COLLEGE OF TEACHER

EDUCATION
BACHELOR OF PHYSICAL
EDUCATION

CURRICULUM AND ASSESMENT

FOR PHYSICAL EDUCATION
AND HEALTH

BENJAMIN A. RACELES, MAPE

Instructor
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OVERVIEW

OBJCETIVES
At the end of the semester, the students should have:
 Demonstrate an understanding of curriculum development;
 Demonstrate knowledge of policies, guidelines and procedures that
provide safe and secure learning environments;
 Use appropriate assessments in, as and for student learning;
 Demonstrate an understanding of supportive learning environment
through active participation;
 Demonstrate awareness of existing laws and regulations that apply to the
teaching profession.

UNIT 1
- OVERVIEW OF THE CURRICULUM -

Lesson 1: Definition of Curriculum

: Types of Curriculum

Lesson 2: Major Foundations of Curriculum

: Curriculum Foundations

Lesson 3: Curriculum Concept

: Elements of Curriculum

Lesson 4: Curriculum Sources and Influence

: Curriculum Design

LESSON 1: DEFINITION OF CURRICULUM &

Types of Curriculum

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LEARNING OUTCOMES

After the discussion of this unit, the students will be able to:

 Demonstrate an understanding of curriculum development;

La
 Demonstrate knowledge of policies, guidelines and procedures that provide
safe and secure learning environments;
 Articulate a personal philosophy of teaching that is learner-centered;

DISCUSSION

HOW DO WE DEFINE CURRICULUM?

According to Bandi & Wales (2005), the most common definition

derived from the word Latin root, “curere” which means “race course.”

Bandi & Wales (2005) also stated that “for many students, the school
curriculum is a race to be run, a series of obstacles or hurdles (subjects) to
be passed.”

Curriculum is a standards-based sequence of planned experiences

where students practice and achieve proficiency in content and applied
learning skills. Curriculum is the central guide for all educators as to what
is essential for teaching and learning, so that every student has access to
rigorous academic experiences. The structure, organization, and
considerations in a curriculum are created in order to enhance student
learning and facilitate instruction.

Curriculum must include the necessary goals, methods, materials

and assessments to effectively support instruction and learning.

 Goals

Goals within a curriculum are the standards-based benchmarks or

expectations for teaching and learning. Most often, goals are made
explicit in the form of a scope and sequence of skills to be addressed.
Goals must include the breadth and depth to which a student is
expected to learn.

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 Methods

Methods are the instructional decisions, approaches, procedures, and

routines that teachers use to engage all students in meaningful
learning. These choices support the facilitation of learning experiences
in order to promote a student’s ability to understand and apply
content and skills. Methods are differentiated to meet student needs and
interests, task demands, and learning environment. Methods are
adjusted based on ongoing review of student progress towards
meeting the goals.

 Materials

Materials are the tools selected to implement methods and achieve the
goals of the curriculum. Materials are intentionally chosen to support
a student's learning. Material choices reflect student interest, cultural
diversity, world perspectives, and address all types of diverse learners.

 Assessment

Assessment in a curriculum is the ongoing process of gathering

information about a student’s learning. This includes a variety of ways
to document what the student knows, understands, and can do with
their knowledge and skills. Information from assessment is used to
make decisions about instructional approaches, teaching materials,
and academic supports needed to enhance opportunities for the
student and to guide future instruction.

Curriculum as a Discipline

Curriculum as a discipline is a subject of study, and on the Graduate

level of Higher Education a major field of study.

Curriculum as Teacher work

 Time and Resources

Schedule with Planning Time
 Authority to make curricular decisions
Teacher as expert
 Curriculum analysis
Teacher as researcher

TYPES OF CURRICULUM

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Since curriculum reflects the models of instructional delivery chosen

and used, some might indicate that curriculum could be categorized
according to the common psychological classifications of the four families of
learning theories “Social, Information Processing, Personalist, and
Behavioral.” Longstreet and Shane have dubbed divisions in curricular
orientations as: child-centered, society-centered, knowledge-centered,
or eclectic.

Allan Grathon (2000), as cited by Bilbao et al. (2008), describes the

seven types of the curriculum in the following section.

1. RECOMMENDED CURRICULUM

For example, in the Philippines, the curriculum being implemented by

the Department of Education (DepEd) or the Commission on Higher
Education (CHEd) is an example of a recommended curriculum. In
some cases, a law-making body like the congress and the senate, or a
university or a school can recommend a subject, a course, or any
academic program deemed necessary for national identity and
security, for environmental protection and sustainable development,
among others.

