TECHNOLOGIC OF EDU

RA
DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY E

AL
TU

LLEG

CA
NORIO VEN

STA
TE UNIVE

TION
BACOLOR, PAMPANGA

CO
HO

RS
N
I TY
DO

Field Study 4
Exploring the
Curriculum
Prepared by:
Group Leader
Members

Prepared for:
Mrs. Rose Lynn D. Villanueva
Instructor
 WHAT
IS
INSIDE?
Episode 1: The Intention
Episode 2: The Implementation
Part 1: Making the Curriculum Work
Part 2: School Practices
Part 3: The Teacher as Implementor
of the Curriculum
Part 4: Textbooks and Other Resource
Materials
Episode 3: An Assessment
EPISODE 1: THE INTENTION

Each school has a Philosophy, Vision, Mission, Goals and Objectives for its students.
It stands on the conviction that every learner should attain functional literacy necessary
to adapt to the changing environment.

Objectives:

1. Explain how the Philosophy, Vision, Mission, Objectives and Goals of the school
relate with its curriculum
2. Communicate clear learning goals appropriate to the learners
3. Establish a learning environment that responds to the needs of the society
4. Demonstrate the differences among children which need to be addressed through
the curriculum

Procedure:

1. Visit a school.
2. Have a copy of the school’s philosophy, vision, mission, goals and objectives.
3. Analyze the philosophy, vision, mission, goals and objectives of the school relative
to the school’s curriculum.
4. Prepare a reflection paper on the essence of a school having its philosophy, vision,
mission, goals and objectives which are vertically aligned to its existing curriculum.
5. Layout the documentation properly with captions.
EPISODE 2: THE IMPLEMENTATION

The curriculum is implemented on the belief that it will lead to national

development. Thus, it serves as the means to move forward to the future. As it is
implemented, the school provides learning opportunities to the students as well as the
facilities, tools and equipment to be used and the teachers to handle them.

Objectives:

1. Identify processes in the effective curriculum implementation

2. Determine the teaching methods and approaches, instructional materials and
resources, and learning activities aligned to the existing curriculum

Procedure:

To attain the objectives, the episode is divided into several parts:

Part 1: Making the Curriculum Work

Part 2: School Practices

Part 3: The Teacher as Implementer of the Curriculum

Part 4: Textbooks and Other Resource Materials

As you read each part of the episode, follow the suggested steps.

Part 1: Making the Curriculum Work

1. Arrange a class observation in the school that you visited.

2. Take note of the learning environment, inside and outside the classroom.
3. Find out how the school makes plans to implement the curriculum. Focus on the
following: school data, class program, class size, teacher’s assignment and
localization of the curriculum.
4. Prepare a reflection paper on the experiences that you have encountered.

Activity 1: School Data

Gather data in the Educational Management Information System (EMIS) of the

school to give a good picture of its present state of education.

SCHOOL ENROLLMENT BY GRADE LEVEL

GRADE LEVEL NO. OF NO. OF MALES NO. OF TOTAL

SECTIONS FEMALES
Kindergarten
Grade 1
Grade 2
Grade 3
 Grade 4
Grade 5
Grade 6
Grand Total:
Grade 7
Grade 8
Grade 9
Grade 10
Grand Total:

DROP-OUT RATE: ___________%

COMPLETION RATE: ___________%

ACHIEVEMENT RATE: ___________% (based from the results of the test administered by
DepED)

1. ENGLISH _________%
2. MATHEMATICS __________%
3. SCIENCE __________%
4. FILIPINO _________%
5. MAKABAYAN __________%

Answer the following questions:

1. How did the data affect the attainment of the Philosophy, Vision, Mission, Goals
and Objectives of the school?
2. What are the factors affecting the rate of:
A. Enrollment;
B. Drop-out;
C. Completion; and
D. Achievement?

Activity 2: School Facilities and Equipment

The school provides a learning environment in attaining its goals. In order to

respond to the needs of the learners, the school personnel should see to it that a
conducive surrounding is provided to them.

1. List down the school facilities that help in the implementation of the curriculum.
2. What will happen if the school does not have enough facilities?
3. What alternatives can you suggest in replacement of the following:
A. Science Tools and Equipment;
B. Physical Education Apparatuses; and
C. Shop and Garden Tools?
4. What other sources can you suggest to help the school in the procurement of these
tools and equipment?
 Activity 3: Class Program

Read the schedule of the class that you are observing. Record the learning areas, its
sequence and time allotment.

