Course Code/ PED 11 – CURRICULUM DEVELOPMENT

Course Name
Course Description The course is intended to introduce the education students to effective curriculum design and assessment. The course
topics include curriculum models, principles and approaches in designing, delivering and addressing the curriculum.

Course Credit 3 units

Contact Hours/Semester 54 Lecture Hours

Pre-requisite PED 02 and PED 03

Placement 2nd year, First Semester

Terminal Competencies At the end of this course, the students are expected to be able to:

1. Integrate appropriate learning styles, instructional approaches and teaching-learning processes in curriculum
development.
2. Design a model curriculum demonstrating considerations for a selected age group and setting including appropriate
linkages/stakeholders.
3. Construct instruments for monitoring curriculum implementation and assessment.

Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY
College of Teacher Education
 Content Objectives Student Learning Outcomes Assessment Strategies No. of Evidence of Outcomes
Strategies/Activities Hours
CHAPTER 1:
INTRODUCTION TO
CURRICULUM
DEVELOPMENT
 Curriculum: o Define and distinguish the o Students can distinguish the  Oral recitation 2 Scorecard for oral
Different meaning of curriculum based on traditional and progressivist view on recitation
Points of View different points of view. curriculum. (Participation, Voice
Content, Depth)

Interview score card

 Curriculum o Analyze the relationship o Students can give the implications to  Reflective Journal (rubrics)
and between curriculum and instruction the teachers and students when they 1 Criteria: (Completeness,
Instruction: through various models. follow the models of curriculum and Cite some real life situations that show Organization, Reflection,
Defined instruction as presented.. the four models of the relationship of Punctuality) (20pts)
curriculum and instruction. Scorecard for oral
recitation
(Participation, Voice
Content, Depth)

o Discuss the ten axioms of o Students can make a graphic  Group presentation 1 Rubrics for the reflective
 Principles of curriculum development organizer that will explain the journal (Content,
Curriculum principles of curriculum development. Organization,
Development  Brainstorming Development, Use of
 Lecture/Discussion Language)
Rubrics for Oral
 Conduct interview among education  Quiz (Lesson 1-3) Reporting
students, teachers and (Organization, Subject
administrators. Knowledge, Visual Aids,
 Q&A Mechanics, Eye Contact)
 Journal Writing Rubrics for Group Activity
 Brainstorming: (Preparation, Group’s
Read and React on the ten (10) axioms of level of engagement,
curriculum development (Oliva, 2013) Cooperation, Punctuality
Creativity)

Scores in the quiz

Chapter 2:
FOUNDATIONS OF
CURRICULUM
2  Oral Recitation
o Describe the major o Students can create a letter to the  Rubrics for the
 Philosophical philosophical foundations of proponent of the educational letter to the
Foundations education and analyze its philosophies and how these Philosophers.
curricular implications. philosophies are helpful to their  Quiz
o Make a mini skit on the teaching career.
impact of these philosophies in
teaching – learning processes.  Construction of
 Discussion: Educational Philosophies 2 Matrix / timeline
and their curricular implications  Oral Reporting
 Quiz
 Analyze the VGMO of a school
in terms of the theological
o Trace the historical o Students can make and present a foundations and the process  Group Reporting
developments of curriculum, matrix or timeline that can describe on how to attain such value. 2  Quiz
 Historical internationally and nationally. the events on historical developments
Foundations of curriculum.

 Group Activity
 Make and present a matrix that can
describe the events on historical
developments of curriculum. 2  Oral Recitation

o The students can work with a  Test the

o Discuss the three major partner/group and discuss the Students’
psychological areas: Behavioral, psychological foundation of comprehension
 Psychological Cognitive and Humanistic and curriculum through the use
Foundations relate them to curriculum of essay
development  Group Activity
 Agreement/ Disagreement and
curricular implications on the
psychological foundation of 1
curriculum
 Group Analysis

o Integrate the different o The students can distinguish the

sociological approaches to different sociological perspective
  Social curriculum development.
Foundations o Discuss fully sociological
approaches to curriculum by
explaining the current trends and
issues in curriculum development.
o Elaborate the major impact
 Theological of theological foundations to
Foundations values formation of individual and
impact to society.
(functionalist, social conflict and
interactionist) and relate it to the
current trends in educational system.
 LECTURE
 Essay
 Analyze a certain trend/issue that
relates to the three major
perspectives in the sociology and how
it is being used in curriculum as
instrument for societal changes.

