
highest level.
Knows the curriculum (Knower) As a teacher, one Evaluates the curriculum (Evaluator)
has to master what are included in the Determines if the desired learning
curriculum. outcomes have been achieved.
19
My Map
To ensure that I will able to do this activity, I

must follow the footprints.
1. Get samples/
pieces of
evidence to
prove that the 5. Prepare
teacher is a a
curricularist. portfolio
2. Go to the
designated
person for
interview.
1. Present the 4. Get research

letter to the finding on the
school roles of
Principal. Curricularist.
20
Interview a teacher on the specific roles he/she plays as a

curricularist. Your interview must include a teacher in basic
education and in the tertiary level. Complete the matrix given
below.
Levels Roles as a Curricularist

Early Childhood As a curricularist, it is my role to
Name of Teacher provide/make a good curriculum
Mrs. Meldea Fullantes throught out the school year. We follow
School:
PBTS Academy our curriculum quarterly: all about me,
family, school, community
Signature:
Elementary I am the frontliner of curriculum

Name of Teacher development, design good plan and
Mrs. Misty U. Isip activities in elementary curriculum.
School:
PBTS Academy Implementing Basic education
Curriculum in all subject areas.
Signature:
Secondary Level Curricularist is the person who facilitated

Name of Teacher learning instruction in both
Ms. Rizzalyn Nipit implementation, curriculum maker
School:
Vicente Madrigal National High School crafter, management and supervising of
curricula.
Signature:
Tertiary Level Role as a curricularist is responsible for

Name of Teacher curriculum development and curriculum
Mr. Vince Rupert Chacon designing including curriculum
School:
Philippines Best Training Systems Colleges implementing.
Signature:
21
After the interview, Get samples/pieces of evidence to show

that the teacher is a curricularist. Write/Paste or them here.
22
Research in the library and look for a topic about the role of a
teacher as a curricularist. Complete the template below:
Research Title:
Tasks and Responsibilities of School Teachers
Researcher(s)
Luanne Kelchner
Findings: (Write the salient forms in bulleted form).
 Teacher may work with children in small groups or with individual students who may be
struggling with the classroom material, school teachers instruct students to work
collaboratively with other children.
 School teachers schedule field strips for students during the year to provide learning
experiences outside of the classroom.
 School teacher motivate and inspire young children to develop a lifelong love of learning
and education.
 School teachers may use demonstrations and props to teach subjects.
 School teachers assign home works to students to reinforce the lesson learned in the
classroom.
 Lesson plan include classroom work, such as class instruction, tests and quizzes.
 School teachers develop lesson plans that teach students a variety of subjects.
 School teachers play an important role in the education and development of children.
23
Aware of the roles of teachers as a curricularist,
How do you perceive your

role as curricularist?
It is very important that the teacher must be aware of the roles as

curricularist in implementing lesson in classroom. The teacher must be first
a planner, teacher‟s role is to make yearly, monthly, or daily plan of the
curriculum which serves as guide in the implementation of the curriculum.
Second writer, a classroom teacher takes record of knowledge concepts,
subject matter or content. Third knower, a teacher, one has to master what
are included in the curriculum. Fourth Initiator, Implementation of a new
curriculum requires the open mindedness of the teacher, and the full belief
that the curriculum will enhance learning. Fifth Innovator, a teacher makes
innovations in the curriculum. Creatively and innovation are hallmarks of
an excellent teacher. Six, implementer, a teacher should give life to the
curriculum plan. It is where the teaching, guiding, facilitating skills of the
teacher are expected at the highest level. Seven, Evaluator, teacher should
determine if the desired learning outcomes have been achieved. As a
curricularist, teacher must be role model and advocates in curriculum and
curriculum development who have shown the way. Doing this multi-
faceted work qualifies a teacher to be a curricularist.
24

25
THE teacher as
a knower of
curriculum
Point of view about the curriculum can either be traditional or progressive

according to their philosophical and psychological orientations. These views can
also define what a curriculum is all about.
TRADITIONAL PROGRESSIVE
 View curriculum  Believes
as “permanent that
studies” where education is
rules of experiencin
grammar, g.
reading,  Reflective
rhetoric, logic thinking is a
and means to
mathematics unify
for basic curricular
education are elements
emphasized. that are
 The 3Rs tested by
(Reading, application.
Writing, ’rithmet
ic’ ) should be
emphasized in
basic education
while liberal
education
should be the
emphasis in
college.
26
TRADITIONAL PROGRESSIVE
 Believe that the  Both
mission of the educations
school should viewed
be intellectual
training. “curriculum as
Curriculum all experiences
should focus on children have
the under the
fundamental guidance of
intellectual teachers.”
disciplines of
grammar,
literature and
writing
 It should
include
mathematics,
Science,
History and
Foreign
Laguage.
 Viewed
curriculum
as all the
experiences
in the
 “Curriculum classroom
should consist which are
entirely of planned and
knowledge enacted by
which comes the teacher
from various and also
disciplines.” learned by
the
students.
27
My Map

activity, I must follow the following:
2. Interview a teacher and

administrator on their 3. Interview a parent and ask
view points on traditional her/his viewpoints on
and progressive traditional and progressive
curriculum. curriculum.
1. Present a letter of
request.
5. Call/Interview your
friends from other
institutions and ask
the same question. 6. Prepare your
1. Research on the
portfolio.
differences of
traditional and
progressive
curriculum.
Accomplish the H
chart.
28
Interview an administrator, a student and a parent. Find out

their view points on the traditional and progressive curriculum.
Name of Student: Mrs. Cecilia Tuazon

School: Vicente Madrigal National High School
Signature:
Aspects Traditional Progressive
Roles of Teacher Gives the students a chance to

Spoon-feeds students
express
Roles of Pupils They will just sit down and listen The one who will talk and give
to the teachers discussion their opinions to the teachers
Modes of Instruction More on memorizing and Let the student research for the
individual work lesson and discover it their own.
Instructional Materials More on paper works and More on the technologically

Manila Papers based
Modes of Assessment
Individual Assessment Group Activities
29
Interview a teacher and an administrator. Find out their

viewpoints on the traditional and progressive curriculum.
Name of Faculty member: Ms. Ricel Noreen P. Adoviso

Subject Area Taught/Handled: Filipino
Signature:
Roles of Teacher
Information giver Facilitator
Roles of Pupils Performer of teaching learning

Listener
process
Modes of Instruction Direct instruction

Giving series of activities
Limited Activities
Instructional Materials Series of instructional materials

Chalk & board
including technologies
Modes of Assessment
Simple recall Output based with rubrics
30
Name of Administrator: Mrs. Tejanie E. Marzan

No. of years of Administrative Experience: 5years
Signature:
Roles of Teacher Teach the students regarding the

Facilitator
subject
Learner centered,
Roles of Pupils
Listener Performer of teaching learning
process
To facilitate the activity what

Modes of Instruction Gives instruction, command,
students will achieve the
directions
objectives
Instructional Materials Students will the materials, visual

Provide materials
aids
Modes of Assessment
Just a merely test Assessment
31
Interview a parent, Find out his/her viewpoints on the traditional

and progressive curriculum.
Name of Parent: Mrs.Geraldine L. Barachina

Highest Educational Attainment: College Undergraduate
Signature:
Roles of Teacher Discussant

Facilitator
lecturer
Roles of Pupils
Listener, receiver Oral fluency, free to talk
Modes of Instruction Spoon feeding, limited/budgeted

Variety of activities
skills
Instructional Materials Technology devices, chart using

Manila paper/charting
tarp
Modes of Assessment Output based from the lesson

Paper pencil test
learned , performed task
32
Research on the differences of the traditional and progressive

curriculum. Accomplish the H-Chart given below. Write the
similarities at the center and the differences on each side.
Traditional Progressive
Curriculum Curriculum
 More on memorization for  More reasoning and

mastery open questions
 More on individual work  Encourages group
Similarities
 A lot of effort from  These two has assignments activity
teacher  Both have something to  Less teacher talking
 The teacher will spoon- evaluate students learning. time
feed information to the  There should be at least  Students‟ self-
students. student and teacher evaluation
interaction
 The teacher is the  More on reflection
dominant being in the  Rules are both the
class student and the
 Teacher-centered teacher
 Student centered
Indirect Instruction
My Personal Insights
Traditional and progressive curriculum has their differences but they have the same goal which is
both ways evaluated and measure the learning of the students. They have both interaction between
teacher and students. They differ in way of teaching and how students interact. A mere traditional
curriculum will not simply give them the edge of doing what they expect to fulfill while they are in
school. However, on the progressive curriculum accompanied a practical type of education that was even
more pleasant as well as interesting in the students.
33
Call up your friends from other Teacher Education Institutions.