Answer the following questions:

1. Are the subjects properly sequenced? Why or why not?

2. Is the time allotted for each subject is in accordance with the K-12 Curriculum
guidelines?
3. Do the learners have enough time to rest and prepare for the next subject?
4. Are there teachers who are either overloaded or underloaded?
5. What incentives (if there is) are enjoyed by teachers who are overloaded?

Activity 4: Class Size

A lot of factors contribute to the low performance of students. Some teachers say
that the problem is with the curriculum. Some believe that it is the teacher’s lack of
competence to teach the subject, while others say that it is because of the lack of
textbooks and support from parents. How about the class size? The enrolment in public
schools ballooned into uncontrollable size. Consider the number of students in the class
you are observing against the size of the room.

1. What is the size of the class? Record them as:

A. Male: _________
B. Female: __________
Total: _________

Is the room big enough for the total size of the students in the class? Defend your
answer?

2. How does the present condition affect the performance of the students?
3. What measures were taken by the teacher to remedy the situation?
4. How can you help improve the performance of students in big classes?

Activity 5: Teacher’s Assignment

Examine the assignment of the teachers in the school. Find out the actual teaching
hours of each faculty member.

1. Do the teachers have the same number of teaching hours? Why or why not?
2. What other assignments do teachers perform aside from actual teaching?
(coordinatorship, chairmanship, department head, grade leader, head teacher,
immediate supervisor, etc.) List the name of the teachers and their respective
assignment or designation and functions.
3. Do you think they can contribute to the realization of the school’s Philosophy, and
VMGO? Explain your answer.
 Activity 6: Localization of the Curriculum

Learners are different in many ways. They differ in their cultural backgrounds,
lifestyles, needs, interests, skills, and mental abilities. However, these differences need to
be addressed through the curriculum as part of the challenges of one of the programs of
DepEd, Education for All (EFA) and the MTBA-MLE. The use of the indigenized/localized
curriculum can be recommended.

Did the teacher indigenize/localize the curriculum? Find the answer by observing
his class. Indicate a check mark on the activities /practices which were done to make the
curriculum relevant and suitable to the demands of the different groups of students.

1 Cites examples from local culture when the topic is related

2 Displays local artifacts in the classroom
3 Uses indigenous aids in teaching such as artifacts
4 Discusses local problems and issues in the community
5 Introduces local songs and dances through co-curricular activities
6 Uses the dialect of the community
7 Encourages the students to participate in local celebration
8 Incorporates community resources in teaching
*Invites resource persons in the community
*Visit scenic sports
9 Includes the local legends in the discussion
10 Acknowledges the important contribution of local people

Analysis (for Part 1)

Reflection (for Part 1)

Part 2: School Practices

The school sees to it that the curriculum is alive. School activities are planned to
provide the students a wealth of opportunities where they can acquire knowledge,
develop their skills, and attain desirable values and attitudes not only in the confines of
their classroom.

Not only is the school personnel involved in these activities. The people in the
community also join the school as they work together cooperatively in producing self-
reliant students and therefore self-reliant citizens.

Procedure:

1. Examine the calendar of activities of the school you visited.

2. Identify the activities where the students, community, and stakeholders are
involved.
3. Reflect on how the school activities help to attain the objectives of the curriculum.

Activity 1: Calendar of Activities

1. What are the different monthly activities of the school to enrich the curriculum?

Fill the table below.

MONTH ACTIVITIES
June
July
August
September
October
November
December
January
February
March

2. What have you noticed with the development of the cognitive, affective and
psychomotor domain of the learners? How do these activities help the students?

Activity 2: Other School Activities

Review the objectives of the K-12 Curriculum from Kindergarten up to Grade 12.

Think of the possible activities that can be done to accomplish the objectives ofk-
12. Identify some co-curricular and extra-curricular activities which can be incorporated.

Co-curricular activities are those that reinforce and enhance learning in the
different academic subjects.
 Extra-curricular activities are those that may not be related to any academic
subject but they are done to enrich the curriculum.

