FIELD STUDY 1
▷ includes those resources that support the curriculum-textbooks,
The education levels in the Philippines
🌺• Basic Education –includes
▷ Kindergarten
▷ Grade 1 – Grade 6 (elementary)
▷ Grade 7 – Grade 10 (Junior High School)
▷ Grade 11- 12 (Senior High School)
🌸• Technical Vocational Education
▷ Taken care of by Technical Education and Skills Development
Authority (TESDA)
▷ For the TechVoc track in SHS, DepEd and TESDA work in close
coordination (Technology and Livelihood Education (TLE) and
Technical-Vocational-Livelihood (TVL) Track specializations may be
taken between Grades 9 to 12. Exploratory Subjects at 40 hours per
quarter are taken during Grades 7 to 8.)
🌸• Higher Education
(The new basic education levels are provided in the K
ton12nEnhanced Curriculum of 2013)
🍇7 types of curriculum according to Allan Glatthorn🍇
🌿• Recommended curriculum. The recommended curriculum is that
which is recommended by scholars and professional organizations
▷ Basic Education – recommended by DepEd
▷ Higher Education – recommended by CHED
▷ Vocational Ed- TESDA
🌿• Written Curriculum
▷ Documents based on recommended curriculum
▷ Example: syllabi, course of study, module, books or instructional
guides, lesson plan
🌿• Taught curriculum. The taught curriculum is that which teachers
actually deliver day by day.
🌿• Supported curriculum.
software, and other media
▷ supporting materials that make learning and teaching meaningful
▷ print materials like books, charts, posters, worksheets,
▷ or non-print materials like Power Point presentations, movies,
slides, models, mock ups, realias
▷ facilities – playground, laboratory, AV rooms, zoo, museum, market
or plaza (places where direct experiences occur)
• Learned curriculum. The learned curriculum is the bottom-line
curriculum-the curriculum that students actually learn.
🌿• Assessed curriculum. The assessed curriculum is that which
appears in tests and performance measures: state tests,
standardized tests, district tests, and teacher-made tests.
🌿• Hidden/implicit curriculum.
▷ This is the unintended curriculum. It defines what students learn
from the physical environment, the policies, and the procedures of
the school.
▷ Not planned but has a great impact on students
🍇ways of presenting the curriculum🍇
🌸• Topical approach – content is based on knowledge and
experiences
🌸• Concept approach – fewer topics in clusters around major and sub
concepts
🌸• Thematic – combination of concepts
🌸• Modular – leads to complete units of instruction
🍇 criteria in the selection of the subject matter🍇
🌸• Self-sufficiency – it is helping the learners to attain the utmost
independency in learning yet in an inexpensive way is the most
important guiding principle in selecting the content according to
Scheffler. This means, more of the results and effective learning
outcomes though a lesser amount of the teacher’s effort and so with
the learner’s effort.

🌸• Significance – It is significant if fundamental ideas, concepts,
principles and generalization are supplied in the subject matter to
achieve the overall aim of the curriculum.
🌸• Validity – the genuineness of a content selected is by its legality.
The subject matter to be selected has to be legal to avoid selecting
the obsolete ones.; must be verified at regular interval
🌸• Interest – the learner’s interest is a major factor in selecting the
content; one of the driving forces of the learner to learn better
🌸• Utility - deciding on subject matter, its usefulness is considered to outcomes.
be essential.
🌸• Learnability – if there is a quotation to “live within our means”
then there is also the consideration of “teaching within the means of
the learners.”
🌸• Feasibility – content selection takes into thought the possibility,
the practicability and the achievability of the subject matter in terms 🍍• Curriculum Evaluating – determines the extent to which the
of the availability of the resources, proficiency of the teachers, and
the personality of learners especially within the framework of the
society and the government
🌼🌼Guide in addressing CONTENT in the curriculum as proposed by
Palma?🌼
🌹• BASIC
🌷▷ Balance – content should be fairly distributed in depth and breadth ▷ Educational experiences related to the purposes
🌷▷ Articulation - as the content complexity progresses, vertically or
horizontally, smooth connections or bridging should be provided
-this ensures that there is no gaps or overlaps in the content
🌷▷ Sequence – logical arrangement
- Vertically – for deepening the content
- Horizontally – for broadening the content
🌷▷ Integration – relatedness or connectedness to other contents
- Provides a wholistic or unified view of curriculum instead of
segmentation
🌷▷ Continuity – should be perennial, endures time
- Constant repetition, reinforcement and enhancement are elements
of contnuity
FIELD STUDY 2
🍇 Four phases of curriculum development 🍇
🍍• Curriculum Planning – considers the school vision, mission, and
goals; includes the philosophy or strong education belief of the
school
🍍• Curriculum Designing – the way curriculum is conceptualized to
include the selection and organization of content, the selection and
organization of learning experiences or activities and the selection of
the assessment procedure and tools to measure achieved learning
-Also include the resources to be utilized and the statement of the
intended learning outcomes
🍍• Curriculum Implementing – putting into action the plan; it is where
the action takes place; involves the activities transpire in every
teacher’s classroom where learning becomes an active process
desired outcomes have been achieved.
-this is an ongoing procedure as in finding out the progress of
learning (formative) or the mastery of learning (summative)
🍇Curriculum development process models🍇
🍍• Ralph Tyler Model : Four Basic Principles
▷ Purposes of the school
▷ Organization of the purposes
▷ Evaluation of the experience
🍍• Hilda Taba Model : Grassroots Approach
▷ Taba strongly believed teachers should take part in the design of
curricula. Taba’s model included seven steps
🍒▷ Educators must first identify the students’ needs for the
development of the curriculum.
🍒▷ Objectives should by specific.
🍒▷ The content matches the objectives, as well as demonstrates
validity.
🍒▷ Curriculum content is designed based on students’ interest,
development, and achievement.
 FIELD STUDY 3