Find out what is their own point of view of curriculum. Put a
check (√) mark on the corresponding column.
Names of
Traditional Progressive Both
Students/Schools
1.
Shekina Matalino
University of Rizal
√
System - Pililla
2.
Alondra Sabal
√
East Systems Colleges
3.
Neil Sabal
√
URS - Binangonan
4.
Blessa Ofrancia
Doña Susana
√
Elementary School
5.
Marilyn Vergara
Doña Susana √
Elementary School
My Insights
As part of learning, we need to consider traditional and progressive point of view of

curriculum since it is being used mostly inside the school. Curriculum considers the needs and
interest of the learners. Learners must have always the courage to learn new things everyday that‟s
why progressive curriculum should be applied by the teacher. This curriculum will help the learners
to become skillful and full of knowledge and willing to share it to others.
I found out that most of the Teacher Education Institutions have both traditional and
progressive curriculum since they were able to experience it in their institution. The curriculum
34
they have will define their future career. Their views help me realized that both curriculum could
help the learners to become competent enough to face challenges and competitions both academics
and extra- curricular activities. Through this it will enhance the skills of every learner that they will
use for long period of time. That is why we teachers really need to provide the needs of our
learners so that it will have a good results or positive impact to the learners.

35
Approaches
about school
curriculum
Curriculum can be approached or seen in three (3) ways. It can be defined

as content, a process or as an outcome. First, is to approach it as content or
body of knowledge to be transmitted. Second, is to approach it as a product or
the learning outcomes desired of learners. Third, is to approach it as a process or
what actually happens in the classroom when the curriculum is practiced.
Three
Approaches
To
Curriculum
Curriculum as a
Content or Curriculum as a Curriculum as a
Body of Process Product
Knowledge
36
My Map
1. Complete the matrix

using varied sources.
2. Interview a
teacher and
inquire about the
criteria in the
3. Ask sample on
section of
how the
knowledge/subject
principles of
matter.
curriculum
content are
applied in their
school. 4. Prepare your portfolio.
37
Accomplish the template given below by following the given

sample.
Subjects Content Process Product
 Clustering
E.g. Curriculum Definition of  Read Post Evolved a
Development with Curriculum Categorize contextualized
Field Study 4  Interview definition of
curriculum
1.  Read poems
 Analyse Effective and creative
English Part of Speech
 Categorize writing skills.
Create
2.
 Pagbasa Mapanuri at masusing pag-
Filipino Panitikan  Pag-unawa unawa sa teksto at
 Pagsasadula babasahin.
 Identify
 Compare life in Acquiring knowledge about
3.
the past to life significant events,
today developments, individuals,
Social study History
 Explain groups, documents, places,
 Create and ideas to support
chronological investigations
sequence
4.
 Identify
Draw the function of
Science Part of the Body  Familiarize different parts of the body.
Draw
My Reflection
Curriculum refers to all subjects or courses offered in a school. It is a recommend order from the
DepEd or CHED. It may change any time if it is not anymore helping the learners to progress in the learning
development. I learned that in every curriculum there is always a process and a result either positive or negative.
It helps the learners building their confidence, skills and ideas. They can only attain their goals if they work
together both teacher and students in a very nice way.
As I interview, I learned many things like to identify or categorize the content. And what are the
outcomes of it, I realized curriculum is really important to us.
38
There are six (6) criteria in the selection of knowledge/subject

matter. Interview a teacher, the indication for each of the
criteria by answering the given question.
Criteria Questions Indicators

How do you know the It is organize through the
1. Significance significance in the development of the learning
content of the activities, skills and even the 3
curriculum? domains cognitive, affective
and psychomotor.
How do you know if the The topics should not
2. Validity curriculum is valid? absolete.
When do we know that We can say that it is useful

3. Usefulness the curriculum is useful? when the learning will last.
When do you know that The content should be

4. Learnability the content is within the appropriate to the learners and
range of your learner’s should be in the range of
experience? experiences.
When do you know that That the subject matter is fully
the content is within the implemented. That the
5. Feasibility time, resources and students should finish the
experiences of the work just in time.
learners
When do you know that If the learners are behaving and
6. Interest the learners are they are all participating.
interested in content?
My Insights
There are a lot of criteria in the selection of the subject content. This is useful so that the
teachers are being guided and can would easily can come up with content that the learners can
really understand the topic. This will also help on how or what strategies they will use so that that
the learning may last and more enjoyable. I learned that in every curriculum there is a criterion that
we need to follow in order to attain our goals which is the 100 % proficiency of the learners.
These criteria will be utilized in the selection of subject matter and for the content needed in a
curriculum. It will really help the teachers on how to evaluate their learners. As a future educator, I
should have criteria in all of my subjects in order to have a good outcome in teaching learning
process.
39
B.A.S.I.C. is an acronym to state the principles of curriculum

content.
Principle 1: Curriculum Content Sample

Balance First Grading Period
Equitable assignment of content, time, A. Branches of earth science
experiences and other elements B. Realms of the earth
Write the contents in one (1) subject
I. Meteorology
area for the first grading period.
1.Elements of weather
2. Earth atmosphere
3. biogeochemical cycle
4. weather conditions in the
Philippines
Articulation Grade 7 Grade 8 Grade 9
Curriculum is arranged vertically or 1.1 add 2.1 add 3.1apply
horizontally
and and arithmetic
Write a sample content of one (1) topic subtract subtract operations to
in a subject from level to level or grade integers decimals solve the
to grade.
problems
1.2 2.2 3.2 apply
multiply multiply arithmetic
and and divide operations
divide decimals through
integers fractions
2.3 3.3 define
recognize rational and
negative irrational
numbers number
3.4 Understand
basic rules of
exponents
40
Scope 1. General Subject: History of Western

Content, topics, learning experiences and Music.
organizing the threads of an educational
plan. Specific Topic: Renaissance Musical
Instruments
Write sample topics in a subject area. 2. Module 1 curriculum: concepts nature
and purposes
Lesson 1: concept, nature and purposes
of curriculum
Lesson 2: Elements components of
curriculum/
Lesson 3: Teaching Learning process
and curriculum development
Integration In the basic Education Curriculum a cluster of
Curriculum is integrated and subjects Is assigned under MAKABAYAN.
interconnected. These include among others, Social Studies,
Physical Education, Health and HELE. In its
Cite lesson which is integrated in other implementation MAKABAYAN subjects may
subjects. choose to have common theme.
Continuity When grade I lesson in living things is repeated

Vertical repetition and recurring in the next grade level with higher complexity, a
approaches of content. construction should be made. In the high
school, the same content heading as living
Write sample topics in a subject area things is included but linked to the content
where content is organized in spiral taken in the elementary level.
fashion in breadth and depth.
41

42
curriculum
Development:
Processes and model
Curriculum development is a dynamic process involving many different

people and procedures. In curriculum development, there are always changes
intended for improvement. Let us look into the Curriculum Development Process
Models.
Ralph Tyler Hilda Taba Galen Saylor