1. What co-curricular and extra-curricular activities are being done in the school to
attain the objectives? List them down in the appropriate column.
CO-CURRICULAR ACTIVITIES EXTRA-CURRICULAR ACTIVITIES

2. How did the activities above help attain the objectives of K-12?
3. If you are a curricular planner, what other co-curricular activities would you
include?

Activity 3: Community Involvement

1. List down the specific school activities where the people in the community are
involved.
2. List down the specific school activities where the school personnel are involved.
3. How do these activities help the school in the attainment of its goals?
4. Why is it important to establish community linkages?

Analysis (Part 2)

Reflection (Part 2)
Part 3: The Teacher as Implementer of the Curriculum

The teacher is responsible in the implementation of the curriculum. Find out why
the teacher plays an important role in the curriculum.

Procedure:

1. Conduct a class observation.

 Identify the curricular approaches and strategies the teacher is using.
 Observe how the learners interact.
2. Interview the teacher.
 Find out the factors that affect her skills in implementing the curriculum.
 Determine what the teacher needs to improve in her craft.
3. Reflect on the teacher’s role in implementing the existing curriculum.

Activity 1: Curricular Approaches and Strategies

The teacher is the implementer of the curriculum. She makes plans and chooses
the method that will best suit the needs and interest of her students. In doing so, she
always considers the learning competencies of the grade level.

1. Identify the curricular approaches and strategies that the teacher is using. Which
of the following approaches did you observe:
 Integrative modes of teaching (thematic teaching, content-based instruction,
focusing inquiry or generic competency model);
 Collaborative teaching strategies (case studies, discussions, student-
moderated, debates, collaborative writing, collaborative presentation, games,
demonstrations, etc);
 Application of life skills;
 Application of valuing process; and
 Activities that address multiple intelligences?
2. How did the students respond in the class?
3. Was the approach or strategy effective? Why or why not?
4. What suggestions can you give to improve the strategy?

Activity 2: Interactive Learning Approaches

During the class discussion, the teacher tends to do the talking most of the time. If
we are going to compare the length of time she talks and the amount of time the students
recite we would be shocked to find out that she is actually delivering a lecture. The class is
very much teacher dominated.

As you observe a class, find out how the students interact in the discussion.

1. What interactive activities were done in the class? How? List down at least five (5).
2. If you are the teacher, how will you make the lesson more learner-centered instead
of teacher-dominated?
 3. What approaches will you use to make the students engage in collaborative
learning? How will you use them?
4. What techniques will you employ to get them involved in every activity of the
class? How will you employ them?

Interview at least three (3) teachers in the school you are visiting. Ask them: How does
___________ factor affect the skills of the teacher in implementing the curriculum?

Consider the following factors:

A. Length of Service
B. Eligibility
C. In-service Training/Seminar Attended
D. Gender (Male, Female, Gay, Lesbian)

Activity 3: Training of Teachers

Interview your cooperating teacher. Request her to enumerate the in-service

trainings for teachers that she attended since she started teaching (if possible). Use the
guide questions.

1. What in-service training for teachers did you attend?

2. Did the in-service training help you improve your teaching competence?
3. What in-service training do you think should be conducted by your school to help
the teachers to improve their craft? List down at least five (5) of them according to
its necessity and urgency (rank 1, being the highest).

Analysis (Part 3)

Reflection (Part 3)
Part 4: Textbooks and Other Supporting Materials

The textbooks, teacher’s manual, the K-12 Curriculum Guide are tools of
instruction. They are used as the vehicles for implementing the curriculum.

Procedure:

1. On the grade level that you are observing, request a copy of the textbooks and
other support materials they are using for your evaluation.
2. Reflect on how the textbook and other support materials help in implementing the
curriculum.

Activity 1: The Textbooks

The textbooks are tools for instruction. They are the curriculum translations into
manageable classrooms.

What are the textbooks/workbooks that the students are using? Classify them into
the different learning areas.

Subject/Learning Area List of Textbooks/ Ratio of Books to the No.

Workbooks of Students

Answer the following questions:

1. What other instructional materials/references are used if the textbooks are not
sufficient?
2. What scheme does the teacher employ to remedy the lack of textbooks in her class?

Activity 2: Sourcing Other Materials of Instruction

Select from the K-12 Learning Competencies or the PELC/PSLC (if the school still
uses it) the objectives/competencies of a specific learning area. Examine the textbooks.
Write the source of the material. Complete the table below.

