Name: Rhea Mae S.

Gastador
Course Program: Diploma in Professional Education
Professor: Dr. Janice Alaban, Ed.D
Subject: DPE 5 – Curriculum Development
Schedule: SAT – 1:30 PM – 3:30 PM

ASSSIGNMENT NO. 3
1. The new K-12 Enhanced Basic Education Curriculum recommends that Basics be taught in
Grade 3. Explain how this decision was reached- through research, consensus, politics or
careful curriculum planning.

As a subject, mother tongue education focuses on the development of speaking, reading, and writing
from Grades 1 to 3 in the mother tongue. As a medium of instruction, the mother tongue is used in all
learning areas from Kinder to Grade 3 except in teaching Filipino and English subjects. Filipino is
introduced in the second quarter of Grade 1 for oral fluency (speaking). For reading and writing
purposes, it will be taught beginning in the third quarter of Grade 1. The four other macro skills which
are listening, speaking, reading, and writing in Filipino will continuously be developed from Grades 2 to
6.

The purpose of a multilingual education program is to develop appropriate cognitive and reasoning
skills, enabling children to operate equally in different languages – starting with the first language of the
child.

“Researchers have proven even during our education with the Thomasites that the child’s first language
really facilitates learning, as emphasized by Dr. Monroe, that we should be educated in our mother
tongue. This gave birth to the Iloilo experiment and the result of that study was very remarkable,” said
Ms. Rosalina Villaneza, Chief of Teaching and Learning Division of DepEd.

One of the main motivations for Mother Tongue-Based Multilingual Education was to improve the
quality of education. International and local research has convincingly shown that children learn more
efficiently and effectively through the language that they habitually speak at home (UNESCO, 2011). This
makes sense, because the language you speak with your family is generally the language you know best.
Therefore, development of literacy skills (like learning how to read) is faster in your mother tongue than
through a second language.

The decision about that the new K-12 Enhanced Basic Education Curriculum recommends that Basics be
taught in Grade 3 has reached-through research, consensus, politics or careful curriculum planning
because they have found out that the most crucial to look into in terms of student’s learning among
grade levels is starting from kinder to Grade 3. These levels need to be taught about Basics and this is
where the foundation of knowledge of the students should be strong. This is where the students have
ease in learning with basics. That is why education agency in the Philippines used mother-tongue to
further increase the level of proficiency of the students in learning different subjects.
 2. Define curriculum studies in your own words.

Curriculum is a spiral as an educator we teach the students in a holistic and innovative way. Curriculum
is the outline of concepts to be taught to students to help them meet the content standards. Curriculum
is what is taught in a given course or subject. Curriculum refers to an interactive system of instruction
and learning with specific goals, contents, strategies, measurement, and resources.

3. Explain and differentiate between curriculum planning and curriculum development.

Curriculum Planning is the process concerned with making decisions about what to learn, why, and how
to organize the teaching and learning process taking into account existing curriculum requirements and
the resources available. At the general level, it often results in the definition of a broad curriculum
framework, as well as a syllabus for each subject to be used as reference by individual schools. At the
school level, it involves developing course and assessment plans for different subjects. At the classroom
level, it involves developing more detailed plans for learning units, individual lessons and lesson
sequences.

Curriculum development is the multi-step process of creating and improving a course taught at a school
or university. The process progresses from evaluating the existing program, to designing an improved
program, to implementing a new program and back to evaluating the revised program.

COMPARISON
CURRICULUM PLANNING CURRICULUM DEVELOPMENT
Refers to the creation of a curriculum. Some Defined as planned, a purposeful,
definitions are rather centered around progressive, and systematic process to create
student activities, e.g., curriculum is the positive improvements in the educational
planned engagement of learners. Some are system.
more subject centered, e.g., "curriculum is
the subject matter taught to students or an
arrangement of instructional materials.

4. Explain and differentiate between curriculum design and construction.

Curriculum development and instructional design are related, and sometimes synonymous, terms. Some
people clarify the terms by saying that curriculum development is what students will learn, while
instructional design is how students will learn it.

Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of
curriculum (instructional blocks) within a class or course. In other words, it is a way for teachers to  plan
instruction. When teachers design curriculum, they identify what will be done, who will do it, and what
schedule to follow. Modern curriculum should be constructed in consonance with the local and
individual needs and conditions. There must be variety in the curriculum in order to cater to the needs
of the individual. The learners should be given freedom of choice in selecting subjects.
Curriculum design is a process of critical questioning to frame learning and teaching. The main purpose
of the process is to translate broad statements of intent into specific plans and actions. The intention is
to ensure, as far as possible, alignment between the three states of curriculum: the planned curriculum,
the delivered curriculum and the experienced curriculum.

The Curriculum Construction process encompasses the design and development of integrated plans for
learning, the design of implementation of the plans, and of the evaluation of the plans, their
implementation and the outcomes of the learning experience.

Curriculum Construction it is the purpose of this discussion to approach this subject through a methods
of curriculum construction, which are the methods of curriculum revision. This will be followed a brief
citation of what are commonly accepted as some of the “outstanding” contributions of these several
methods, which in turn will be followed by a suggested list of needed researches.