🍒▷ Instructional methods are selected by teachers. ▷ Changes that are disruptive, but teachers have to adjust to them
🍒▷ The organization of the learning activities is determined by the within a fairly short time
teacher. ▷ Ex. Changes in time schedule to catch up with something
🍒▷ Evaluation procedures are determined by students and teachers. 🍌• Value orientation
🍍• Galen Sayler and Wiliam Alecander Curriculum Model – viewed ▷ Ex. A teacher who gives emphasis on academic and forget the
curriculum development as consisting of four steps formation of faith and values needs value orientation
🍒▷ Goals, Objectives and Domain
🍒▷ Curriculum Designing The education levels in the Philippines
🍒▷ Curriculum Implementation 🌺• Basic Education –includes
🍒▷ Evaluation ▷ Kindergarten
🍇Philosophical foundations of curriculum🍇 ▷ Grade 1 – Grade 6 (elementary)
🍌• Perennialism ▷ Grade 7 – Grade 10 (Junior High School)
🍌• Essentialism ▷ Grade 11- 12 (Senior High School)
🍌• ProgressivismP
🍌• Reconstructionism 🌸• Technical Vocational Education
🍇Elements/components of a curriculum design🍇 ▷ Taken care of by Technical Education and Skills Development
🍈• Intended Learning Outcomes (ILO) or the Desired Learning Authority (TESDA)
Outcomes DLO ▷ For the TechVoc track in SHS, DepEd and TESDA work in close
🍈• Subject matter or content coordination (Technology and Livelihood Education (TLE) and
🍈• Teaching and learning methods Technical-Vocational-Livelihood (TVL) Track specializations may be
🍈• Assessment /Evaluation taken between Grades 9 to 12. Exploratory Subjects at 40 hours per
🍇5 categories of curriculum change🍇 quarter are taken during Grades 7 to 8.)
🍒• Substitution
▷ Current curriculum will be replaced or substituted by a new one 🌸• Higher Education
▷ Complete overhaul (The new basic education levels are provided in the K
▷ Not merely a revision ton12nEnhanced Curriculum of 2013)
🍌• Alteration 🍇7 types of curriculum according to Allan Glatthorn🍇
▷ There is a minor change 🌿• Recommended curriculum. The recommended curriculum is that
▷ Example: graphing paper – to graphing calculator which is recommended by scholars and professional organizations
🍌• Restructuring ▷ Basic Education – recommended by DepEd
▷ Major change or modification in the school system, degree program ▷ Higher Education – recommended by CHED
or educational system ▷ Vocational Ed- TESDA
🍌• Perturbations 🌿• Written Curriculum
▷ Documents based on recommended curriculum

