• PROF.

ED 5-THE TEACHER AND THE

SCHOOL CURRICULUM
• Course Description
This course includes the fundamental concepts and
principles in curriculum development as a foundation
to engage prospective teachers as curricularists.The
more active role of the teacher in planning,
implementing and evaluating school-curriculum as well
as in managing school curriculum change vis-a-vis
various context of teaching -learning and curricular
reforms.
 COURSE OUTCOMES:
AT THE END OF THE COURSE, THE STUDENTS WILL BE ABLE TO :
1.Analyze the changing concepts of curriculum including various
foundations and how these are reflected in Philippine education.
2.Demonstrate understanding of the fundamentals of Curriculum
Design and its organization that impart essential concepts, attitude,
and skills to the learning experiences of the students.
3. Describe the important roles of the teacher as curricularist who
engages in the the different facets of curriculum development in
any educational level.
4. To gain a deliberate knowledge and critical understanding of the
various curriculum processes,strategies and appreciate their
products spelled out in innovation and change.
6. Design a miniature curriculum.
 PROF.ED 5- THE TEACHER AND
THE SCHOOL CURRICULUM
A. Curricular Program: BSE, BSIE, BEED
B.Course Code : PROF.ED 5
C. Prerequisite : None
D. Credit unit : 3 units
E. Teaching Hours:3hours/week,54hrs/sem

Professor: DR. MARICAR HERRERA-SISON

ASSOCIATE PROFESSOR 5
 COURSE REQUIREMENTS
Course requirements :
a. Active participation in each lesson
b. Group sharing/discussions/ presentations
c.Quizzes and exams
d.Assignments and activities
e.Term paper / reports /requirements

Grading System
TERM EXAM..............................................40%
QUIZZES(WRITTEN/ORAL).............................30%
ASSIGN.,REPORTS, ACTIVITIES , RECITATION.......30%
total: 100%
The highest passing grade is 1.0 and the lowest passing rate is 3.0
The final grade will consists of 30% of the computed midterm grade and 70% of the tentative

final grade.
• References:
1. Acero, Victorina et. al., Priciples and Strategies of
Teaching, Q.C.:Rex Bookstore, 2000
2. Bilbao, Purita, Ed.D. et. al. Curriculum
development for Teachers. Lorimar Publishing Inc.
Quezon City, Metro Manila,2014
3. Corpuz, Brenda B., Ph.D. , Gloria Salandanan,
Ph.D., Principles of Teaching 2. Lorimar Publishing
Inc., Quezon City , metro manila , 2015
4. Pawilen Greg Tabios, Curriculum Development ,Rex
Bookstore ,2015
 ON LINE RESOURCES

• (2002) Bloom's Taxonomy (on-

line):http://wwwcoun.uvic.ca/learn/p
rogram/hndouts/bloom.html.bloom's
taxonomy learning domainsat a glance
• CHED HEI Directory-
www.ched.gov.ph/hei_dir/index.html
• DepED Updates-www.deped.gov.ph
 UNIT 1. Changing
Concepts, Nature,
Purpose, and Types of
Curriculum
BY:
DR. MARICAR H. SISON
ASSOCIATE PROFESSOR
 Understanding Curriculum

Definition of Curriculum
• ' Curriculum as a list of subjects.
• Curriculum as learning experiences
• Curriculum as intended learning
outcomes
• Curriculum as planned learning
experiences
 definition of curriculum

• Curriculum as a discipline
• Curriculum as conten t or subject
matter
 ACTIVITY 1

• 1. WRITE YOUR PERSONAL DEFINITION

OF CURRICULUM.EXPLAIN YOUR
DEFINITION
 THE SCHOOL CURRICULUM AND
THE TEACHER
• I. CURRICULUM IN SCHOOLS
IN THE PHILIPPINES EDUCATIONAL SYSTEM, DIFFERENT SCHOOLS ARE
ESTABLISHED IN DIFFERENT EDUCATIONAL LEVELS WHICH HAVE
CORRESPONDING RECOMMENDED CURRICULA.THE EDUCATIONAL LEVELS
ARE :
1. BASIC EDUCATION- KINDERGARTEN, GRADE 1 TO GRADE 6 FOR
ELEMENTARY , GRADE 7 TO GRADE 10 FOR JUNIOR HIGHSCHOOL ,AND
GRADE 11 TO GRADE 12 FOR SENIOR HIGHSCHOOL
THE NEW Basic education levels are provided in the K to 12 Enhanced
Curriculum of 2013 of the Department of Education
• 2.Technical Vocational Education-
post-secondary technical vocational
educational and training.for the TechVoc
tract in SHS of deped, Deped and TesDa
work in close coordination
3. Higher Education- Baccaularette or
bachelor Degrees and the Graduate
Degrees (Masterate and Doctorate) which
are under the regulaion of CHED-
commission on Higher Education(CHED)
 Types of Curricula in Schools

• 1. Ideal or Recommended Curriculum -

• this refers to what scholars propose as the most
appropriate curriculum for the learners.
• different professional organizations or various
disciplines in different universities may propose
curriculum innovations or alternative curriculum
content as a result of their researches and societal
trends.
• all the curricula found in our schools are
recommended.The recommendations come in the
form of memeoranda or policy, standards and
guidelines.
 ACTIVITY 2.