2. WRITTEN CURRICULUM

The written curriculum refers to a lesson plan or syllabus written by

teachers. Another example is the one written by curriculum experts
with the help of subject teachers. This kind of written curriculum
needs to be pilot tested or tried out in sample schools to determine its
effectiveness.

Examples of Written Curriculum are:

 The Kindergarten Curriculum Standards

 The K-12 Curriculum
 CHED Memorandum Order No. 20, of 2013 (for General
Education)
 TESDA Modules and Competencies

3. TAUGHT CURRICULUM

This is about the implementation of the written curriculum.

Whatever is being taught or an activity being done in the classroom is a
taught curriculum. So, when teachers give a lecture, initiate group
work, or ask students to do a laboratory experiment with their guidance,
the taught curriculum is demonstrated. This curriculum contains

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different teaching styles and learning styles to address the students’

needs and interests.

4. SUPPORTED CURRICULUM

The supported curriculum is about the implementation of the

written curriculum. Whatever is being taught or activity being done in
the classroom is a taught curriculum. So, when teachers give a lecture,
initiate group work, or ask students to do a laboratory experiment
with their guidance, the taught curriculum is demonstrated. This
curriculum contains different teaching styles and learning styles to
address the students’ needs and interests.

5. ASSESSED CURRICULUM

When students take a quiz or the mid-term and final exams, these
evaluations are the so-called assessed curriculum. Teachers may use
the pencil and paper tests and authentic assessments like portfolio
and performance-based assessments to know if the students are
progressing or not.

6. LEARNED CURRICULUM

This type of curriculum indicates what the students have learned.

The capability that students should demonstrate at the end of the lesson
can be measured through learning outcomes. A learning outcome can
be manifested by what students can perform or do either in their
cognitive, affective, or psychomotor domains. The test results can
determine the learning outcome, and the students can achieve it
through learning objectives.

7. HIDDEN CURRICULUM

The hidden curriculum refers to the unplanned or unintended

curriculum but plays a vital role in learning. It consists of norms,
values, and procedures. See the three-minute video below for more
details.

LET'S CRUSH THIS!

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LESSON 2: MAJOR FOUNDATIONS OF CURRCULUM &

CURRICULUM FOUNDATIONS

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DISCUSSION

MAJOR FOUNDATIONS OF CURRICULUM

Psychological
Foundations of
Curriculum
Philosopical Historical
Foundations of CURRICULUM Foundations of
Curriculum Curriculum

Social
Foundations of
PHILOSOPICAL FOUNDATIONS OFCurriculum
CURRICULUM

In this Foundation of Curriculum, it has Four (4) Educational

Philosophies categorized to Perennialism, Essentialism, Progressivism,
and Reconstructionism.

PERENNIALISM

 Aim of Education – To educate the rational person; to cultivate the

intellect.
 Role of Education – Teachers help students think with reason.
 Focus in the Curriculum – Classical subjects, literary analysis and
curriculum constant.
 Curriculum Trends – Use of great books and return to liberal.

ESSENTIALISM

 Aim of Education – To promote the intellectual growth of the

individual and educate a competent person.
 Role of Education - The teacher is the sole authority in his or her
subject area or field of specialization.
 Focus in the Curriculum – Essential skills of the 3 R’s and essential
subjects.
 Curriculum Trends – Excellence in education, back to basics and
cultural literacy.

PROGRESSIVISM

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 Aim of Education – To promote democratic and social living.

 Role of Education – Knowledge leads to growth and development of
lifelong learners who actively learn by doing.
 Focus in the Curriculum – Subjects are interdisciplinary, integrative
and interactive. Curriculum is focused on students’ interest, human
problems and affairs.
 Curriculum Trends – School reforms, relevant and contextualized
curriculum, humanistic education.

RECONSTRUCTIONISM

 Aim of Education – To improve and reconstruct society. Education

for change.
 Role of Education – Teachers act as agents of change and reform in
various educational projects including research.
 Focus in the Curriculum – Focus on present and future trends and
issues of national and international interest.
 Curriculum Trends – Equality of educational opportunities in
education, access to global education.

