FAR EASTERN UNIVERSITY

Institute of Education – Graduate Studies

Degree: Master of Arts in Education

Course Title Curriculum Planning and Course Code EDUC 243

Development
Credit Units 3 units Course Co/Prerequisites None

Course Description:

This course discusses the foundational areas that affect the design and development of a curriculum. It covers theories and principles
governing curriculum development, re-engineering curriculum, designing and evaluating curriculum, and developing instructional
materials.
It emphasizes monitoring on the success of the learners in the learning environment; align the curriculum, instruction, and assessment
processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to
ensure accountability for all participants engaged in the educational process of curriculum planning and development.

Course Intended After completing this course, STUDENTS SHOULD BE ABLE TO:
Learning Outcomes
1. integrate FEU’s mission and vision, including the IE’s mission and vision, in developing proposed curricular
innovation.
2. show understanding on the nature and purposes of curriculum planning and development manifested through
cooperative learning discussion;
3. identify loopholes in the curriculum and suggest enhancement tailored to the needs of the internal stakeholders
(students, teachers, and the whole educational system) and external stakeholders (barangay, church,
community LGU and NGOs);
4. benchmark a preferred school curriculum, suggest curricular innovation on the existing institutional
curriculum, with focus on the philosophical orientation of the educational institution, in line with its Mission
and Vision;
 5. read and analyze some state of the art researches on curriculum issues and concerns affecting our educational
system;
6. develop a Curriculum Monitoring Tool for Basic Education with K+12 as the frame of reference and with
focus to the needs of our Filipino learners.

Course Title: Curriculum Planning and Development Course Code: EDUC 243
Essential Learning
Week Content Standards Functional Knowledge Intended learning Suggested Assessment Tasks
Outcomes (ILO) Teaching/Learning (ATs)
Activities (TLAs)
Prelims 1. Terminologies & Concepts: 1. Discuss the important ● Show functional ● Focused group ● Reflection
- Education concepts and terms for understanding of discussion paper
- Curriculum understanding curriculum important
- Elements of a curriculum planning & development concepts on ● Assigning of topics
Characteristics of a good curriculum for individual report
Curriculum planning &
development
2. Historical perspective of 2. Discuss the historical ● Individual oral
curriculum development perspective of Curriculum ● Ability to discern report ● Graded report
Development & apply presentation
knowledge on
the basic ● Reflection
foundations on paper
Ok the curriculum
3. Foundations of the Curriculum 3. State & Explain the ● Research work on
- philosophical foundations of the assigned topics ● Research
- psychological curriculum as basic outputs
 - social
- historical
4. Researches on curriculum
issues & problems: Points of
Analysis
Week Content Standards
Preliminary Examination
5. Curriculum Issues and
Problems
Midterm 6. DepEd & CHED Mandated
Curriculum
- Analysis of BEC 2002
- Analysis of K-12
consideration in planning & ● Ability to make
developing the curriculum use of data-
gathering skills
4. Review & Analyze a
“State of the Art” research ● Presentation of
on curriculum issues and researches ● Graded
problems presentation of
researches
Functional Knowledge Intended learning Suggested Assessment Tasks
Outcomes (ILO) Teaching/Learning (ATs)
Activities (TLAs)
5. Show mastery of the ● Supervised ● Performance in
lessons learned examination examination
6. Cite and discuss the ● Demonstration of ● Focused group
issues and problems skills applying discussion
confronting the existing intellectual
curriculum in schools expressions
7. Present examples of ● Show expertise in ● Focused class ● Graded
various curriculum designs the use of discussion using participation
and approaches critiquing skills interdisciplinary
and analytical approach
 discussion of ● Reflection
issues and paper
7. Guidelines in Curriculum 8. Discuss the criteria and problems
Development guidelines in curriculum
-Needs Assessment planning and development
-Planning & Formulation of
Objectives
9. Exhibit mastery of ● Supervised ● Performance in
Midterm Examination concepts learned examination examination

Week Content Standards Functional Knowledge Intended learning Suggested Assessment Tasks
Outcomes (ILO) Teaching/Learning (ATs)
Activities (TLAs)
Finals 8. Selection and Organization of 10. Decide on the type of ● Ability to use the ● Focused group ● Graded
curriculum content and learning curriculum content and skill in the discussion participation
activities activities appropriate in selection and
various levels of education organization of Reflection paper
curriculum
content and
learning activities

9. Curriculum Implementation 11. Demonstrate ● Wise decision

- Steps in Curriculum knowledge on relevant and making in the ● Topic presentation ● Graded
implementation innovative approaches in choice of and student teaching presentation
- Relevant and innovative curriculum implementation appropriate demonstration
Approaches in Curriculum teaching
implementation approaches

10. Curriculum Evaluation 12. State & explain the

- Non Test Techniques various techniques of ● Ability to ● Topic presentation
- Test Techniques evaluating the curriculum evaluate the ● Written
- Follow up and emphasize its curriculum ● Interactive class exercise on the
importance in education properly interaction using topic
interdisciplinary
approach ● Graded
11. Scope of teachers’ Role & 13. Discuss the scope of a recitation
Responsibilities in Student teacher’s Professional Role ● Skill in the use of ● Topic Presentation
Evaluation & Responsibilities in varied techniques ● Verbal
- Standards for Teacher Student Evaluation for curriculum ● Focused individual Affirmations
Competence in the educational and student activity ● Portfolio 4:
assessment of students evaluation (Curriculum
Plan)
Week Content Standards Functional Knowledge Intended learning Suggested Assessment Tasks
Outcomes (ILO) Teaching/Learning (ATs)
Activities (TLAs)
12. Presentation & defense of
the prepared curriculum plan 14. Present and defend ● Skill in preparing ● Presentation of ● Graded
one’s curriculum plan and presenting a prepared curriculum presentation
good curriculum plans
plan ● Critiquing
15. Synthesize &
internalize insights gained ● Commitments
in the course for curriculum
improvement
Course Evaluation

● Final examination ● Graded

performance in
examination
Evaluation and Grading System:
A. New Grading System for New Enrolees/Students
Class Participation ----------------------------- 20% Written Grade Quality Point Numerical
Equivalent
Take Home Test -------------------------------- 20%
A 4.0 100-98
Individual Oral ---------------------------------- 20% A– 3.75 97-95
Research ----------------------------------------- 20% B+ 3.5 94-90
Major Exams B 3.0 89-85
(Midterm and finals) -------------------------- 20% F 0.0 Below 85
100% All grades below 3.00 (B) will be marked No Credit.