• 1.BROWSE THE INTERNET AND CHECK

SOME EXAMPLES OF AN IDEAL
CURRICULUM SUGGESTED BY
RPOFESSIONAL ORGANIZATIONS.LIST
THE EXAMPLES BELOW.
• 2. Intended , official, or Written
Curriculum- This refers to the official curriculum
embodied in approved state curriculumguides.it is the curriculum
prescribed by the government.
• examples: the kindergarten curriculum
standards,CHED Memorandum order no.20, series of
2013(for Gen. Education), TESDA modules and
competencies
• course of study, syllabi, modules , books ,
instructional guides among others;
lesson plan ; and
• the K to 12 for Philippine Basic Education
 Activity 3

• 1.What are the benefits and possible

pitfalls of having an official curriculum
prescribed to all schools?
• 3. Taught Curriculum-from what has been
written or planned, the curriculum has to be
implemented or taught. The teacher and 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 will be necessary.The taught
curriculum will depend on the teaching style of
teacher and the learning style of learners.
4.Supported Curriculum-is described as
support materials that the teacher needs to make
learning ateaching meaningful.
• print materials like books, charts
posters,worksheets
• non-print materials like powerpoint
presentations, movies , slides, models, realias,
mock-ups and other electronic illustrations
• Facilities- where learning occurs outside or inside
the four-walled building. examples
playground,science laboratory, audio-visual
rooms, zoo, museums, market or plaza .Theseare
the places where authentic learning through
direct experiences occur.
• 5. Assessed Curriculum or tested
curriculum . taught and supported curricula
have to evaluated to find out if the teacher has
succeeded or not in facilitating learning. The end of
every lesson or teaching episode , an assessment is
made. It can either be assessment for learning,
assessment as learning or assessment of learning.
• if the process is to find the progress of learning then
the 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.In either way, such
curriculum is the assessed curriculum.
• 6.Learned Curriculum or Achieved
curriculum.
How do we know if the student has learned?
We always believe that if a student changed behavior,
he/she has learned.For example, from a non-reader to
a reader or from not knowing to knowing or from
being disobedient to being obedient.the positive
outcome of teaching is an indicator of learning.
These are measured by tools in assessment , which can
indicate the cognitive, affective and psychomotor
outcomes. Learned curriculum will demonstrate higher
order and critical thinking and lifelong skills.
• 7.Hidden /Implicit Curriculum
• this curriculum is not deliberately planned but has a
great impact on the behavior of the learner .
• Factors that create the hidden curriculum :
• - Peer Influence
• -School environment
• media
• parental pressures
• societal changes
• cultural practices
• natural calamities
• teachers should be sensitive and aware of this
hidden curriculum.
 activity 5

• list examples of hidden curriculum

 8.Entitlement Curriculum

• This refers to what the people or the

general society believes learners
should expect to learn in the
educational system for them to
become good members of the society.
 9. Null or censored curriculum

• This refers to various curriculum

contents or topic that must not be
taught to the students.
 Activity 6.

• 1. List examples of a null or censored

curriculum
 SABER TOOTH CURRICULUM
• In this little book a fictitious authority on stone-age education
presents a series of lectures satirizing educators and education.
Professor Peddiwell reports that the three fundamentals taught to
youngsters in the paleolithic curriculum were (1) fish-grabbing-with-
the-bare-hands,(2) horse-clubbing,and (3) saber-tooth-tiger-scaring-
with-fire. When fish became too agile to catch with the bare hands
and horses and tigers disappeared,schools nevertheless went on
teaching the old fundamentals for their cultural value. The eventual
revolt of the progressive educators against traditional curriculum is
described in one of the most entertaining passages in this amusing
satire.
ACTIVITY 1 THINK-PAIR-SHARE
• 1. GET A PARTNER (A and B)
• 2. Discuss the Sabre-tooth Curriculum and answer the
following:
• 1. Does the Sabre-tooth curriculum still exist at present? Give
examples of your evidence.
• 2. describe the kind of curriculum that exists as described in
the article .
• 3.What does the author mean, when he said “ a curriculum
should be timeless.”explain.
• 4. what is the difference between education and training?