5. Define curriculum theory. Give examples of curriculum theory and explain.

Curriculum theory and theorizing may be characterized as being a rather formative condition, for
essentially there are no generally accepted and clear-cut criteria to distinguish curriculum theory and
theorizing from other forms of writing in education. The present situation may be summarized by saying
that curriculum theory and theorizing exists because a fair number of thoughtful and respected
professional persons say they do it and that it exists. Still others refer to the work of these persons as
theorizing and their efforts as theories. A reasonably knowledgeable look at the curriculum “situation”
readily reveals some of the problems which create the present confusion. It is an academic discipline
devoted to examining and shaping educational curricula. This is a specialization area that is focused
upon designing the subject matter overarching plan of focused learning. From a more in-depth
understanding, this field is philosophical and educational in nature, along with underlying
understandings related to psychology and sociology. A set of related educational concepts that affords a
systematic and illuminating perspective of curricular phenomena.

It seems most useful to divide curriculum theories into the following four categories, based upon their
domains of inquiry.

 Structure-oriented theories are concerned primarily with analyzing the components of the
curriculum and their interrelationships. Structure-oriented theories tend to be descriptive and
explanatory in intent. Structure-oriented theories examine questions such as the following.

1. What are the essential concepts of the curriculum field and how may they most usefully be
defined? For example, what does the term curriculum mean?

2. What are the levels of curriculum decision making and what forces seem to operate at each of
those levels? For example, how do classroom teachers make decisions about the curriculum?

3. How may the curriculum field be most validly analyzed into its component parts? For
example, how does a program of study differ from a field of study?
 4. What principles seem to govern issues of content selection, organization, and sequencing?
For example, how can curricular elements be articulated?

 Value-oriented theories are concerned primarily with analyzing the values and assumptions of
curriculum makers and their products. Value-oriented theories tend to be critical in nature.

The Major Value-Oriented Theorists

Since many critical theorists seem to focus on the person, and many others on the
sociopolitical milieu, it seems appropriate to select for examination one person-oriented
theorist, James Macdonald, and one milieu-oriented theorist, Michael Apple.

 James Macdonald

For a period of almost two decades, James Macdonald seemed to serve as a respected
gadfly for the curriculum profession, challenging educators to question their assumptions, to
aspire to more worthy goals, and to reconceptualize the enterprise of curriculum making. A
prolific writer, his work is so multifaceted that it is difficult to summarize. Basic to all his work is
his view of the human condition. Central to that human condition is a search for transcendence,
the struggle of the individual to actualize the whole self. Much influenced toward the end of his
career by the writings of Carl Jung, Macdonald (1974) used almost mystical metaphors in “A
Transcendental Developmental Ideology of Education” to speak of this journey toward
transcendence as the primary concern of all humans. Although Macdonald has been criticized
for being too mystical and vague, the cumulative effect of his work has been to challenge
curriculum leaders to rethink their basic assumptions and to reconceptualize their field.

 Michael Apple

Michael Apple is a critical theorist who seems to be concerned primarily with the
relationship between the society and the school. Central to Apple’s critique of the society and its
schools is his use of the concept of hegemony. ne crucial way in which this cultural hegemony
influences educators is in their perception of science. In this telling critique of what might be
termed “educational pseudoscientist,” Apple (1975) notes that almost all educators rely upon a
narrow and strict view of science, one that values only rationality and empirical data in the
service of predictability and control and that ignores the close relationship between science and
art, science and myth.

 Content-oriented theories are concerned primarily with determining the content of the
curriculum. Content-oriented theories tend to be prescriptive in nature.

 Child-Centered Curricula

Those who espouse child-centered curricula argue that the child is the beginning point, the
determiner, and the shaper of the curriculum. Although the developing child will at some point
acquire knowledge of subject matter, the disciplines are seen as only one type of learning. While
the child develops in and is influenced by a social environment, the needs of the society are not
considered paramount; that society will best be served by the kind of mature and autonomous
individual that child-centered curricula attempt to develop.
  Affective Education

The affective education movement emphasized the feelings and values of the child. While
cognitive development was considered important, it was seen only as an adjunct to affective
growth. Thus, curriculum leaders were concerned primarily with identifying teaching and
learning activities that would help the child understand and express feelings and discern and
clarify values. For example, Brown (1975), who advocated “confluent education” (a curriculum
approach that attempted to synthesize physical, emotional, and intellectual growth),
recommended a “fantasy body trip” as a learning activity. Students are asked to close their eyes
and “move into themselves”; each person is asked to concentrate on different parts of the body,
beginning with the toes, then all participants share their experiences. Open Education As
previously noted, open education was a child-centered curriculum movement that emphasized
the social and cognitive development of the child through informal exploration, activity, and
discovery. Here the “whole child” was considered the beginning point and focus of curriculum
work.

 Developmental Education

Developmental education, as the term is used here, refers to any curriculum theory that stresses
the developmental stages of child growth as the primary determiners of placement and
sequence.

 Process-oriented theories are concerned primarily with describing how curricula are developed
or recommending how they should be developed. Some process-oriented theories are
descriptive in nature; others are more prescriptive.