o Students can analyze the VGMO of a

school in terms of the theological
foundations and the process on how
to attain such value.
Chapter 3: Curriculum Objective, Curriculum Students can create a discussion web that will  Discussion Web 4  Oral Presentation
Elements/Componen Content, Curriculum experiences, summarize their opinions on how to attain the  Attainment of the VGMO of the  Reporting
ts of the Curriculum Curriculum Evaluation curriculum aims, goals and objectives. school.  Written Report on
 Research and report the Instructional
 Curriculum Students can research and report the different different curriculum content strategies.
Aims, goals curriculum content per subject area. per subject area.  Rubrics for the
and objectives  Creation of matrix that will concept map
 Curriculum Students can evaluate the main features of show the main features of
Content or different instructional strategies used in K12. different instructional
Subject matter strategies.
 Curriculum Students can make a concept map that will  Concept Map
experiences show the difference between traditional,  Traditional, Authentic and
 Curriculum authentic and portfolio assessment strategies. Portfolio
Evaluation/Cur
riculum
Approaches

PRELIMINARY EXAMINATION

Chapter 4: Crafting
the Curriculum
A. Curriculum Behavioral, Managerial, System, o Students can conduct simple  Lecture 4  Oral Recitation
Approaches Academic, Reconceptualist/ research (term paper) on the different  Group Interview  Reporting on the
1. Behavioral Reconstructionist approach used by teachers by  Interview principals on how results of the
Approach , curriculum implementation. they craft the curriculum as research/ term
2. Managerial well as how it is being paper.
Approach Learner, Society, Knowledge, implemented
3. System Science, Moral Doctrine
Approach Horizontal and vertical  Classroom Discussion 1  Graded
4. Academic organization o Students can identify the different Recitation
Approach components of design..
5.
Reconceptuali
st Approach
Scope, Sequence, Continuity,
B. Curriculum Integration, Articulation, Balance
Design
1. Compone
nts of o Students can analyze the dimensions  Concept Mapping 3
Design of the K12 curriculum per subject area  Distinctions among the 6 major Oral Recitation
So in terms of Scope, Sequence, dimensions of curriculum
ur Subject-Centered, Learner- continuity, integration, articulation and design Group Analysis on the
ce Centered, Problem-Centered balance. dimensions of curriculum
s (per subject area.
of
C
urr
ic o Students can conduct debate on  Lecture 4  Graded
ul which curriculum design will works  Group Activity Recitation
u best in the Philippine Educational  Debate  Rubrics for
m System. debate
D
es
ig Technical-Scientific
n
C
on
ce
pt  Classroom Discussion
ua Explain the features of the curriculum  Individual Oral
l o Students can explain the features of development models 3 Recitation
 Fr the curriculum development models
a
m
e Non-technical-non-scientific
w
or
k:
H  Classroom Discussion  Individual Oral
ori 2 Recitation
zo  Explain the features of the
nt curriculum development
al models  Quiz
an
d
Ve
rti
ca
l
Or
ga
ni
za
tio
n

2. Principles
and
Dimension
s of
Curriculum
Design
Sc
op
e
Se
qu
en
ce
C
on
 tin
uit
y
Int
eg
rat
io
n
Ar
tic
ul
ati
on
Ba
la
nc
e
3. Curriculum
Design
Models
and
Approache
s to
Curriculum
Design
Su
bj
ec
t-
C
en
ter
ed
D
es
ig
ns
Le
ar
ne
 r-
C
en
ter
ed
D
es
ig
ns
Pr
ob
le
m-
C
en
ter
ed
D
es
ig
ns
C. Curriculum
Development
1. Technical-
Scientific
Approach
1.1 Mo
del
s of
Bob
bit
and
Ch
arte
rs
1.2 Tyl
er’s
Mo
del
1.3 Tab
 a’s
Mo
del
1.4 Bac
kwa
rd
Des
ign
Mo
del
1.5 Tas
k-
Ana
lysi
s
Mo
del