Suggested References
A. Print Sources:

Alcodia, Editha M. (2012). Creative arts, music and drama for young children. Manila : Rex Book Store.

Bautista, Ma. Cynthia Rose B. (2010). When reforms don't transform : reflections in institutional reforms in
the department of education. [Manila] : Human Development Network.

Davis, Barbara Gross (2009). Tools for teaching. San Francisco : Jossey-Bass.

Howe, William A. (2014). Becoming a multicultural educator : developing awareness, gaining skills, and taking
action. Los Angeles : SAGE.

Hoy, Anita Woolfolk (2013). Instructional leadership : a research-based guide to learning in schools. Boston :
Pearson.

Lanning, Lois A. (2013). Designing a concept-based curriculum for English language arts : meeting the
common core with intellectual integrity, K-12. Thousand Oaks,Grade
California : Corwin, a SAGE company.
Point Equivalent

Transmuted Grade Decimal Equivalent Descriptive Equivalent

97-100 1.00 Superior

94-96 1.25 Very Good

Mufti, Emmanuel (2012). Teaching and learning and the curriculum : a critical introduction. New York :
Continuum.

Ornstein, Allan C. (2009). Curriculum : foundations, principles, and issues. Boston : Pearson.

Pabalan, Victorina S. (2010). Managing preschool program. Manila : Rex Book Store.

Powell, Sara Davis (2010). Wayside teaching : connecting with students to support learning. Thousand Oaks,
Calif. Corwin.

Salana, June P. (2010). Field study 4 : Exploring the curriculum. Manila : Rex Book Store, 2010.

Schiro, Michael (2013). Curriculum theory : conflicting visions and enduring concerns. Thousand Oaks, Calif.
: SAGE.
Squires, David A. (2009). Curriculum planning : research-based strategies for increasing student
achievement. California : Corwin, 2009.

Tummons, Jonathan (2012). Curriculum studies in the lifelong learning sector. Los Angeles: SAGE.

Wiles, Jon (2011). Curriculum development : a guide to practice. Boston : Pearson.

Wright, Robert J. (2010). Multifaceted assessment for early childhood education. Los Angeles : SAGE.

B. Non-Print Sources:

http://www.google.com.ph/url?sa=t&source=web&cd=19&ved=0CFkQFjAIOAo&url=http%3A%2F%2F
www.iedasean.com%2Fupload%2FWO81.ppt&rct=j&q=curriculum%20planning%20and%20developmen
t&ei=vUSZ Tt-pFaGSiQf14fyrAg&usg=AFQjCNEA0u2SSyaN3pe89wwvl8O_wJrdmA
http://saifulbahri.com/Medical_education/Medical_Education_Notes/an_overview_concept_and_ration
al_of_curricul um_ planningand itstypes.pdf
http://www.icte.org/T01_Library/T01_123.PDF
http://www.turningpts.org/pdf/Curriculum.pdf
http://www.pkal.org/documents/CyclesInCurriculumPlanning.cfm
Academic Integrity Policy

FEU students are expected to demonstrate beliefs, attitudes, and behavior associated with academic honesty. Thus, they are not allowed to
engage in any act of academic dishonesty which comes largely in two forms: cheating and plagiarism. If students cheat or plagiarize their work,
they will be subjected to disciplinary actions as cheating and plagiarizing are both considered major offenses.
Cheating is broadly defined as getting unauthorized help on assignment, quiz or examination. The following are considered as acts of cheating,
and should therefore not be tolerated by the faculty:
▪ Copying from another student during a test or examination, with or without his/her knowledge;
▪ Allowing another student to copy his/her work;
▪ Using unpermitted notes during a test or examination;
▪ Having in one’s possession written notes or electronic devices during a test or examination;
▪ Getting questions or answers from someone else who has already taken a test or examination;
▪ Turning in work done by someone else;
▪ Taking a test or examination for another student;
▪ Writing or providing an assignment for another student.
Another form of academic dishonesty is plagiarism. All FEU faculty and students are expected to turn in work that is a product of their own
efforts, study and research. Thus, copying work of others (in whole or in part) and claiming it as one’s own is considered an act of plagiarism.
A work is also plagiarized if the writer did not properly cite or acknowledge the sources or references for his/her work. One must remember that
plagiarism is defined not through intent but through the act itself. The following are considered acts of plagiarism:
▪ Repeating someone else’s words verbatim without acknowledgement;
▪ Presenting someone else’s ideas without acknowledgement;
▪ Paraphrasing, translating, or summarizing someone else’s ideas without acknowledgement;
▪ Improperly acknowledging of sources, as with incomplete/imprecise documentation;
▪ Having one’s work done by someone else or having one’s work substantially revised by someone else.

POLICY ON NON-SOLICITATION OF FUNDS

All official fees of the University are collected through the Cash Department. Students should not pay any additional fees such as those for
tickets, entrance fees, transportation fees, hand-outs, readings, quizzes or tests to any faculty or staff member of the University.