Activity 2

Name: Tagalag Joanna Marie O. Date: __________________

Course and Section: BSE 2D Score: ________________
 Student centered
 You
Direction: Teacher the points of view of curriculum development using
centered
discuss Students
the are active
illustration below:
 Students are passive participant
You willearn five (5)rely
Students points for your discussion and five (5) points for your
on books reflection.
Students discoverWrite clearly
learning
 any
and avoid To erasures.
learn is to listen  To learn is to do
Deadline for submission: to be announced in the group chat.

Discussion:

Traditional and progressive point of view contradicts in the sense of how students will acquire learning.
The traditional point of view believes that children will learn by simply listening to whatever the teachers
are discussing. Assessments are mostly objective. The progressive point of view on the other hand is
different. Progressivists believes that students will learn best when they are active participants, learning
will last longer when they acquired through experience. Assessments are mostly application and
subjective.

Reflection:

As an aspiring educator and as a student as well, I realize that a progressive point of view of
education is more effective than a traditional point of view. I am saying this not just because of
what I have read on this unit but also because I have experienced both first hands. During my
high school days, we used to really on books, visual aid, and teacher's discussion. Now that I
decided to study again, I experience a different scenario where students discover learning and
the teachers serve as the facilitator.

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 Activity 5 - Quiz
Name: Tagalag, Joanna Marie O. Date: __________________
Course and Section: BSE-2D Score: ________________

I. Identification. Write the correct answer on the blank provided before each number. No erasures
allowed!

Recommended curriculum. 1. A type of curriculum which is proposed by scholars and

professional organizations.
Written curriculum 2. A curriculum that appears in school, district, division, or country
documents.
Thought curriculum. 3. What teachers implement or deliver in the classrooms and schools
is what type of curriculum.
Support curriculum. 4. Refers to resources-textbooks, computers, and audiovisual
materials that support and help in the implementation of the
curriculum.
Assessed curriculum. 5. Which type of curriculum is tested and evaluated?
Learned curriculum. 6. What the students actually learn and what is measured falls under
what type of curriculum?
Hidden curriculum. 7. The unintended curriculum is also known as ___.
Concomitant curriculum. 8. Things that are learned at home. Those experiences that are part
of family’s experiences, or related experiences sanctioned by the
family.
Phantom curriculum. 9. The messages that are prevalent in and through exposure to
media are classified under what type of curriculum?
Null curriculum. 10. Various contents must not be taught to students, according to
Tanner and Tanner, 2007.
DepEd. 11. This agency is concerned about the needs of the basic education
department.
TESDA. 12. It is involved in the development of the skills of the students in
preparation for self-sustainability through technical and vocational
education.
CHED. 13. This agency supervises the tertiary or institutes of higher learning
in the country and prepares the students for professional life.
Enhance basic
Education Act of 2013. 14. This law is also known as the K to 12 curriculum which added two
(2) years in the basic education and aimed to make every Filipino a global learner.
Religion. 15. With the coming of Spain in the Philippines, one “R” was added in
the curriculum, which stands for ___.

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 Activity 5 - Quiz
Name: Tagalag Joanna Marie O. Date: __________________
Course and Section: BSE 2D Score: ________________
II. Multiple Choice. Write only the letter of your choice and write on the blank provided before each
number. No erasures allowed!

D. 16. Which of the following is not a characteristic of the Pre-Spanish curriculum?

A. Formal education was introduced through interaction with other people.
B. No direct teaching, no formal method of instruction
C. Unplanned and unsystematic learning.
D. Education is for survival, conformity, and enculturation.
A. 17. Curriculum goals during the Spanish period emphasized two of the following:
A. Acceptance of Catholicism, Acceptance of Spanish Rule
B. Parochial or Convent Schools, ungraded
C. dictation and individual memorization
D. Learner and subject-based organization
D. 18. Reading materials during the Spanish period consisted of the following, except, one. Which
does not belong?
A. cartilla, B. Canon C. catecismo D. arithmetic
D. 19. The method of instruction under the Spanish tutelage was more on__.
A. dictation C. direct intruction
B. individual memorization D. a & b
A. 20. Schools during the Spanish period were described as __.
A. Parochial or Convent Schools, ungraded C. Subject-oriented
B. Student-oriented D. Religion inspired
B. 21. The following were the curricular aims of the Spanish education in the country, except, one.
Which does not belong?
A. To teach young boys and girls to serve and love God
B. To be productive citizens of the country
C. discover what is good and proper for one’s self
D. enable an individual to get along well with society
D. 22. Spanish-devised curriculum consisted of the 3Rs. Which does not belong?
A. reading B. writing C. religion D. ‘rithmetic
B. 23. The curriculum during the American period created public school system to train Filipinos
after the American way of life, that is to:
A. love the passion for learning C. love for country
B. teach democracy as a way of life D. Inculcate patriotism
C. 24. Reading materials during the American period were as follows, except, one. Which does not
belong?
A. American history C. nationalism
B. Development D. Discoveries and people
D. 25. The American Primary curriculum consisted of three grades which provided __
A. body building and physical activities
B. consisted of subjects such as arithmetic, geography, science, and English.
C. teacher’s training curriculum appropriate for elementary mentors
D. body training and mental training
C. 26. Intermediate curriculum during the Americans consisted of subjects such as, except, one.
Which does not belong?
A. Arithmetic C. Geodetic surveying
B. Geography D. Science and English
C. 27. Collegiate Level included a teacher’s training curriculum appropriate for elementary mentors
to replace the ___, during the American period.
A. Filipino soldiers C. Thomasites
B. American soldiers D. Spanish authorities

