Children of Mary Immaculate College

22 Maysan Road, Malinta, Valenzuela City

COLLEGE DEPARTMENT
A.Y.2016-2017

Course Title: INTRODUCTION TO CURRICULUM CONTENT AND DEVELOPMENT

Course Code:

Course Unit/s: 3

Pre-requisite:

School’s Mission and Vision:

We, the Children of Mary Immaculate College in Valenzuela City, a learning Christian community of God, committed to the total formation of persona who are one in the service
of the family , the community, the Philippine society and the world.

Guided by our vision, with Mary our Model, Mother and Queen, we affirm our commitment toward:

1. Providing an educational environment that combines learning for life and preparation for professional competence with responsive Christian leadership.

2. Nurturing a way of life that is maka-Dios, maka-Tao,maka-Bayan, maka-Kalikasan at maka-Buhay, through continuous formation according to the teachings of Jesus
Christ.

3. Forming persons enriched with/by Filipino values and cultural heritage, living out a simple lifestyle, walking in the truth and making difference in their respective
communities and the world.
Course Description: The course deals with four Chapters in “The Introduction of Curriculum Content and Development”, it is composed of twenty lesson all in all. Chapter 1
captures the essential concepts, nature and purpose as well as various meanings, types, foundations, and approaches of curriculum. It also explains the teaching-learning process
and curriculum development models. Chapter 2 is all about crafting the curriculum. It includes curriculum design models, dimensions and principles of curriculum design and
approaches to curriculum designs. Chapter 3 is on implementing the curriculum. It covers topics about stakeholders in curriculum implementation, roles of technology in
curriculum delivery, monitoring and evaluating curriculum implementation. Chapter 4 tackles assessment of curriculum in terms of the intended, implemented, and achieved
outcomes. Criteria for curriculum evaluation and tools for assessment are also taken up. Lastly, the concepts of curriculum instruction and assessment are linked up. Chapter 5
addresses curriculum instruction and assessment, local and global, as well as issues and concerns.

Expected Immaculatian Graduate Attributes (EIGA) –The students will develop enduring values and competencies that will develop the six aspects of
understanding which include the following: 1. Explanation which provide justifiable insights and evidences 2. Interpretation, ideas, narratives that provide
meaning. 3. Application, the use of knowledge effectively in new situations and diverse contexts.4. Perspective, critical and insightful points of view 5. Empathy,
the ability to have critical and insightful views, to get inside another person’s feelings and world view.

II. Learning Plan

Dates / Weeks Learning Objectives
Week 1-6 1. Discussed the different
curricula that exists in the
school.
2. Enhanced understanding of
the role the teacher as a
curricularist in the classroom
and school.
3. Defined curriculum from
different perspective.
4. Described the different
approaches about school
curriculum.
5. Explained and summarized
the curriculum development
process and models.
6. Described the foundations of
curriculum development.
Learning Topics Learning Activities Learning Assessment Task
 Curricuum in Schools  Reporting  Written reports
 The Teacher as a Curricularist  Graphic Organizer  Exam
 The Curriculum: Definition,  Venn Diagram
Nature and Scope.  Concept Mapping
 Approches about school
curriculum
 Curriculum development:
Processes and Models
 Foundations of Curriculum
Development.
 Fundamentals of Curriculum
Designing and its Approches
 Curriculum Mapping
 7. Identified the fundamentals
of curriculum designing.
8. Identified some familiar
curriculum designs and
approaches to the design.
9. Defined curriculum mapping
as part of curriculum
designing.

Week 6-12 Prelim Exams

1. Defined curriculum  Curriculum Evaluation and the  Graphic Organizer  Task Sheet
implementation. Teacher  Reflection Sheet  Essay
2. Reviewed the components of - What, Why and How to
a daily plan for teaching. evaluate a curriculum
3. Discussed role of technology - Curriculum evaluation
in curriculum application. through learning assessment.
4. Identified stakeholders of the - Planning, implementing and
curriculum. Evaluating: Understanding the
5. Acquired clear Connection.
understanding of what is
curriculum evaluation.
6. Understood how the
curriculum can be evaluated
by the assessment of learning
outcomes.
7. Explained the connection of
planning to implementing in
curriculum development.

Week 12-18 1. Gained comprehensive
understanding of the K-12
Basic Education Curriculum
reform.
2. Defined what is outcomes-
based education.
Midterm Exams
 Gearing up for the future:
Curriculum Reforms
 The Enhanced Basic Education
Act of 2013 (k to 12)
 Outcomes Based-Education: Basis
for Enhanced Teacher Education
 Concept Diagnosis  Written Reports
 Data Retrieval chart  Task Sheet
 Graphic Organizer  Quizzes
 Spider web
 Fact storming Web
 3. Analyzed the influence of Curriculum
OBE in the teacher education  Curricular Landscape in the 21st
curriculum. Century Classroom.
4. Described the curricular
landscape of the 21st century.
Final Exams

III. Final Outcome / Product: Observation and written report.

IV. Assessment Tool / Rubrics

Rubric for the Reporting

CATEGORY 5 4 2 0
Stage Presence Very confident Quite Good Quite shy Very shy

Use poster, manila paper or

Use both ICT and poster in Use ICT or projector in Use only his/her voice in
Visual Aids cartolina in presenting his
presenting the report. presenting the report. presenting the report
report.

With few mistakes in the There are mistakes in some of

Mastery of the Report With mastery of the Report No Mastery
details of the report. the details of the report.

Clarity of the Voice Voice are well modulated and Clear voice. Some words cannot be heard. Cannot hear anything.
clear.
V. Learning Resources: Curriculum Developmant by Purita P. Bilbao, Ed.D., Filomena T. Dayagbil, Ed.D. and Branda B. Corpuz, Ph.D.

VI. Grading System

Class Standing 40% Raw Score x 50 +50

Performance Output 40% Total Score
Major Exams 20%

VII. Class Policies

 Submit requirements on time.

 3 consecutive late is equivalent to absent

 3 consecutive absent is equivalent to drop.

Submitted by: Approved:

BRIAN ARVIN P. GRANADIL WILMER S. ABALOS

Instructor College Dean