▷ Example: syllabi, course of study, module, books or instructional
guides, lesson plan
🌿• Taught curriculum. The taught curriculum is that which teachers
actually deliver day by day.
🌿• Supported curriculum.
▷ includes those resources that support the curriculum-textbooks,
software, and other media
▷ supporting materials that make learning and teaching meaningful
▷ print materials like books, charts, posters, worksheets,
▷ or non-print materials like Power Point presentations, movies,
slides, models, mock ups, realias
▷ facilities – playground, laboratory, AV rooms, zoo, museum, market
or plaza (places where direct experiences occur)
• Learned curriculum. The learned curriculum is the bottom-line
curriculum-the curriculum that students actually learn.
🌿• Assessed curriculum. The assessed curriculum is that which
appears in tests and performance measures: state tests,
standardized tests, district tests, and teacher-made tests.
🌿• Hidden/implicit curriculum.
▷ This is the unintended curriculum. It defines what students learn
from the physical environment, the policies, and the procedures of
the school.
▷ Not planned but has a great impact on students
🍇ways of presenting the curriculum🍇
🌸• Topical approach – content is based on knowledge and
experiences
🌸• Concept approach – fewer topics in clusters around major and sub horizontally, smooth connections or bridging should be provided
concepts
🌸• Thematic – combination of concepts
🌸• Modular – leads to complete units of instruction
🍇 criteria in the selection of the subject matter🍇
🌸• Self-sufficiency – it is helping the learners to attain the utmost
independency in learning yet in an inexpensive way is the most
important guiding principle in selecting the content according to
FIELD STUDY 4
Scheffler. This means, more of the results and effective learning
outcomes though a lesser amount of the teacher’s effort and so with
the learner’s effort.
🌸• Significance – It is significant if fundamental ideas, concepts,
principles and generalization are supplied in the subject matter to
achieve the overall aim of the curriculum.
🌸• Validity – the genuineness of a content selected is by its legality.
The subject matter to be selected has to be legal to avoid selecting
the obsolete ones.; must be verified at regular interval
🌸• Interest – the learner’s interest is a major factor in selecting the
content; one of the driving forces of the learner to learn better
🌸• Utility - deciding on subject matter, its usefulness is considered to
be essential.
🌸• Learnability – if there is a quotation to “live within our means”
then there is also the consideration of “teaching within the means of
the learners.”
🌸• Feasibility – content selection takes into thought the possibility,
the practicability and the achievability of the subject matter in terms
of the availability of the resources, proficiency of the teachers, and
the personality of learners especially within the framework of the
society and the government
🌼🌼Guide in addressing CONTENT in the curriculum as proposed by
Palma?🌼
🌹• BASIC
🌷▷ Balance – content should be fairly distributed in depth and breadth
🌷▷ Articulation - as the content complexity progresses, vertically or
-this ensures that there is no gaps or overlaps in the content
🌷▷ Sequence – logical arrangement
- Vertically – for deepening the content
- Horizontally – for broadening the content
🌷▷ Integration – relatedness or connectedness to other contents
- Provides a wholistic or unified view of curriculum instead of
segmentation
 FIELD STUDY 5

🌷▷ Continuity – should be perennial, endures time 🍒▷ The content matches the objectives, as well as demonstrates
- Constant repetition, reinforcement and enhancement are elements validity.
of contnuity 🍒▷ Curriculum content is designed based on students’ interest,
🍇 Four phases of curriculum development 🍇 development, and achievement.
🍍• Curriculum Planning – considers the school vision, mission, and 🍒▷ Instructional methods are selected by teachers.
goals; includes the philosophy or strong education belief of the 🍒▷ The organization of the learning activities is determined by the
school teacher.
🍍• Curriculum Designing – the way curriculum is conceptualized to 🍒▷ Evaluation procedures are determined by students and teachers.
include the selection and organization of content, the selection and 🍍• Galen Sayler and Wiliam Alecander Curriculum Model – viewed
organization of learning experiences or activities and the selection of curriculum development as consisting of four steps
the assessment procedure and tools to measure achieved learning 🍒▷ Goals, Objectives and Domain
outcomes. 🍒▷ Curriculum Designing
-Also include the resources to be utilized and the statement of the 🍒▷ Curriculum Implementation
intended learning outcomes 🍒▷ Evaluation
🍍• Curriculum Implementing – putting into action the plan; it is where 🍇Philosophical foundations of curriculum🍇
the action takes place; involves the activities transpire in every 🍌• Perennialism
teacher’s classroom where learning becomes an active process 🍌• Essentialism
🍍• Curriculum Evaluating – determines the extent to which the 🍌• ProgressivismP
desired outcomes have been achieved. 🍌• Reconstructionism
-this is an ongoing procedure as in finding out the progress of 🍇Elements/components of a curriculum design🍇
learning (formative) or the mastery of learning (summative) 🍈• Intended Learning Outcomes (ILO) or the Desired Learning
🍇Curriculum development process models🍇 Outcomes DLO
🍍• Ralph Tyler Model : Four Basic Principles 🍈• Subject matter or content
▷ Purposes of the school 🍈• Teaching and learning methods
▷ Educational experiences related to the purposes 🍈• Assessment /Evaluation
▷ Organization of the purposes 🍇5 categories of curriculum change🍇
▷ Evaluation of the experience 🍒• Substitution
🍍• Hilda Taba Model : Grassroots Approach ▷ Current curriculum will be replaced or substituted by a new one
▷ Taba strongly believed teachers should take part in the design of ▷ Complete overhaul
curricula. Taba’s model included seven steps ▷ Not merely a revision
🍒▷ Educators must first identify the students’ needs for the 🍌• Alteration
development of the curriculum. ▷ There is a minor change
🍒▷ Objectives should by specific. ▷ Example: graphing paper – to graphing calculator
🍌• Restructuring
 FIELD STUDY 6

▷ Major change or modification in the school system, degree program

or educational system
🍌• Perturbations
▷ Changes that are disruptive, but teachers have to adjust to them
within a fairly short time
▷ Ex. Changes in time schedule to catch up with something
🍌• Value orientation
▷ Ex. A teacher who gives emphasis on academic and forget the
formation of faith and values needs value orientation