Model: Model: and William
FOUR BASIC GRASSROOTS Alexander
PRINCIPLES APPROACH Curriculum
Model
Also known as Tyler’s Hilda Taba improved on Galen Saylor and William
Rationale, the curriculum Tyler’s model. She believed Alexander described
development model that teachers should curriculum as “a plan for
emphasizes the planning participate in developing a providing sets of learning
phase. curriculum. She presented opportunities to achieve
seven (7) major steps: broad educational goals
and related specific
1. Diagnosis of learners’ objectives for an
1. Purposes of the school
needs identifiable population
2. Educational experiences
2. Formulation of served by a single school
related to the purposes
learning objectives center.”
3. Organization of the
3. Selection of learning
experiences
contents 1. Goals, Objectives and
4. Evaluation of the Domains
4. Organization of
experience 2. Curriculum Designing
learning contents
3. Curriculum
5. Selection of learning
Implementation
experiences 4. Evaluation
6. Determination of
what to evaluate and
the means of doing it
43
My Map
44
Visit the school and interview an administrator on at least one

(1) curriculum model. Accomplish the given matrix below.
Curriculum Model Best Feature Insights

 Subjects are organized in  This can be use in
1. GRASSROOTS different learning areas different level both
APPROACH  Mastery of the subject elementary and secondary.
 Topics to be covered  There are really
appropriate ways on
 Directly learned by the experiencing Subject
learners through social matter content.
interactions.
 This will develop the
 Centralized test abilities or skills of the
learners.
 Subject demonstration
 It also allows the learners
 Students engagement to become more
productive and expert on
the learning of different
subjects.
Curriculum development is a dynamic process involving many

different people and procedures. It is very necessary for a teacher to know
and master the curriculum in order for her/his to have a good quality of
teaching learning process.
Through the identifying of different curriculum, as future
educator I can identify what specific and appropriate curriculum that can
use and integrate to the learners that they can easily get and apply to their
learning experiences. That is why the curriculum models are very
important to the learning of teacher and students.
45
These are the steps in the model of Hilda Taba. Interview a

teacher and inquire how these steps are applied by
accomplishing the given chart by giving concrete examples.
Steps Applications to Real Teaching
1. Diagnosis of Learners’ Needs

and Expectations of Larger
Learners-centered approach
Society
2. Formulation of Learning
Objectives
100% proficiency attained by the learners
3. Selection of Learning Content

Learning content that will meet the learner‟s
needs.
4. Organization of Learning Content

There is a process to be followed.
5. Selection of Learning Content

Delivery of lesson based on the learner‟s
experiences.
6. Modes of Evaluation
Assessment ( performance- based test)

46
Complete the staircase of the Curriculum Development Process

according to Tyler. Write the answers in the steps. Give
examples for each step.
4. Evaluation of the experiences
For example, the teacher could have the students write an essay without
assistance. If they can do this, it is evidence that the students have achieved the
objective of the lesson.
3. Organization of the experiences
Should the teacher demonstrate first or should the students learn by writing
immediately? Either way could work and preference is determined by the
philosophy of the teacher and the needs of the students. The point is that the
teacher needs to determine a logical order of experiences for the students.
2. Educational experiences related to the purposes
For example, if students need to meet the objective of writing an essay. The
learning experience might be a demonstration by the teacher of writing an essay.
The students then might practice writing essays. The experience (essay
demonstration and writing) is consistent with the objective (Student will write an
essay).
1. Purposes of the school

For example, a school that is developing an English curriculum my create
an objective that students will write essays. This would be one of many
objectives within the curriculum.
47

48
Foundations of
curriculum
development
Curriculum development is anchored on a very solid foundation. What

philosophical, historical, psychological and sociological influences form the
current school curriculum? Who are some of the identified curricuralists with
these foundations?
PHILOSOPHICAL HISTORICAL PSYCHOLOGICAL

FOUNDATIONS FOUNDATIONS FOUNDATION OF
CURRICULUM
Philosophy of the The historical foundations Psychology provides a basis
curriculum answers show the chronological to understand the teaching
questions like; What are development along a and learning process.
schools for? What subjects timeline. Some of the many Questions which can be
are important? What whom we consider to have addressed by psychological
outcomes should be great contributions are: foundations of education
achieved? Why? There are Hollis Caswell (1901-1989) are: How should curriculum
many philosophies in who believed that be organized to enhance
education. An example is curriculum, instruction and learning? What is the
Perennialism Aim: To learning are interrelated optimal level of students’
educate the rational and Hilda Taba (1902-1967) participation in learning the
person; cultivate intellect who helped lay the various contents of the
Role: Teachers assist foundation for diverse curriculum?
students to think with student population.
reason (critical thinking
HOTS)
Focus: Classical subjects,
literary analysis?
Trends: Use of great books
49
My Map
1. Complete the 2. Interview an

timeline and write administrator or
your personal faculty and write
insights. the contribution
of each person.
4. Evolve your own

3. Cite specific
5. Prepare your
philosophy based
example on
portfolio. how this is
on the existing applied in
philosophies. daily life.
50
Complete the timelines by indicating the significant contribution

of the each person.
Werret William Harold

Frankin
Charters Kilpatrick Rugg
Bobbit
1875-1952 1875-1952 1886-1960
1876 - 1956
He views curriculum He believes that the For him, the purpose He introduced the
as a science that objectives, along of curriculum is child concept of the
emphasizes the needs development, growth,
of the students. That with the development of
and social relationship.
is why lessons are corresponding He also introduced the the whole child, the
planned and activities, should be use of small group inclusion of social
organized depending aligned with the interaction, and the studies, and the
on the needs of the project method in
students. subject matter or importance of
which the teacher and
content. students plan together. curriculum planning in
advance.
Hollis Caswell Ralph Tyler Hilda Taba Peter Oliva

1901-1989 1902-1994 1902-1967 1992-2012
He believes that Believes that Hilda Taba According to

subject matter is contributed to the
curriculum Oliva, a model
developed around the theoretical and
interest of the learners should revolve pedagogical curriculum should
and their social around foundations of concept be simple,
functions. So, the the students‟ development and comprehensive,
curriculum is a set of critical thinking in
experiences. Learners
needs and social studies
and systematic.
must experience what interests. curriculum and helped
they learn. to lay the foundations
of education for diverse
student populations.
51
Interview an administrator, a faculty and cite specific example

in each of the items given below. Complete the Table.
Foundations of Curriculum Samples/Situations

Educational planners and policy makers most
1. Philosophical Foundations have philosophy, a belief about education and
schooling and 3 R‟s
 Reading
 „Riting
 „Rithmetic
It shows us the chronological developmental a
2. Historical Foundations long a time line. It is where the curriculum
development came from our great contributors.
Provides a basis to understand the teaching and

3. Psychological Foundations learning process. It unifies the elements of the
learning process.
Students who develop identity and self-

4. Social Foundations awareness are more likely developed a sense of
morality. And Subjects varies in every field of
social sciences.
Curriculum development is anchored on a very solid foundation. Although
considered to be a new discipline, its significance in the in the light global
developments has now been acknowledged. It is considered as a cooperative endeavor
for change but school and society must work together for it. I learned that there are
foundations in every planned curriculum. These foundations have greatly helped the
curriculum to become effective to all learners and teachers. And there are people
behind these foundations who were great contributors of the curriculum
development. I realized that before implementing a curriculum we really need to plan
it properly by learning the foundations of curriculum. We should build a curriculum
that will cater the needs and interest of the learners. Learners should be the center in
the teaching-learning process.
52
Evolve your own philosophy based on the existing philosophies

of education. Illustrate through a graphic organizer. Explain
how this will be applied, if you are going to put up your own
school.
Education/Curriculum
Teacher Student
Process
Giver of information Receiver of information
Integrate interactive activity participate in the Activity
Appreciate & improve student performance Develop Cognitive,

affective &
Activate learner confidence psychomotor skills
Values integrator Productive learners
Assessment/Evaluation
Explanation
It is very clear in my own philosophy of education that in teaching and learning process there are only
two main factors which are the teacher and the learner. These two factors have relationship with each
other. They are both important in terms of education. One job of being a teacher is to be giving the
needs of their students for learning by creating engaging and relevant learning experiences every day.
The best way to engage students is to have a solid classroom management plan and a well-planned
lesson that is grounded in relevant should have a purposeful activity that will develop the different
skills of the learners. And the job of being a student is to response to the planned and method that is
being integrated by the teacher to the student.
53

54
crafting the
curriculum:
the teacher as a designer
Peter Oliva’s 10 Axioms for Curriculum Designers.