2. Non-
technical
and Non-
scientific
Approach
1.1 Appro
ach in
Gener
al
1.2 Delib
eratio
n
Model

MIDTERM EXAMINATION
Chapter 5: Overcoming-Resistance to
Implementing the Change, Organizational
Curriculum Development, Concerns-Based,  Oral Recitation
Systems o Students can brainstorm on different  Classroom Discussion 3
 Curriculum models of curriculum implementation.
Implementatio
n Models Students, Teachers, Supervisors,  Discussion Web  Rubrics for Group
Principals, Parents, Community  Roles of the Key Players of presentation
Members o Students can create an organizer to Curriculum 1  Making of
summarize the roles of various key Graphic
 Key Players players of the curriculum organizer and
implementation. Presentation
2
o Students can conduct a survey on the  Survey/Simple Research  Survey
 Factors factors affecting the curriculum
Affecting the implementation.
Curriculum
Implementatio
ns

Chapter 6: Assessing
and Evaluating the
Curriculum o Students can create a Matrix of the  Curriculum plan (Intended,
Intended, Implemented, Achieved curriculum plan integrating Implemented and achieved 2  Rubrics
 Intended vs. Environmental Awareness in each curriculum)
Implemented subject area of specialization  Analysis on the curriculum
vs. Achieved plan
Curriculum o Students can analyze if the objectives 2  Analysis on the
match with the instruction and  Graded Recitation curriculum plan
assessment.
 Linking the
Curriculum,
Instruction and Technical-Scientific Approach
Assessment o Students can create a matrix on each
curriculum evaluation models and  Oral Presentation of the matrix 4  Oral Presentation
explain how this can be used in future  Quiz
research plan.  Quiz on Chapter 6
 Curriculum
Evaluation
Models

o Techn
 ical- Non-technical and Non-scientific
Scient
ific
Appro
ach

Provus
Discrepancy
Model
 CIPP


Stakes
Countenance
Model


Scrivens Goal
Free Model

o Non-
techni
cal
and
Non-
scienti
fic
Appro
ach

Judiciary and
Adversary
Models

 Stakes
Responsive
Model


Illuminative
Perspective to
Evaluation

Chapter 7: TRENDS
AND ISSUES IN
CURRICULUM o Students can create a simple
DEVELOPMENT SEC 2010, K12, Inclusive commercial explaining/promoting the  Group Reporting 8  Production of
Education, ALS different current Trends and Issues in  Commercial Making Mini Commercial
Local Trends and Philippine Education promoting the
Issues trends and
o SEC issues.
2010
and ASEAN, EFA, Sustainable o Students can explain the different  Individual Journal
the K- Development, Peace, local trends and issues in Philippine Writing
12 Multiculturalism, Gender Equity education.
o Inclusi
ve
Educa
tion
o Altern
ative
Learni
ng
Syste
m
International Trends
and Issues
o ASEA
N
 2015
o EFA
o Sustai
nable
Devel
opme
nt
o Peace
Educa
tion
o Multic
ulturali
sm
and
Gende
r
Equity
 COURSE NAME: CURRICULUM DEVELOPMENT

SUMMARY

CONCEPTS No. of Hours

Chapter 1: Introduction to Curriculum Development 4
Chapter 2: Foundation of Curriculum 9
Chapter 3:Elements/Components of the Curriculum 4
Chapter 4: Crafting the Curriculum 17
Chapter 5: Implementing the Curriculum 6
Chapter 6: Assessing/Evaluating the Curriculum 8
Chapter 7: Trends and Issues in Curriculum Development 3

Prepared by:

Dr. ANITA B. AQUINO Prof. DAISY M. GALLENO Mrs. MARIFE S. MAGPANTAY

Prof. RECIE E. BEATRIZ Prof. AURELIO A. ZUBIETO

Submitted to:

Prof. MARIETTA A. VILLAVERDE Prof. AURELIO A. ZUBIETO

Chair, BSED Program Chair, BEED Program

Approved by:

TERESITA V. DE LA CRUZ, Ed. D.