HISTORICAL FOUNDATIONS OF CURRICULUM

This Foundation of curriculum refers to those influences on the

curriculum that are derived from developments in the past. They form the
basis for decision making and systematic growth of the education system.

There are Six (6) Curriculum Theorist under the Historical

foundation of curriculum.

1. Franklin Bobbit (1876-1956)

- presented curriculum as a science that emphasizes on students'
need. Curriculum prepares for adult life.

2. Werret Charters (1875-1952)

- considered curriculum also as a science which is based on students'
need and the teachers plan the activities.

3. William Kilpatrick (1871- 1965)

- viewed curriculum as purposeful activities which are child-centered.
The purpose of curriculum is child development and growth.

4. Harold Rugg (1886-1960)

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- Curriculum should develop the whole child. He emphasized social

studies in the curriculum and the teacher plans the lesson in
advance.

5. Hollis Caswell (1901-1989)

- sees curriculum as organized around social functions of themes,
organized knowledge and earner's interests.

6. Ralph Tyler (1902-1994)

– believes that curriculum is a science and an extension of school's
philosophy.

PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM

There are 3 major groups of learning theories under psychological

foundations curriculum. The Behaviorists Psychology, Cognitive
Psychology, and Humanistic Psychology.

1. Behaviorists Psychology

consider that learning should be organized in order that students

can experience success in the process of mastering the subject
matter

2. Cognitive Psychology

focus their attention on how individuals process information and

how the monitor and manage thinking.

3. Humanistic Psychology

concerned with how learners can develop their human potential.

SOCIAL FOUNDATION OF CURRICULUM

Schools exist within the social context. Schools are not only
institutions that can educate people in the society. Schools are made to
help to understand the changes globalization brings. The relationship of
curriculum and society is mutual and encompassing.

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CURRICULUM FOUNDATIONS

There are 5 types of Curriculum Foundations;

1. Educational Objectives
Educational objectives are the statements of those changes in
statements of those changes in behavior which are desired as a result
of specific learner and teacher activity.
2. Student Characteristics
Cognitive: capable of higher levels of reasoning, abstract
thinking, making connections between different concepts,
analyzing events with multiple causes and effects, and are
beginning to understand how the past, present, and future
connect, and are becoming more interested in the world at large
and subjects like social issues and politics
Physical: puberty mostly complete in girls, various stages of
puberty for boys, rapid gain in height, improvement in fine and
gross motor skills, wide range of abilities to control emotions
and make decisions, hormonal imbalances resulting in acne,
moodiness, and fatigue
Social: value peer interactions, identity lies in group of friends,
short-term planning guided by peers, egocentric
Emotional: high expectations, low self-esteem, feelings of
omnipotence, seeking independence, popularity, friends,
feelings of love, and reassurance from teachers and peers
3. Learning Processes
There are six interactive components of the learning process:
attention, memory, language, processing and organizing, graph motor
(writing) and higher order thinking.
4. Teaching Methods
Teaching methods are often divided into two broad categories:
teacher-centered methods (also called direct instruction) and learner-
centered methods (also called indirect instruction or inquiry-based
learning). An effective teacher knows several methods, some teacher-
directed and others learner-directed. From among these methods, a
teacher selects the one method or combination of methods most likely
to achieve a particular lesson’s objectives with a particular group of
students.
5. Evaluation Procedures
Evaluation process goes through four phases — planning,
implementation, completion, and dissemination and reporting.

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LET'S CRUSH THIS!

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LESSON 3: CURRICULUM CONCEPTIONS &

ELEMENTS OF CURRICULUM

DISCUSSION

CURRICULUM CONCEPTIONS

A Curriculum conception or theory is defined as a certain approach

that is used in the development and also enactment of a curriculum. The
curriculum can also be seen and understand in terms of different
conceptions and they include; the academic rationalist conception, the
humanistic conception, the cognitive perception, social re-
constructionist conception, technological conception, and eclectic
conception.

Academic Rationalist Conception

considered the oldest among the curriculum conceptions. It stresses the

importance of different bodies of knowledge, known as disciplines or subject
areas, as the focus of the curriculum

Cognitive Processes Conception

seeks to develop a repertoire of cognitive skills that are applicable to a

wide range of intellectual problems. The subject matters ae instrument for
developing these cognitive skills that are lasting in the lives of the
individuals.

Humanistic Conception

stresses that the curriculum is an instrument for developing the full

potentials of individuals. It seeks to it seeks to help individuals. It seeks to
help individuals discover and develop their unique identities. It stresses that
curriculum should focus on the needs and interests of individuals.