(An Axiom – self-evident or universally recognized truth; a maxim).
7. Curriculum development
is an on-going process.
As the needs of learners change, as

society changes, and as new knowledge
6. Curriculum development is a and technology appear, the curriculum
1. Curriculum change is decision – making process must change.
inevitable, necessary and made from choices of
desirable. 8. Curriculum development is
alternatives.
Societal development and knowledge A curriculum developer or designer
more effective if it is a
revolution come so fast that the need must decide what contents to comprehensive process, rather
to address the changing condition teach/what methods or strategies to
requires new curriculum designs. than “piecemeal.”
use?
A curriculum design should be based on
a careful plan, intended outcomes
2. Curriculum is a product 5. Curriculum development clearly established, etc.
of its time. is a cooperative group
Curriculum should be “timeless” activity.
which means it responds to Any significant change in the curriculum
changes that came from current is more effective when it
should involve a broad range of
social forces, education reforms, stakeholders to gain their follows a systematic
etc. understanding, support and input. process.
A curriculum design should always be

3. Curriculum changes made 4. Curriculum change depends SMART.
earlier can exist on people who will
concurrently with newer implement the change.
curriculum changes.
starts from where the
It is best that teachers design and own
The change that occurs in curriculum the changes. curriculum is.
development can co-exist, oftentimes
overlaps for long periods of time.
An existing design is a good starting
point for any teacher who plans to
enhance and enrich a curriculum.
55
My Map
Prepare
your
portfolio.
Cite the
similarities
in the
different
Analyze component.
the
componen
ts of the
Observe a sample
class and lesson
request for plan.
a sample
Interview an lesson.
administrato
r and ask
how the 10
axioms are
realized in
the school
setting.
56
Accomplish the matrix by interviewing an administrator and a

teacher to explain how the ten (10) axioms are realized in the
school setting. The administrator or the teacher has the option
to choose the axiom that she/he wishes to explain.
Ten (10) Axioms for Curriculum Situations/Sample on How These

Designers Axioms are Realized in the School
Setting
1. Curriculum change is inevitable, It was stated that one of the characteristics of
necessary and desirable. curriculum is its being dynamics. Because of
this, teachers should respond to the changes
that occur in school and in its context.
Schools and school systems grow and develop
in proportion to their ability to respond to
change and adapt to changing conditions.
Society and its institutions continuously
encounter problems to which they must
respond.
2. Curriculum reflects its own time. A relevant curriculum should respond to
It is a product of its time. changes brought about by current social forces,
philosophical positions, psychological
principles, new knowledge and educational
reforms. This is also called the timelines.
The curriculum responds to, and is changed by,
factors such as social forces, philosophical
positions, psychological principles,
accumulating knowledge, and educational
leadership at its moment in history.
3. Curriculum changes made earlier A revision in a curriculum starts and ends
can exist concurrently with slowly. More often, curriculum is gradually
newer curriculum changes. phased in and phased out. Thus the changes
that occur can coexist.
Curriculum revision rarely starts and ends
abruptly. Changes can coexist and overlap for
long periods of time. Usually curriculum is
phased in and phased out on a gradual basis.
4. Curriculum change depends on Curriculum revision rarely starts and ends
people who will implement the abruptly. Changes can coexist and overlap for
change. long periods of time. Usually curriculum is
phased in and phased out on a gradual basis.
57
Situations/Sample on How These

Axioms are Realized in the School
Setting
5. Curriculum development is a People who will implement the curriculum
cooperative group activity. should be involved in its development. When
individuals internalize and own the changes in
curriculum, the changes will be effective and
long-lasting.
6. Curriculum development is a Significant and fundamental changes in

decision-making process made curriculum are brought about as a result of
from choices or alternatives. group decisions. Any significant change in the
curriculum should involve a broad range of
stakeholders to gain their understanding,
support, and input.
7. Curriculum development is an Examples of decisions curriculum developers

on-going process. must make include what to teach, what
philosophy or point of view to support, how to
differentiate for special populations, what
methods or strategies to use to deliver the
curriculum, and what type of school
organization best supports the curriculum.
8. Curriculum development is more Continuous monitoring, examination,

effective if it is a comprehensive evaluation, and improvement of curricula are
process not piecemeal. needed. No curriculum meets the needs of
everyone. As the needs of learners change, as
society changes, and as new knowledge and
technology appear, the curriculum must change.
9. Curriculum development is more A set of procedures, or models, for curriculum

effective when it follow a should be established in advance, and be known and
systematic process. accepted by all who are involved in the process. The
model should outline the sequence of steps to be
followed for the development of the curriculum.
10. Curriculum development start Curriculum planners and designers should begin
from where the curriculum is. with existing curriculum. An existing design is a
good starting point for any teacher who plans to
enhance and enrich the curriculum.
Most curriculum planners begin with existing
curriculum. Oliva advises planners to "hold fast to
that which is good."
58
Observe a class or get a sample lesson. Using the

elements/component, write a sample curriculum using the
template given below.
Subject
Teaching/Le
Matter or Assessment/
Intended Learning Outcomes arning
Learning Evaluation
Methods
Content
 Napapahalagahan ang napanood na

pagtatanghal ng isang akda sa pamamagitan ng  Grade 10 DEDUCTIVE
 Quiz
paghahanap ng simbolong nakapaloob. METHOD
 Oral
 Nabibigyang kahulugan ang mahihirap na  Discussion recitation
salita o ekspresyong ginamit sa akda batay sa  Maikling  Activity
konteksto ng pangungsap. kuwento Performance
 Napatutunayang ang mga pangyayari sa akda based
ay maaring maganap sa tunay na buhay
Request a sample lesson. Analyze the component present in

the plan. Paste the lesson plan below.
59
Collect three (3) sample lesson plans from various schools. Evaluate the similarities
and differences using the Venn diagram.
Vicente Madrigal National High School

Name of School
The Filipino lesson plan in

elementary starts with
answering or activity first
before opening the lesson as an
introduction.
Similarities in
Component
The lesson plan starts with

a game or an activity that This school's lesson plan
introduces the lesson. starts with any
moticational videos that is
inlined with their lesson
for the day.
Margarito National High School Tanay National High School

Name of School Name of School
60
approaches to
curriculum
design
Types of Curriculum Design Model

1. Subject-Centered 1.1 Subject Design
 Its curriculum design has variations 1.2 Discipline Design
which are focused on the individual 1.3 Correlation Design
subject, specific discipline and a
combination of subjects or discipline
thus interdisciplinary. 1.4 Broad Field
Design/Interdisciplinary
2. Learner-Centered 2.1 Child-Centered Design

The learner is the center of the educative 2.2 Experience-Centered Design
process.
2.3 Humanistic Design
3. Problem-Centered 3.1 Life-Situations Design
This design draws on social problem,
needs, interests and abilities of the 3.2 Core Problem Design
learners.
My Map
Interview a Interview four Visit a Teacher

teacher and ask (4) people and Education
the features of ask them about Institution and Prepare
each curriculum their secure a copy of your
model. Write perceptions on an OBE-based portfolio.
your insights. the K to 12. syllabus.
61
These are types of Curriculum Design Models. Complete the

template given below by citing their best features/advantages.
Curriculum Design Models Best Features
1. Subject-Centered Design curriculum design has variations

which are focused on the individual
subject
1.1. Subject Design
it requires fewer participants, making
the process much more streamlined
and less resource heavy
1.2 Discipline Design

Easy to design, build and operate.
We can make predictions about things

1.3 Correlation Design when we know about correlations. If
two variables are correlated, we can
predict one based on the other.
1.4 Scrap field Design/Interdisciplinary Design It synthesize more than one discipline
and creates teams of teachers and
students that enrich the overall
educational experience
62
Curriculum Design Models Best Features