D. 28. The courses offerings during the Commonwealth were more on:
A. Farming C. domestic science
B. Trade and business D. All

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 Activity 5 - Quiz
Name: _Tagalag Joanna Marie O. Date: __________________
Course and Section: BSE 2D Score: ________________

D. 29. The curriculum for the training of elementary teachers during the Commonwealth was expanded
and elevated by the Bureau of Education from the secondary normal schools to the ___.
A. collegiate level C. technical and vocational
B. higher learning D. All
A. 30. Commonwealth Act 586, also known as educational Act of 1940, recognized the __.
A. elementary school system C. Grade VII offering
B. collegiate normal schools (1939) D. double single-session
A. 31. The Grade VII level, during the Commonwealth was eliminated to give way for the provision of
the __.
A. double single-session
B. collegiate normal schools operation in 1939
C. offering of farming, trade, business, domestic science.
D. expansion and reform of the Philippine curriculum
A. 32. The Japanese-devised curricular content centered on __.
A. Included Nippongo in the curriculum
B. Abolished English as medium of instruction and as a subject
C. values rooted for the love of labor
D. Teaching physical education and singing Japanese songs
B. 33. The Japanese-devised curriculum put strong training emphasis on:
A. English as medium of instruction and as a subject
B. vocational, technical, agriculture
C. values rooted for the love of labor
D. Teaching physical education and singing Japanese songs
D. 34. The double-single session was abolished during the __
A. American period C. Japanese period
B. Spanish period D. Liberation Period
A. 35. Curriculum during the Liberation period was developed and based on the characteristics and
needs of the __
A. Filipino children C. American children
B. Illustrados D. Affluent Filipinos
B. 36. Curriculum during the Liberation period can be described as still __.
A. Learner-centered C. objectives-centered
B. Subject-centered D. goals-oriented
D. 37. Curricular content during the Liberation period, stressed on:
A. Social orientation and Training for occupation
B. Promotion of democratic nation building
C. A new thrust on community development
D. All
D. 38. Curriculum during the Liberation period, strongly promoted:
A. Restoration of Grade VII
B. Abolishment of the double-single session
C. The characteristics and needs of the Filipino children.
D. equal educational opportunities for all
D. 39. What is the primary aim of the curriculum during the Philippine Republic?
A. Abolishment of the double-single session
B. The characteristics and needs of the Filipino children.
C. equal educational opportunities for all
D. national development
D. 40. DECS Order No. 6 s. 1998, issued by former Education Sec. Lourdes Quisumbing strengthens the __
New Elementary School Curriculum (NESC) launched in SY 1989-1990 under the Program for
Decentralized Educational Development (PRODED) and Secondary Educational Development
Program (SEDP).
A. teaching of values C. promoting national development
B. Implementing NESC and RBEC D. Implementing K-12 Curriculum

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 Activity 8
Name: Tagalag Joanna Marie O. Date: ______________________
Course and Section: BSE 2D Score: ____________________

Direction: Answer this five (5) item multiple choice quiz. Encircle the letter of your choice legibly.
1. Which of the following curriculum design elements does not belong to the group?
A. Child-centered design
B. Life situation design
C. Humanistic design

2. The Guidance Counselor of the school suggested that activities and information
dissemination drive about mental health be included in the college academic calendar of
activities to address the issues that the youth are experiencing due to pandemic. Which
curriculum design approach reflect the scenario?
A. Subject-centered approach
B. Problem-centered approach
C. Learner-centered approach
D. All of the above

3. Which of the following sets do not follow constructive alignment?

A. Discuss the different elements of curriculum design; Brainstorming in a group of 4
students; Synthesis paper on the elements of curriculum design.
B. Enumerate the different elements of curriculum design; recitation on the different types
of curriculum design; ten points essay quiz.
C. Construct a 1- quarter curriculum map base on K to 12 curriculum guide; lecturette on
curriculum mapping process; group collaboration in preparing a 1-quarter curriculum
map.
D. All of the above

4. Which is the primary characteristics of a subject-centered design model?

A. Interrelated
B. Interdependent
C. Correlated
D. Interdisciplinary

5. As a designer of a written curriculum for classroom use, the teacher has to perform all these
tasks, EXCEPT ___.
A. Write appropriate lesson plans
B. Decide on suitable and available instructional materials
C. Design reliable and valid assessment tools
D. Monitor the co-faculty members in implementing curriculum in the classroom

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