Social Reconstructionist Conception

views the school or schooling as an agency for social change. Hence, it

stresses that curriculum should respond to the different needs, issues,
problems and demands of the society.

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Technological Conception

is preoccupied with the development of means to achieve the curriculum

or educational goals. It views schooling as a complex system that can be
analyzed into its constituent components

Eclectic Conception

curricularist align their ideas with two or more curriculum conceptions.

It reiterates the realities in curriculum development that each of the
curriculum development that each of the curriculum conceptions is to be
considered and is influential to a certain extent in designing a curriculum.

ELEMENTS OF CURRICULUM

Curriculum Intent – What should the students do? (Objectives). Print

(1993) to mean the direction that curricularist wish to go to as a result of
participating is the curriculum. It includes the aims, goals and objectives.

Content - What subjects should be included? (Content). Include the

different topics to be; earned or covered in a curriculum. These topics are
based on the curriculum intents. Contents may include values, skills that
are important for the learners to learn.

Learning Experiences – What instructional strategies should be used?

(learning experiences) include all instructional strategies that are useful for
the implementation of the curriculum. These may appear in the form of
activities, methods or approaches that are useful in implementing the
curriculum or in teaching the content.

Evaluation – How should we appraise the curriculum? (Evaluation) includes

the different ways and tools used for evaluating whether or not the
curriculum intent was realized. Evaluation tools are also used to evaluate
the performance of the learners after they have undergone the curriculum.
Evaluation is a means for teachers to determine the ability of their students
in other ways besides the standardized test. Ex: Extra-curricular
Activities, Quizzes, Examination Test and many more.

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LET'S CRUSH THIS!

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LESSON 4: CURRICULUM SOURCES AND

INFLUENCE & CURRICULUM DESIGN

DISCUSSION

CURRICULUM SOURCES AND INFLUENCE

The sources of curriculum design are the same as a person’s

philosophy. How a person views the world and the experiences they have
had impacts how they design and conceptualize curriculum. There are many
sources of curriculum design and among them includes science, morals,
learner, knowledge, and society.

Science as a Source

With science as a source, this method has a focus on the Scientific

Method, with a focus on “observable and quantifiable elements” and an
emphasis on “how to learn.” (Ornstein & Hunkins2013, p.152). Scientific
method provides meaning for the curriculum design. Designs that stress
learning how to learn or “thinking” curricula emphasize scientific
procedures. Coincides with the scientific and rational world of Western
culture.

Society as a Source

School is an agent of society; thus the school should draw its ideas for
the curriculum from the analysis of the social situation.

Curriculum design can only be completely understood if it is

contextualized socially, economically, and politically. Society as source
declares that a design should be aligned to social situation. Both political
and social parties influence the education system. Moreover, political parties
tend to have differing beliefs and values which can complicate curriculum
design. All political parties seem to have same overlying meaning- “Value the
individual.” (Ornstein & Hunkins 2013, p.153).

Moral Doctrine as a Source

Draw on the past for guidance as to what is appropriate content.

Related to eternal truth revealed through such sources as the Bible or other

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religious documents. Subjects follow a hierarchy system. Knowledge and

spirituality Develop empathy, insight, empathy, compassion. William Pinar
felt that viewing curriculum as religious text may allow for a blending of
truth, faith, knowledge, ethics, thought, and action.

Learner as a Source

Curriculum should be derived from what we know about the learner---

how he learns. Forms attitudes, generates interests, and develops values.
This returns to the ideas of Science as a Source by putting an emphasis on
the way our brain reacts and how we can develop curriculum through the
brains activity.

The learner is another source. The student is where the curriculum

comes from. This source influences curriculum design by stressing student-
centered learning and activities. Students are not passive objects but active
individuals who participate in their learning. The student interacts with the
curriculum rather than is feed the curriculum.

Knowledge as a Source

The opposite of the student as a source would be knowledge as the

source. This is subject centered view in which a teacher needs to decide
what knowledge is most valuable. Knowledge should be structured as a
discipline with clear boundaries. As such, interdisciplinary approach does
not work with this view.

 Disciplined Knowledge

It has a particular method or methods by which scholars extend its

boundaries.

 Undisciplined Knowledge

It does not have unique content, but has content that is clustered
according to the focus of the investigation.