It emphasizes a variety of different
2. Learner-Centered Design types of methods that shifts the role
of the instructors from givers of
information to facilitating student
learning.
2.1 Child-Centered Design  Students develop learning and

other
skills and gain meaningful
knowledge that will help them
throughout life.
 The relationship between rights
and responsibilities
is learned.
 Students discover that learning is
interesting
and fun.
2.2 Experience-Centered Design It is focused on the experienced of the

learners
If the child feels good about him or

herself then that is a positive start.
2.3 Humanistic Design Feeling good about oneself would
involve an understanding of ones'
strengths and weaknesses, and a belief
in one's ability to improve
It allows learners to become producers
3. Problem-Centered Design rather than consumers of knowledge.
Students will see direct relevance to

3.1 Life Situation Design what they are studying if the content
is organized around aspects of
community life.
It centers on general education and
the problems are based on the
3.2 Core Problem Design common human activities. The central
focus of the core design includes
common needs, problems and
concerns of the students.
63
Upon answering this activity I could say that this curriculum design models is
very relevant to the learners. First, learner will develop skill in reading and activate
their critical thinking. Second, learners will also develop their comprehension and
understanding to any subject to be taught. Third, it will also develop the behavior
and discipline of the learner. Fourth, learner will activate their schema where in their
prior knowledge will be used for the new learnings. Fifth, learner will allow their
mind to think and choose for the betterment of their learnings. Sixth, through the
use of child-centered design, experience-centered design, humanistic design, learner
will engage and experience real setting that they can use for their learnings, where in
they will choose various activities that can apply to their own phase of growth and
also they can have opportunities to empower to shape their own learning. Lastly,
learner will be trained to solve real life problems that come about because of the
needs, interest and abilities of the learners. Problems persistent in life and society
that affect daily living are also considered. It will also develop the learners
Interview at least four (4) people and ask them their perception
about the K to 12 programs. Complete the comic strip
ballons.
It gives opportunities to the Provide a competency-based, self-

young individuals in a sense paced program with clear quantifiable
objectives. Instruction will be provided
of they can build confident
in a variety of ways best suited to the
through there learning. individual student‟s needs
Name: Name:
Pricilla Peñaflor PHOTO Alona Bea Rimas

HERE PHOTO
Signature: Signature: HERE
64
K to 12 program is somehow Provide students with a success-

helping the educative process as oriented program to obtain
well as enabling the learners to be academic and employability skills
globally competitive to trends in a school environment.
Name: Name:
Michelle Villaluz PHOTO Geraldine Barachina

PHOTO
HERE
Signature: Signature: HERE
65
Visit a Teacher Education Institution. Secure a copy of an OBE-

based syllabus. Analyze each component of the given syllabus.
How are the components stated? Are the activities aligned with
the intended learning outcomes and modes of assessment?
66

67
Implementing
The curriculum:
the teacher as curriculum
implementer and manager
Change is inevitable in curriculum development. To be relevant, we need

to change, a change for the better. This can be obviously seen through effective
implementation. What is curriculum implementation? Let us look into the different
- Teaching what has been written

in the lesson plan
Curriculum implementation
- Implementing means using the
means putting into practice plan as guide to engage the
the written curriculum that learners in the teacher-learning
has been designed in syllabi, process
course studies, curricular - It involves the different
SADC MoE Classroom strategies of teaching with the
guides and subjects. Africa, 2000 Context support of instructional
materials.
Ornstein Curriculum implementation

- Shift from what is current and Other means putting the curriculum
to a new or enhanced Hunskins, meaning of into operation with the
curriculum 1998 curriculum different implanting agents. It
- Change requires efforts; takes place in a class, a school,
hence, goals should be a district, etc.It requires time,
achievable. money, personal interaction,
personal contacts and support.
68
My Map
1. Interview administrators/students
about changes in the curriculum.
2. Get sample of the

different curriculum
3. Answer the
changes in the
question,
schools you will “why do you
visit. need to
change the
curriculum”.
4. Prepare your
portfolio.
69
Interview teachers, administrators and students. What change

are happening in the curriculum?
K-12 Curriculum Mother Tongued Based

Multilingual
ICT Integration
Learner - Centered
Curriculum
Changes
Specialization
Core Academics Area
Hands on
Skills Development
These are the categories of curriculum change, Get

samples/situations for these categories from the school you
visited.
Categories of Curriculum Change Situation/Samples

1. Substitution
Replace the present with a new
Revising the old book into a new book by
one.
revising.
2. Alteration
Introduce minor changes or
modification on the current one. Instead of computing using a pen and a paper
we can already use calculator.
70
Categories of Curriculum Change Situation/Samples

3. Restructuring
Introduce major modification of the
A involvement of the parents of the children
current curriculum.
instead leaving everything to the teacher.
4. Perturbation
Changes happen within a fairly A extra curriculum or activities may happen that
short time. is why a 2 hours class will be lessen into 1 and a
half hour.
5. Value Orientation
Respond to shift in emphasis within Teachers that are undergo induction program
the vision/mission of the school. which is a special curriculum for newly hired
teachers.
Complete the staircase of the Curriculum Development Process

according to Tyler. Write the answers in the steps. Give
examples for each step.
We really need to change the curriculum form time to time it is because we really need to
consider the needs, learning styles, and different intelligence of our students. We must also bear
in mind that we are in the 21st century and learners evolved. And because of the society‟s values
and needs change over time. In the 1950s, there was a lot more emphasis on the home
economics and industrial arts type of things, more emphasis on simply memorizing facts and
rules. Nowadays, with technology shifts, and an economy that is based on different skills, if we
had the same curriculum, it would be a catastrophe. Curricula have changed to meet the
different needs that we have now.
71
(Get one (1) clipping from newspapers or fro, an internet source about the
current trends and issues in education. Paste it on this page. Write your insights
about the article on this page.)
Reforms in the Philippine