Dean, College of Teacher Education
 Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY
College of Teacher Education
Course Code/ PED 21 – PRACTICE TEACHING (IN CAMPUS)
Course Name
Course Description The course is intended to introduce the education students to effective curriculum design and assessment. The course
topics include curriculum models, principles and approaches in designing, delivering and addressing the curriculum.

Course Credit 6 units

Contact Hours/Semester 280 Laboratory Hours

Pre-requisite Field Study 1 up to 6

Placement 4th year, First Semester

Terminal Competencies At the end of this course, the students are expected to be able to
1. Demonstrates deep and principled understanding of the learning processes and the role of the teacher in facilitating
these processes in their students in various teaching-learning environments worldwide.
2. Applies a wide range of teaching process skills (including curriculum development, lesson planning, use of
appropriate technology, materials development, educational assessment, and teaching approaches) and enable
them to adapt with the increasing diversity of learners.
3. Practices the professional and ethical requirements of the teaching profession, radiates the concept of
professionalism not only in the local settings but also worldwide.
4. Facilitates learning of diverse types of learners, in diverse types of learning environments, using a wide range of
teaching knowledge and skills.
5. Reflects on the relationships among the teaching process skills, the learning processing in the students, the nature
of the content/subject matter, and the broader social forces encumbering the school and educational processes in
order to constantly improve their teaching knowledge, skills and practices.
6. Creates and innovates alternative teaching approaches, takes informed risks in trying out these innovative
approaches, and evaluates the effectiveness of such approaches that will suit to a wide variety of students’ abilities,
thus, improving student learning.
 Content Vocabulary Student Learning Objectives Strategies/Activities Week Assessment Strategies
I. Gradual Induction Philosophy of Students can formulate and distinguish their Individual Activity 1 Rubrics for
a. General Orientation Education own philosophies of teaching, credo, prayer Reflective Journal (e.g.
Credo etc. Credo, prayer, statement
Teacher’s Prayers of philosophy of what
Practice Teaching teaching is)
Handbook

b. Getting acquainted VGMO Students can be acquainted with the mission, Individual Activity 2&3 Accomplish the following:
DEPEd forms vision, organization set-up of the cooperating o List of possible
Form 1, 2, 18A, 37, schools. mentors
38 o Mission, Vision,
admission
Students can accomplish various kinds of policies,
DEPEd forms (eg. Form 2, Form 18 etc.) organization
setup of
teachers, in the
laboratory
o Accomplishing,
Form 2, Form
18A, Form 18B,
Form 137, Form
138

II. Endorsement of Student Teachers Rules and Students will be familiarized and introduced to Observation 4 Practice Teaching
in the Laboratory Schools Regulations different cooperating teachers, as well as the Supervisors’ checklists.
(Elementary and High Schools) Cooperating School rules and regulations of the
Cooperating cooperating schools
Teachers
Practice Teaching
Supervisor
III. Observation and Participation Mentor Students can accomplish the different tasks Observation and Participation 5&6 Rubrics
A. Assisting Mentee given to them by the cooperating teachers. Reflection journal
1. Checking of Papers Teacher’s Duties Accomplishment report
2. Recording of Grades
3. Computing of Grades
4. Structuring the Bulletin Boards
5. Preparing Instructional Materials
6. Assisting the Children
7. Remedial Teaching or Tutoring
IV. A. Wide Observation School Activities Students actively organize and participate in Mentee’s participation to the different 7 Post conference
1. Observation of the mentor’s School Community various activities of the cooperating schools. school and community related Reflective Journals
demo School Forms activities under the Mentor’s tutelage Accomplished school
2. Attending conferences with the Bulletin Boards forms
mentors.
3. Involvement in school activities.
4. Preparation of school forms
5. Assessment of student learning
outcomes
6. Working with school community
7. Participates in emergency drills