Objectives/Competencies Title of the Books, Year

(taken from K-12/PELC/PSLC) Published and the Author

1. What do you think are the factors to be considered when choosing

textbooks?
 Activity 3: Learning Competencies

With the birth of K-12, the former handbooks for learning competencies are the
PELC and PSLC. Investigate if there is a new handbook for learning competencies under
the K-12 curriculum. It should contain the objectives that determine the contents of the
lesson as well as the strategies, assessment and procedures to use.

Get a copy of the K-12 under the learning area that you are observing and go
through it.

Answer the following questions:

1. Why is it important to familiarize yourself with the K-12 Curriculum Guide?

2. Read the competencies for the grade level you are observing. Read everything from
top to bottom. What have you noticed about each one of the learning unit?
3. What is usually done when the objective is broad?
4. Why should the lesson or topics be properly sequenced?
5. What should be done by the teacher to maximize the learning of students?

Activity 4: What Should You Know?

Look through the K-12 Curriculum Guide. Observe the horizontal sequence from
one grade level to another.

1. Was there sequence from one grade level to another?

2. Is it important to know what your students have learned from the previous year?
Why or why not?
3. Do you think this knowledge will help you in planning your lesson? Explain your
answer.

Analysis (Part 4)

Reflection (Part 4)
Episode 3: An Assessment

The curriculum serves as guide to teaching. However, the teacher needs to adjust
the curriculum to the actual circumstances and needs of the learners.

The curriculum may undergo some revisions or changes during the

implementation. That is why there is a need to have a continuous assessment of the
attainment of its goals. Indeed, curriculum development is a never-ending process.

Objective:

To assess the extent of the curriculum goals

Procedure:

1. Read the objectives of the K-12 Curriculum.

2. Go over the activities you have done in Episode 1 and 2.
3. Use the rating scale to assess the attainment of the curriculum objectives based on:
 School Environment
 School Practices
 The Teacher as Implementer of the Curriculum
 The textbooks and Other Support Materials
4. Make a summary of your findings.

Activity 1: Extent of the Attainment of Objectives

Make a personal evaluation as to what extent the objectives of the K-12 program
are attained based on a set of criteria. Indicate with a check mar the extent of attainment
of the curriculum objectives.

Indicators:

5 – Very Great Extent

4 – Great Extent

3 – Moderate Extent

2 – Slight Extent

1 – Not at All

CRITERIA 1 2 3 4 5
A. School Environment in Making the Curriculum Work
1. Updated EMIS data
2. Well-maintained school facilities and equipment
3. Well-planned class schedule
4. Controlled class size
5. Well-distributed teaching load
B. School practices
1. Relevant school activities provided
 2. Community involvement in school activities
3. Enhanced co-curricular and extra-curricular activities
C. The teacher as Implementer of the Curriculum
1. Use of the curricular approaches and strategies
2. In-service training of the teachers
3. Teacher’s curriculum vitae (length of service, gender,
eligibility, etc)
D. Textbooks and Other Support Materials
1. Sufficient textbooks provided to learners
2. Sourcing other materials of instruction
3. Familiarization with the K-12 curriculum

Make a summary of your findings and give your suggestions and recommendations.

Prepare the final reflection paper. 

 TECHNOLOGIC
RA OF EDU

AL
E

TU
NORIO VEN

STA

LLEG
Republic of the Philippines

CA
TE UNIVE
DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

TION
CO
HO
Bacolor, Pampanga

RS
N
I TY
DO

November 11, 2014

Prof. ANITA G. SIBUG

Principal
Laboratory High School
This University

Madam:

The Field Study courses of the Don Honorio Ventura Technological State
University’s College of Education as reflected in each subject description requires the
Bachelor of Secondary Education (BSED) students to observe practical learning
experiences aligned to the different professional subjects.

In this regard, may you allow our Field Study classes to do their observation of
classes in the Laboratory High School from November up to March 2015?

Thank you for your usual support.

Respectfully yours,

Mrs. ROSE LYNN D. VILLANUEVA

Instructor 1, Field Study 4

Noted:

RIZA B. LINTAG, Ed.D.

Chair, BSED Program

Approved:

DOLORES T. QUIAMBAO, Ed.D.

Dean, College of Education