education system: The K to
12 Program
In: Students of the Bagong Tanyag Elementary School in Bicutan, Taguig, shows their Abakada
book. In each classes, three school hours per session is only being accommodated for they are
lacking in classrooms. The question is what can a student learn from a three-hour class. The
Philippine educational system is faced with a slew of problems, including lack of classrooms,
dilapidated school buildings and shortage of teachers.
By Cyril John Barlongo
QUALITY education is viewed as any country‟s pillar of success.
72
Restructuring the Philippines‟s basic educational system through the K to 12 Program is a tough
but strategic move by the government to ensure that it produces competent graduates who can
serve as the backbone for a highly skilled and employable work force.
In Photo: Grade 1 pupils from Pasay City Elementary School at Leveriza Street in Pasay City take
time to write on their paper during the opening of classes in Metro Manila area and other
provinces.
Introduced in 2011 by the Department of Education (DepEd), headed by Secretary Armin
Luistro, FSJ, the K to 12 Program made kindergarten a prerequisite to basic education. It
lengthened basic schooling to include a two-year senior high school and offered technical and
vocational courses to students not planning to go to college, thus giving them more chances of
getting employed in blue-collar work
The program replaced the 10-year basic education curriculum, which consisted of six years in
grade school and four years in high school that concentrated on the English language and Filipino,
the sciences, arithmetic and mathematics, and the social sciences.It also incorporated these basic
lessons to include basic science and technology, engineering, mathematics, accountancy, business
and management, humanities and social sciences, and general academic courses such as technical-
vocational-livelihood, arts and design, and sports.
The implementation of the program has aroused fear among 13,600 teachers and 11,400
nonteaching staff in higher education institutions (HEIs) that they would end up losing their jobs
due to the lack of college enrollees.
Petitions have been submitted to the Supreme Court to suspend the program because politicians
and groups find the new system as insufficient preparation for life after school.
Lack of infrastructure is also one of the issues confronting the DepEd prior to and during the
initial implementation of the program. Needed for the new curriculum are 30,000 new classrooms;
30,000 new teachers; and 6,000 nonteaching staff.
Like most government endeavors, public education cannot succeed without the support of the
private sector. With the help of companies and business groups, programs by the government are
important in building a strong future for the country that would enhance our competitiveness in
the global community and would advance the competencies of Filipino graduates to stand at par
with global practices and be equipped with relevant skills and knowledge in their chosen
professions. Different programs will give the youth a steady and confident footing in pursuing a
career that will empower them to become able and productive participants in the shared task of
nation-building.
Toward this end, business organizations have been supporting the K to 12 Program on its
continued and proper reform implementation. Consistent support has been provided by the
Makati Business Club, Philippine Business for Education (PBEd), Philippine Chamber of
Commerce and Industry, Management Association of the Philippines, the Information Technology
and Business Process Association of the Philippines, Employers Confederation of the Philippines,
American Chamber of Commerce of the Philippines, German-Philippine Chamber of Commerce
and Industry, and the Australia-New Zealand Chamber of Commerce of the Philippines.
Studies have repeatedly shown that “more schooling leads to a higher income, averaging a 10-
percent increase for every additional year in school.”
The League of Cities of the Philippines has also expressed its full and unwavering support for the
flagship education reform of the Aquino administration, led by Quezon City Mayor Herbert
Bautista.
73
Quality education is the best that the country can offer, a call that leads to quality employment for
a better quality of life. Hence, lawmakers should still be in the lookout for potential advancements
in the current status of our education system.
As of January 2015, the Philippine Statistics Authority Labor Force Survey showed a 6.6-percent
unemployment rate from 7.5 percent the previous year. Meanwhile, the survey also showed
employment grew to 93.4 percent, up from 92.5 percent the preceding year.
If industries, members of academe and society as a whole can work concertedly toward
empowering the students with global-standard competencies, the country‟s employment rate will
improve further.
Despite the massive number of graduates the country‟s institutions of higher learning produce
annually, not all possess the life skills needed to enter and become productive members of the work
force.
Workers in the services sector dominated the largest proportion by 54.6 percent, comprised of
those engaged in wholesale and retail trade, or in the repair of motor vehicles as the largest
percentage. Meanwhile, workers in the agriculture and industry sector comprised the second and
the smallest group with 29.5 percent and 15.9 percent, respectively. Laborers and unskilled
workers have remained in the largest group, accounting for 31 percent.
Due to financial reasons, many high-school graduates today cannot proceed to college, which
contributes to the aggregate of about 15 million out-of-school youth, according to PBEd.
The nonprofit organization proposes a voucher system to the DepEd and Commission for Higher
Education (CHED) to give out-of-school youth a chance to pursue tertiary education.
According to PBEd, the Unified Financial Assistance System for Higher and Technical Education
(UniFAST) and the Tertiary Education Transition Fund (TETF) will facilitate the funding for
the program if Congress will pass the two bills into law.
The UniFAST bill will harmonize government scholarships, grants-in-aid and loan programs,
while the TETF bill, in turn, will establish a development and welfare fund, PBEd says.
The UniFAST bill has been approved on third and final reading in the House of Representatives
and on second reading at the Senate.
The community where the students live is a key factor in collective assistance and encouragement.
With the help of volunteers through the DepEd‟s Brigada Eskuwela program, the public and
private sectors unite to provide services and resources through the repair and ensuring the safety
and cleanliness of classrooms and schools for the opening of public schools this June.
The program brings together teachers, parents, community members and stakeholders every third
week of May in an effort to maximize civil participation and utilize local resources to prepare
public schools for the opening of classes.
During the long week event, volunteers take time doing minor repairs, painting and cleaning of
school campuses.
The program has become the DepEd‟s model of genuine public and private partnership to curb
challenges that Philippine education is facing and serves as one of its front-line initiatives.
The Gulayan sa Paaralan Program of the DepEd, which began in 2007, also helps to address child
malnutrition among elementary students. The crops harvested from school gardens, which were
also planted by the students, are used to sustain the school‟s feeding programs. Children lacking
proper nutrients have lesser energy, physically and mentally, hence are unable to fully participate in
class.
Because of significant inflation in the country and improvement of facilities, private institutions
have raised their tuition in 313 private colleges and universities for the coming school year, slightly
higher than the 287 HEIs allowed by the CHED last year, for an increase in tuition and other fees.
74
The CHED said that of the 313 schools, only 283 HEIs were allowed to increase tuition, 212
would increase other fees, and 182 out of 313 schools were allowed to increase both tuition and
other school fees.
Despite the higher number compared to that of last year, the increases were lower from an average
of P35.66 per unit to P29.86. Other school fees were also lowered to P135.60 from P141.55 last
year.
Due to Supertyphoon Yolanda that devastated a wide swath of land in Eastern Visayas in 2013,
the CHED did not approve any application from the schools affected to increase tuition and other
school fees.
As no applications were submitted to CHED, no increases were imposed in the provinces of
Batanes, Cagayan, Isabela, Nueva Vizcaya and Quirino in Region 2; Albay, Camarines Norte,
Camarines Sur, Catanduanes, Masbate and Sorsogon in Region 5; Bohol, Cebu, Negros Oriental
and Siquijor in Region 7; Camiguin, Misamis Oriental, Lanao del Norte, Bukidnon and Misamis
Occidental in Region 10.
For a program to go through, right appropriation is essential to deliver a smooth program
implementation. Mandated by the Philippine Constitution, the government must allocate the
highest proportion of its budgetary needs to education. As part of the Aquino administration vow,
of the P2.606-trilliion national budget, the Department of Budget and Management (DBM)
allocated P367.1 billion for the DepEd, the highest among the government agencies. The 2015
budget increased by 18.6 percent from last year.
Among the DepEd‟s programs are Abot-Alam Program, Alternative Delivery Mode Projector e-
IMPACT, Basic Education Madrasah Program, Computerization Program, Redesigned Technical-
Vocational High School Program and Government Assistance to Students and Teachers in Private
Education.
Modernizing the higher public education system is an integral part of making school facilities a
conducive environment for students to learn. Hence, to improve the country‟s state universities and
colleges (SUCs), a total of P44.4 billion was allocated to the SUCs, 16.8 percent higher from last
year.
The P2.5-billion allocation is designed to aid 40,453 Pantawid Pamilyang Pilipino Program
beneficiaries.
To aid students who want to earn a college degree, the DBM allotted P7.9 billion for scholarship
grants and financial assistance. Under this allocation, the CHED‟s Students Financial Assistance
Program was appropriated a total of P763 million that will help 54,208 students nationwide.
My Insights
Education is very important to everyone. It can change personality, social status of people.
In the clippings above, it is very clear that in our country we have a poor educational system. This
poor educational system will not make our country globally competitive that is why there are
reforms that being newly implemented to sustain the quality of education and to provide the
necessary needs like skills, knowledge of every learners.
75
stakeholders
in curriculum
development
Stakeholders are individuals or institutions that interested in the

curriculum. They get involved in many different ways.
School Leaders/ Parents

Administrator are significant school
are curriculum managers. partners.
Community
Teachers serves are the curriculum
are curricularists. resource and learning
environment.
Learners Other
are at the core of Stakeholders
the curriculum. are members of
Curriculum the school and
Stakeholders larger community
such as local
government
officials.
76
My Map
77
Interview different stakeholders and inquire about their roles in

curriculum development.
Stakeholders of the Curriculum

Roles in Curriculum Development
Development
1. Learners
 Receiver
 Listener
 Engage actively in learning
 Share insights
2. Teachers  Planner
 Facilitator
 Innovator
3. School Leader/Administrator  adviser

 leader
 Evaluator
4. Parents  1st teacher of the students
 Role model
 Encourager
 Best supporter
5. Community  Experience provider
6. Other Agencies  Benefits provider
My Reflections
It is very clear that the stakeholders are the foundation of curriculum development.
Because of them the beauty and the importance of developing the curriculum become
more effective. I realized that both of them are important in curriculum
development. That is why as future teacher I will give importance to the people that
can give and contribute to the curriculum development.
78
Interview the parents about the extent of their participation in