B. Full Teaching Teaching Student can prepare lesson plans, Pre-planning conference 8-12 Actual Teaching Checklist
Methodologies instructional materials and assessment tools Post conference
Lesson Planning for their final demonstration teaching.
Assessment

Student can facilitate the teaching-learning

process inside the classroom.

c. Final Demonstration Final Demo Student can prepare lesson plans, . 13-17 Actual Teaching Checklist
Teaching instructional materials and assessment tools
for their final demonstration teaching. Pre-planning conference
Post conference

Student can facilitate the teaching-learning

process inside the classroom.
V. Compilation Student Teaching Student can compile the different student 18 Student Teaching
A. Organization of Portfolio Portfolio teaching activities written in their worksheets Portfolio
B. Portfolio Assessment 1-12, as well as, their daily reflective journal. Summative Conference –Student
Teaching Portfolio
 COURSE NAME: PRACTICE TEACHING (IN CAMPUS)

SUMMARY

CONCEPTS Week
I. Gradual Induction 1-3
II. Endorsement of Student Teachers in the Laboratory Schools (Elementary and High Schools) 4
III. Observation and Participation 5-6
IV. Wide Observation/Full Teaching/Final Demonstration 7-17
V. Compilation 18

Prepared by:

Dr. ANITA B. AQUINO Mrs. MARIFE S. MAGPANTAY

Dr. AILEEN V. ELARCO Ms. MA. LAVINIA E. FETALINO

Submitted to:

Prof. MARIETTA A. VILLAVERDE Prof. AURELIO A. ZUBIETO

Chair, BSED Program Chair, BEED Program
Approved by:

TERESITA V. DE LA CRUZ, Ed. D.

Dean, College of Teacher Education
 Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY
College of Teacher Education
Course Code/ FS 04: Exploring the Curriculum
Course Name
Course Description This course is intended to introduce the education pre-service students to effective curriculum design and assessment. The course
topics include curriculum models, principles and approaches in designing, delivering and addressing the curriculum.
Course Credit 1 unit

Contact Hours/Semester 18 Laboratory Hours

Pre-requisite none

Placement 2nd year, First Semester

Terminal Competencies At the end of this course, the students are expected to be able to:

1. Design a model of curriculum demonstrating considerations for basic and higher education, appropriate community
linkages, and stakeholders.
2. Address the monitoring of curriculum implementation and assessment of curriculum.
3. Prepare an alignment of developing objectives, pedagogy and assessment.
 Content Vocabulary Student Learning Objectives Strategies/Activities No. of Assessment Strategies
Hours
Episode 1 Traditional Students can conduct interviews on the 1. Visit the school. 2 Portfolio
Curriculum school community and ask views about the
Look Deeper into the concepts, Progressive traditional/ progressive curriculum. 2. Interview the school Journal
nature and purposes of the community and ask views
Curriculum about the traditional/
curriculum Students can distinguish the difference Worksheets
Scope/Sequence among, scope/Sequence Chart, Teaching progressive curriculum. Compile the
Chart Guide and Sample Lesson Plan. 3. Inquire on the type of different types of
Teaching Guide curriculum used in their Curriculum.
Sample Lesson Plan school.
4. Request for a sample of their
curriculum:
4.1 Scope/Sequence Chart
4.2 Teaching Guide
4.3 Sample Lesson Plan

Episode 2
What’s the Curriculum Made Of?
Aims Students can analyze the schools’ vision, 1. Visit a school and find out how 3 Portfolio
Vision mission, goals and aims of elementary, they attain the aims of
Goals secondary or tertiary education and how they elementary, secondary or Journal
Mission concretize in terms of teaching methodologies tertiary education.
Objectives and assessment strategies. 2. Interview a school Worksheets
administrator/faculty about Analyze the mission,
how they concretize their vision and goals of the
school’s vision and goals into school and its relationship
the curriculum. on their curriculum.
3. Record the different
methods/strategies that they
employed to attain their
school’s objectives.
4. Interview one or two students
and ask them their school’s
vision/mission.