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CURRICULUM DESIGN

Curriculum design is about how a person envision what a curriculum

should be. There are several standard models of curriculum design.

1. Subject-Centered Design

This model focuses on the content of the curriculum. The subject

centered design corresponds mostly to the textbook written for the specific
subject.

The subject-centered curriculum can be focused on:

 traditional areas in the traditional disciplines

 interdisciplinary topics that touch on a wide variety of fields
 on processes such as problem solving
 on the goal of teaching students to be critical consumers of
information.

In the Philippines, our curricula in any level is also divided in different

subjects or courses. Most of the schools using this kind of structure aim for
excellence in the subject matter content.

Examples of Subject-centered Design:

a. Subject Design The drawback of his design is that sometimes

learning is so compartmentalized. It stresses so much the content that
it forgets about students’ natural tendencies, interest and experiences.
b. Discipline Design Discipline refers to specific knowledge and through
a method which the scholars use to study a specific content of their
fields. Students in history should learn the subject matter like
historians, students in biology should learn how biologist learn, and
so with students in mathematics should learn how mathematicians
learn. The discipline design model of curriculum is often used in
college Discipline becomes the degree program.
c. Correlation Design This comes from a core, correlated curriculum
design that links separate subject designs in order to reduce
fragmentation. Subjects are related to one another but each subject a
maintains its identity.
d. Broad field design/interdisciplinary This design was made to
prevent the compartmentalization of subjects and integrate the
contents that are related to each other.

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Advantages

•Easy to deliver
•Complimentary books are written
•Support instructional materials are commercially available
•Teachers are familiar with the formal
Disadvantages
•Learning is compartmentalized
•Stresses so much the content that it forgets the student’s natural
tendencies, interests and experiences.

2. Learner-Centered Design

Students must be active in their environments if we are to optimize

learning. Curriculum should be based on students’ lives, needs, and
interests.

a. Child Centered Designs (John Dewey, Rouseau, Pestallozi and

Froebel) It Centered on certain aspects of the learners themselves.
May explore the learner’s own life or family history or local
environment. It is anchored on the needs and interests of the child.
The learner is not considered as a passive individual but as one who
engages with his/her environment. One learns by doing. Learners
interact with the teachers and the environment.
b. Experience-Centered design - Experiences of the learners become
the starting point of the curriculum. Thus the school environment is
left open and free. Learners are made to choose from various activities
that the teacher provides. The learners are empowered to shape their
own learning from the different opportunities given by the teacher.
c. Humanistic design - Abraham Maslow and Carl Rogers. Maslow The
development of self is the ultimate objective of leaning. It stresses the
whole person and the integration of thinking, feeling and doing. It
considers the cognitive, affective and psychomotor domains to be
interconnected and must be addressed in the curriculum. It stresses
the development of positive self-concept and interpersonal skills.

Advantages:

 It gives power to the learners: they are identified as the experts in

knowing what they need to know.
 The constructivist element of this approach honors the social and
cultural context of the learner.

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Disadvantages:

 It often relies on the teacher's ability to create or select materials

appropriate to learners' expressed needs. This requires skill on the
part of the teacher, as well as time and resources: at a minimum,
texts brought in from real life, a wide pool of commercially available
materials from which to draw, and a reliable photocopier.
 Teachers may also find it difficult to strike an acceptable balance
among the competing needs and interests of students.

3. Problem-Centered Design

Problem-centered curriculum, or problem based learning, organizes

subject matter around a problem, real or hypothetical, that needs to be
solved. It is also inherently engaging and authentic, because the students
have a real purpose to their inquiry -- solving the problem.

Types of problems to be explored may include:

 Life situations involving real problems of practice

 Problems that revolve around life at a given school
 Problems selected from local issues
 Philosophical or moral problems

1. Life-situations design
It uses the past and present experiences of learners as a means to
analyze the basic areas of living. As a starting point, the pressing
immediate problems of the society and the student’s existing concerns
are utilized.

Based on Herbert Spencer’s curriculum writing, his emphases were

activities that sustain life, enhance life, and in rearing children,
maintain the individual’s social and political relations and enhance
leisure, tasks and feelings.

The connection of subject matter to real situations increases the

relevance of the curriculum.

2. Core design

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It centers on general education and the problems are based on common

human activities. The central focus of the core design includes common
needs, problems, concerns, of the learners.

LET'S CRUSH THIS!

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