PHINMA Cagayan de Oro College COLLEGE OF EDUCATION

Syllabus in EDU 532

PEN Code : EDU 532 Credit : 3 units
PEN Subject Title : The Teacher and The School Curriculum Prerequisite : None

A. Subject Description:
This course explores the fundamental concepts and principles in curriculum and curriculum development as a foundation to engage
prospective teachers as curricularists. The active role of the teacher in planning, implementing and evaluating school-curriculum as well as in
managing school curriculum change vis-à-vis various context of teaching-learning and curricular reforms shall be given emphasis.

B. Learning Objectives:
At the end of the course, the students have:
1. discussed the principles, concepts, nature and approaches of curriculum
2. explained the models, types and dimensions of curriculum design
3. examined current curriculum theories, issues and trends as they relate to content, curriculum design and development.
4. Demonstrated the ability to develop lesson plans and apply curriculum mapping skills
5. constructed a curriculum mapping per subject and how it relates to curriculum development and lesson planning.
6. created a written output on implementing the curriculum according to academic and developmental standards.
C. Course Outline and Time Allotment
Module/General Topics Schedule
Topics/Chapter
I. Understanding Curriculum  Definition of Curriculum
 Different Types of Curriculum
 Curriculum Foundation
 Curriculum Conceptions
 Elements of a Curriculum
II. Curriculum Planning  Curriculum Sources and Influences
 Society as Source of Curriculum
 Learners as Source of Curriculum
 Discipline or Subject Matter as Source of Curriculum
 Curriculum Influences
November 4 –
 Students
December 13, 2019
 School’s Vision, Mission, and Core Values
 Admission and Retention Policies
 Faculty Members
 School Administrators and Board of Trustees
 Accrediting Agencies
 Government Policies and Agencies
 Market Demand (General)
 Alumni
 Media and Information and Communication Technologies (ICT)
 The Church and Church-related Agencies
 School Facilities and Other Resources
 Student Services
 Definition of Curriculum Design
III. Curriculum Design
 Different Curriculum Designs
 Things to Consider in Designing Curriculum
 Sequencing Curriculum Content
Periodical Examinations 1 – December 16-21, 2019
 Different Curriculum Models
IV. Curriculum Development  Linear Models of Curriculum Development
 Cyclinal Models of Curriculum Development
 Dynamic Models of Curriculum Development January 6 – 31,
 Processes for Developing Curriculum Under Pawilen’s Model 2019
V. Curriculum Implementation  Analysis of Different Curriculum Development Models
 Curriculum Implementation
 Curriculum Workers
 Levels of Curriculum Implementation
 Things to Consider in Implementing the Curriculum

VI. Curriculum Evaluation
VII. Curriculum Innovation
 Curriculum Evaluation
 Purposes of Curriculum Evaluation
 Curriculum Evaluation in the Classroom
 Curriculum Evaluation at the School or School System Level
 Models of Curriculum Evaluation
Periodical Examinations 2 – February 3-8, 2020
 Curriculum Innovation
 Standards-based Curriculum
 Multicultural Curriculum
 Indigenous Curriculum February 10 – March
 PHINMA Cagayan de Oro College COLLEGE OF EDUCATION

 Brain-based Curriculum 20, 2020

 Gifted Education Curriculum
 Differentiated Curriculum
 Technology Integration in the Curriculum
 Outcomes-based Education
 Transition Curriculum
VIII. Teachers as Curriculum  Key Roles of Teachers as Leaders in Curriculum Processes
Leaders  Teachers as Curriculum Leaders in Instructional Planning Process
 Teachers as Curriculum Leaders in Evaluating Instruction
 Teachers as Curriculum Leaders in the K-12 Education Reform
 Teachers as Curriculum Leaders of 21st Century Learning
 Exercising Curriculum Leadership in Selecting Textbooks and other Instructional
Materials
 Developing Teachers as Curriculum Leaders
IX. Unpacking Curriculum  Definition and examples of Curriculum Standards and Competencies
Standards and  Steps for Unpacking Curriculum Standards and Competencies
Competencies  Other Techniques for Unpacking Curiculum Standards and Competencies
Final Examinations – March 23-28, 2020

D. Textbook:
Pawilen, Greg Tabios (2019) The Teacher and The School Curriculum: Philippines: Rex Bookstore Publishing, INC

E. References
1. Books
Corpuz, Brenda (2015) Curriculum Development: Philippines: Lorimar Publishing, INC

2. Online
J Wiles, J Bondi, H Guo - Curriculum Development A Guide to Practice (8th Edition)
RA Kruse, A Kern – Journal, 007 - Wiley Online Library Reform ‐based curriculum

F. Course Requirements:
Type of Requirement/Project Due Date
Curriculum Mapping December 9-13, 2019
Facilitating skills January 27 – 31, 2020
Written output (Implementing the curriculum) March 16 – 20, 2020

G. Grading System
1. Passing Grade: 60%
2. Class Standing (CS) = 30% Written Quizzes/Long tests + 25% Orals + 30% Process & Product (course output/project, portfolio, demo
teaching) + 5% Assignment + 5% Values + 5 % Attendance
3. Formulas for Computing the Grades
The Final Grade is computed as follows:
FG = (0.20xP1) + (0.20xP2) + (0.20xP3) + (0.40xFE)
Where:
FG refers to Final Grade
P1 refers to First Periodical Grade
P2 refers to Second Periodical Grade
P3 refers to Third Periodical Grade
The First Periodic Grade is computed as follows:

P1 =
The Second Periodic Grade is computed as follows

P2 =
The Tentative Final Grade constitutes the 3rd Periodic Class Standing

H. Faculty Contact/ Information

Name: Amor A. Camacho-Magsalay LPT, MAED

Consultation Hours: Friday; 9:00 am-11:00am
Email-Address: aacamachoa@coc.phinma.edu.ph

Name: Mae Belle P. Besira-Salarda, LPT, MAED

Consultation Hours: Friday; 9:00 am-11:00am
Email-Address: mpbesira@coc.phinma.edu.ph

Approved by:

Gerlinda G. Corpuz, Ph.D. Mary Jean P. Castro, MAED Rizhaly B. Maandig, Ph.D.
PHINMA Cagayan de Oro College COLLEGE OF EDUCATION

Program Head-BEED Program Head-BSED Dean, College of Education