Episode 3 Teaching Students can observe and characterize the 1. Write your insights on teaching 2 Portfolio
Learning process/ events happening in the teaching and learning.
What’s New in Teaching and Teaching Strategies Journal
 Learning and learning in cooperating schools. 2. Observe a class.
. 3. Write your ideas on teaching Worksheets
and learning. Principles of teaching and
Learning in relation to
curriculum.
Episode 4 Subject centered Students can identify the curriculum design 1. Observe a class. 2 Portfolio
Student Centered used by schools.
Let’s Craft the Curriculum Problem Centered 2. Identify the curriculum design Journal
Curriculum Design Students can reflect and write my used by schools.
insights/learnings gained from the activities. 3. Reflect and write my Worksheets
insights/learnings gained from Curriculum
the activities. design
Episode 5 Basic Students can examine a curriculum and 1. Examine a curriculum. 3 Portfolio
Articulation identify the dimensions of the curriculum
What’s the Basics of the Scope design. 2. Identify the dimensions of the Journal
curriculum? Sequence curriculum design.
Balance Students can give some situation samples of Worksheets
Continuity each dimensions. 3. Give some situation samples Give samples of
Integration of each dimensions. curriculum
design.
Episode 6 Teachers Students can distinguish the roles of the They should know to answers these 2 Portfolio
Students various key players in the curriculum questions.
Tell me your features Administrators implementation. Journal
Community Who teaches?
Resources Who teachers teach? Worksheets
What do teachers teach? Features of
How do teachers teach? teaching and
How much of the teachers’ lessons Learning
were learned?
With whom do we teach?

Episode 7 6 features of Students can identify the variousimplementors 1. Identify the various 2 Portfolio
curriculum of the curriculum and state the role of implementors of the
The WH- of the Curriculum implementation technology in delivering the curriculum. curriculum. Journal
2. State the role of technology in
delivering the curriculum. Worksheets
3. Explain the different ways of The concepts,
Student can explain the different ways of assessing the curriculum. nature and
assessing the curriculum. purposes of the
curriculum and
 how these are
translated into
the school
community.

Episode 8 Teachers Students can conduct interviews to faculty 1. Visit DepEd or interview 2 Portfolio
Students members on the merits and demerits of these school administrators on
What’s New in the Curriculum Administrators innovations. various curricular issues and Journal
Community concerns.
Resources Students can write insights / reflections on 2. Interview faculty members on Worksheets
Parents these innovations. the merits and demerits of
Other Stakeholders these innovations. Discuss the Different
3. Write insights / reflections on Curricular Issues and
these innovations. Concerns
 COURSE NAME: FS 04: EXPLORING THE CURRICULUM

SUMMARY

CONCEPTS No. of Hours

Episode 1: Look Deeper into the concepts, nature and purposes of the curriculum 2
Episode 2: What’s the Curriculum Made Of? 3
Episode 3: What’s New in Teaching and Learning 2
Episode 4: Let’s Craft the Curriculum 2
Episode 5: What’s the Basics of the curriculum? 3
Episode 6: Tell me your features 2
Episode 7: The WH- of the Curriculum 2
Episode 8: What’s New in the Curriculum 2

Prepared by:

Prof. RECIE E. BEATRIZ Mrs. MARIFE S. MAGPANTAY Ms. MARITES A. MOPERA

Prof. RICARDA V. VILLAVERDE Prof. AURELIO A. ZUBIETO

Submitted to:

Prof. MARIETTA A. VILLAVERDE Prof. AURELIO A. ZUBIETO

Chair, BSED Program Chair, BEED Program
 Approved by:

TERESITA V. DE LA CRUZ, Ed. D.

Dean, College of Teacher Education