enriching the curriculum. Use the scale below.
4 3 2 1
Very Large Large Extent Moderate Extent Little Extent
(VLE) (LE) (ME) (LE)
Extent of Participation
Activities 4 3 2 1
VLE LE ME LE
1. Resource Speaker √
2. Teacher Aide √
3. Judge/Coach/Mentor √
4. Donor (Instructional
√
materials, etc.)
5. Other (pls. specify)
The activities resource speaker extent of participation 4 VLE, teacher aide extent of
participation 3 LE, judge/coach/mentor extent of participation 2 ME, and donor
*instructional materials, etc.) extent of participation 4 VLE.
79
Reflect on the importance of stakeholders in curriculum

implementation.
The stakeholders are very important in the role of curriculum. They have the biggest
impact because they are developing the learners in physical and in mental. Without these
stakeholders then there will be no learning at all.
In the learners they are the core of the curriculum, they are the one who will learn to
the teachers. They have more dynamic participation from the planning and implementing. In
the teacher they are the one who will plan the curriculum that they are teaching. They are the
most important person in curriculum implementation. The better the teacher the more widely
the knowledge that the students will have.
Parents are the one who will guide their students when they are in their respective
homes. The values that their students have learned to their parents. That is why teachers
encourage the parents of the students to take a look up to them and assist their children.
They are individuals or institution that is interrelated in the school curriculum and the one
who put into action and give life to the curriculum, lastly shape the school curriculum
implementation. The primary stakeholders in the curriculum since the learners are the
primary stakeholders in the curriculum, the universal as well as the individual characteristics
of the students should be considered. Age, gender, physical, mental, emotional development,
cultural background, interests, aspirations and personal goals are some of the factors that
should be considered in the implementation of any curriculum.

80
curriculum
evaluation and
the teacher
Curriculum evaluation is a new idea for many teachers, not knowing that
every day; the teacher is involved in several components of evaluation. There are
two (2) ways of looking at curriculum evaluation.
 Curriculum Program
Evaluation may focus on the
overall aspects of a
1 curriculum or the curriculum

itself. More often it refers to
big curriculum program.
 Examples of these programs
that may undergo a
curriculum program evaluation
are the K to 12 Curriculum
and the Outcomes-Based
Approach in Mathematics
Curriculum Curriculum.
Evaluation
 Curriculum Program
Component Evaluation. A
curriculum component may
2 include separate evaluation of
(a)
outcomes,
achieved
(b)
learning
curriculum
process and (c) instructional
materials.
81
My Map
4. Prepare
your
portfolio.
3. Secure a
copy of a
curriculum
evaluation
checklist.
2. Interview school
principal, how
they evaluate the
curriculum. Write
your reflection.
1. Ask several
people why
there is a
need to
evaluate the
curriculum.
82
Ask at least six (6) teachers, why there is a need to evaluate

the curriculum.
To facilitate
curriculum
development.
To inform the
efficient allocation
of teaching and To ensure
curriculum outcomes
learning resources.
are achieved.
Why do we
need to
evaluate the
curriculum?
To provide
feedback and To support
encouragement to applications for
teachers and the promotion and
faculty. career
development.
To ensure the
teaching is
meeting students
learning needs.
83
Interview a principal/administrator; find out how they evaluate

their school’s curriculum.
Excerpts of the Interview
My bases in evaluating a school curriculum are the impact of the applied

curriculum to the needs of the learners, their performance level in the class, and the
values they acquire from the teacher. I usually assess my teachers especially on how they
deliver their lesson in a creative and interactive way of teaching. Effective curriculum
starts from the teachers because they are the one who will teach the lesson. So, I need to
evaluate my curriculum as a principal in order to have active and excellent students.
My Reflections
Curriculum evaluation may refer to the formal determination of the quality, effectiveness or value of the program,
process, and product of the curriculum. It is a new idea for many teachers, not knowing that every day the teacher
is involved in several components of evaluation. There are two ways of looking the curriculum evaluation. I
learned that in order to have an effective curriculum we must evaluate curriculum from time to time. Curriculum
refers not only to the specific school but also to the teachers and students. It greatly helps to the needs of the
students and teachers in creating a better change in the school. I realized that curriculum evaluation is really
important to the success and development of the said curriculum. It can help the learners meet the intended
outcomes and goals. And it also helps the school to develop in quantity and quality. As a future teacher, I should
evaluate my school curriculum in order for me to learn and realize the unnecessary instructions that we need to
delete. I will not only focus to myself but prioritize the needs of the disciples. I will give my best as a teacher in
order to mold the young individuals to learn.
84
Design/Secure a copy of a curricular evaluation checklist and

paste on this page.
SAMPLE EVALUATION FORM #1
Topic Title: _________________________________________________________

Participant's Name (optional): _______________________________________
EVALUATION TOOL
We appreciate your help in evaluating this program. Please indicate your rating of the
presentation in the categories below by circling the appropriate number, using a scale of 1 (low)
through 5 (high). Please fill out both sides of this form:
OBJECTIVES
This program met the stated objectives of:
1. Identify three types of neurological complications often found after 1 2 3 4 5

traumatic brain injury.
2. Identify three types of other traumatic complications often found after 1 2 3 4 5
traumatic brain injury.
3. List two types of medications to be avoided after traumatic brain injury.
1 2 3 4 5
SPEAKERS (generally)
1. Knowledgeable in content areas
1 2 3 4 5
2. Content consistent with objectives
1 2 3 4 5
3. Clarified content in response to questions
1 2 3 4 5
CONTENT
1. Appropriate for intended audience
1 2 3 4 5
2. Consistent with stated objectives
1 2 3 4 5
TEACHING METHODS
1. Visual aids, handouts, and oral presentations clarified content 1 2 3 4 5
2. Teaching methods were appropriate for subject matter 1 2 3 4 5

Knowledgeable in Content consistent Clarified content in
FACULTY Content area with objectives response to questions
Dr. Smith 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
COMMENTS:
85
RELEVANCY
1. Information could be applied to practice 1 2 3 4 5
2. Information could contribute to achieving 1 2 3 4 5

personal, professional goals
FACILITY
1. Was adequate and appropriate for session 1 2 3 4 5
2. Was comfortable and provided adequate 1 2 3 4 5

space
This program enhanced my

____ Substantially ____ Somewhat ____ Not at all
professional expertise.
I would recommend this ____ Yes ____ No ____ Not sure

program to others.
COMMENTS/PROGRAM IMPROVEMENTS:
I would like (name of APA-approved sponsor) to provide seminars or workshops on the following
topics:
IN GENERAL
Do you prefer: ____half-day seminars ____full-day seminars ___multi-day seminars
Do you prefer seminars in: ____hotels ____hospital ____no preference
How much time do you need to respond to a program announcement?

____less than 1 month ____4 to 6 weeks ____more than 6 weeks
How did you learn about this program?

____brochure ____supervisor ____colleague ____other
How far did you travel to attend this program?

____0-25 miles ____25-50 miles ____50-100 miles ____over 100 miles
If you would like to comment in person, please feel free to call the Office of Education at [phone
number].
THANK YOU
86
SAMPLE EVALUATION FORM #2
Workshop Evaluation
A. Course Design (Circle the number to indicate your level of agreement/disagreement

with each of the aspects of course design.)
Strongly agree Strongly disagree

1. The program content met my needs. 1 2 3 4 5
2. Length of the course was adequate 1 2 3 4 5
3. What did you like most about the course?
4. What specific things did you like least about the course?
5. If the course was repeated, what should be left out or changed?
B. Course objectives (Circle the number to indicate your level of

agreement/disagreement with the degree to which course objectives were met.)
1. Understanding of prevalence and diversity 1 2 3 4 5

of mental health problems among the elderly
2. Skills development in the area of and 1 2 3 4 5

group therapy
3. Increases knowledge in the area and 1 2 3 4 5

of documentation
4. Awareness of available psychological and 1 2 3 4 5

assessment tools
5. Information on expected standard and 1 2 3 4 5

for clinical contributions
6. Knowledgeable of responsibilities of and 1 2 3 4 5

Area and District Managers
87
7. Knowledge of credentialing and 1 2 3 4 5

and scoring
8. Increases knowledge of policy issues and 1 2 3 4 5
C. Evaluation of each faculty member in stated area:
1. Content was presented in an organized 1 2 3 4 5
2. Content was presented clearly 1 2 3 4 5

and effectively
3. Was responsive to questions/comments 1 2 3 4 5
4. Teaching aids/audiovisuals were

used effectively 1 2 3 4 5
5. Teaching style was effective 1 2 3 4 5
6. Content met stated objectives 1 2 3 4 5
7. Content presented was applicable to

my practice 1 2 3 4 5
D. As a result of attending this course, I see the value to me in the following ways (check
all that apply):
___I gained one or more specific ideas that I can implement in my area of practice.
___I learned a new approach to my practice.
___It may help me do a better job.
___I do not see the impact of this course on my job.
___Other
E. By attending this course, I believe (check all that apply):

___I was able to update my skills.
___I acquired new and/or advanced skills.
___I have better knowledge upon which to base my decisions/actions in the practice
setting.
___I am reconsidering my views toward the topic(s) presented.
___The topic presented was appropriate, but I am undecided as to my own views.
___Other
E. Facilities/Arrangements (Circle the appropriate number to indicate your level of
satisfaction or circle NA if the item is not applicable to you.)
Unsatisfactory Satisfactory
1. Lodging 1 2 3 4 5 NA
2. Food Services 1 2 3 4 5 NA
3. Meeting rooms and facilities 1 2 3 4 5 NA
88
4. Restrooms 1 2 3 4 5 NA
5. Day of week 1 2 3 4 5 NA
6. Time of day 1 2 3 4 5 NA
7. Location 1 2 3 4 5 NA
Comments:
Overall I would rate this workshop as:

___Excellent
___Good
___Average
___Poor
Other learning needs: (List any other topics you would be interested in for the future)
SAMPLE EVAULATION FORM #3

In order to continue to improve the quality of educational programming, the Department of Psychiatry,
would appreciate you taking a few minutes of your time to complete this evaluation. Your comments and
suggestion will help us to plan future lectures to meet your educational needs.
SESSION TITLE:
SESSION DATE:
PRESENTER:
1. Please rate the degree to which the following objectives of this series/lecture were met
(5=Completely; 4=to a high degree; 3=moderately; 2=minimally; 1=not at all)
Upon completion of this program, I will be able to:
Conceptualize cases from the point of view of a cognitive therapist
5
4
3
2
1
Understand a range of techniques that could be applied in

each situation
5 4 3 2 1
89
For questions below: 5=Strongly Agree; 4=Agree; 3=Neutral; 2=Disagree; 1=Strongly

Disagree
2. I acquired new skills or knowledge in relation to topic discussed
5 4 3 2 1
3. The Lecture description was accurate
5 4 3 2 1
4. The teaching format/length was suitable to content
5 4 3 2 1
5. The teaching level was appropriate to audience
5 4 3 2 1
6. The quality of the facilities was adequate for learning
5 4 3 2 1
7. Presenter for this session:
Excellent Good Fair Poor
Expressed ideas clearly
4 3 2 1
Presented useful examples
4 3 2 1
Thoroughness of content
4 3 2 1
Speaking/teaching ability
4 3 2 1
Effectiveness of audiovisual aids
4 3 2 1
Responsiveness to questions
4 3 2 1
Handouts
4 3 2 1
8. Where did you learn about this Lecture?

Printed brochure Colleague Website
Other:
9. Suggestions for future topics, as well as comments on how this program could be
improved to better suit your educational needs are always welcomed.
.
90
(Paste a sample of a curricula evaluation form.)
When will I teach this one? Is it necessary to teach it after the previous lesson? Would I follow the
book or the Philippine Elementary Learning Competency? What are the lessons to be discussed the whole
week? Probably, if you are asking these questions, you are planning for the sequence of the lessons and
learning activities. In planning, there are two things you are depending on: the book and the PELC. However,
due to the rapid change in the society, these two would have some obsolete concepts and some may not be
applied to them anymore. Some may not fit them and even some may not hook up their interest to learn. In
fact, because of some deficiencies of the curriculum, it may not accommodate the needs of the learners very
well. So, whom or which would we depend on?
Our society is experiencing drastic change so as to the people living in it. As a future teacher, I should
know how to attend to these changes especially to the learners who are the main medium of these changes. In
response to this, there is curriculum framework that we call, the Curriculum Development.
Indeed, understanding the content of the curriculum helps us to determine how we can frame their
understanding. Educating children profoundly affects their lives and influences the life of anyone who comes
into contact with those children. Education provides a foundation for a child to base the rest of his or her life
on. Without a solid education, it becomes impossible for an individual to provide for themselves and their
family. Also, well-educated people can make decisions that benefit both their own interests and the interests
of society as a whole. That is why we really need to know the Curriculum and be part of its changes for the
good and betterment of everyone‟s learning.
These were the words comes in mind, while sitting on the back part of the classroom, observing
students and the teacher interactions. This were the words reflects as I am imagining I'll be teacher someday.
Field Study IV helped me so much in molding my principle as well as my goal.

FS4 Docs PDF

Uploaded by

Copyright:

Available Formats

FS4 Docs PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FS4 Docs PDF

Uploaded by

Copyright:

Available Formats

1

The word curriculum may be defined in various ways. The definitions

Limited definitions of the curriculum Broad definitions of the curriculum

To ensure that I will be able to do this

Interview people from different schools in various disciplines

Name (s) Designation Meaning Signature

2. Curriculum is a tool for

Visit the school library/surf the internet or consult the dictionary.

Meaning of Curriculum Reference(s)

1. A set of course constituting an area of Merriam-Webster since1828

2. The term curriculum refers to the http://edglossary.org/curriculum

3. Curriculum is such “permanent” subjects

Evolve your own definition of curriculum. Consider all the

How did I feel after the activities?

Why is curriculum important?

The word curriculum may be defined in various ways. The

How can one enrich the curriculum in every school?

One can enrich the curriculum in school by knowing the needs of

There are several types of curriculum existing in schools.

Types of Curricular In Schools

2. Written Curriculum This includes documents based on the

3. Taught Curriculum The teacher and the learners will put

4. Supported Curriculum These are support materials that the

5. Assessed Curriculum This is the curriculum that is evaluated

6. Learned Curriculum These are measured by tools in

7. Hidden/Implicit Curriculum This is the unwritten curriculum – peer

To ensure that I will be able to do this

Interview a teacher from a school. Ask this question:

Tools used by the school to

Why do I need to know the different types of curricula?

I really need to know the different types of curricula it

Other Learning Proof/Pieces of Evidence

A curricularist is a professional who is a curriculum specialist. A teacher’s

Initiates the curriculum

To ensure that I will able to do this activity, I

1. Present the 4. Get research

Interview a teacher on the specific roles he/she plays as a

Levels Roles as a Curricularist

Elementary I am the frontliner of curriculum

Secondary Level Curricularist is the person who facilitated

Tertiary Level Role as a curricularist is responsible for

After the interview, Get samples/pieces of evidence to show

Tasks and Responsibilities of School Teachers

Findings: (Write the salient forms in bulleted form).

Aware of the roles of teachers as a curricularist,

How do you perceive your

It is very important that the teacher must be aware of the roles as

Other Learning Proof/Pieces of Evidence

Point of view about the curriculum can either be traditional or progressive

To ensure that I will be able to do this

2. Interview a teacher and

Interview an administrator, a student and a parent. Find out

Name of Student: Mrs. Cecilia Tuazon

Aspects Traditional Progressive

Roles of Teacher Gives the students a chance to

Instructional Materials More on paper works and More on the technologically

Interview a teacher and an administrator. Find out their

Name of Faculty member: Ms. Ricel Noreen P. Adoviso

Aspects Traditional Progressive