NAME: Christine A.

Bautista YEAR & BLOCK: BSED 4C-MAPE Major

CHAPTER 1
EXPLORE
ACTIVITY 1

Interview individuals who were in primary or secondary school during the 1960s,
1970s, 1980s, and 1990s. What were the characteristics of curriculum during the period?
Compare their answers.

Present their answers in a matrix similar to the one below.

Period Curriculum Characteristics

1960s Curriculum is a sequence of
content units arranged in such a
way that the learning of each unit
may be accomplished as a single
act, provided the capabilities
described by specified prior units
have already been mastered by the
learner.
1970s Curriculum is all planned learning
outcomes for which the school is
responsible. Curriculum refers to
the desired consequences of
instruction.
1980s Curriculum is the set of actual
experiences and perceptions of the
experiences that each individual
learner has of his or her program of
education.
1990s Curriculum refers to a written plan
outlining what students will be
taught (a course of study).
Curriculum may refer to all the
courses offered at a given school,
or all the courses offered at a
school in a particular area of study.
Curriculum was seen as based around disciplines.
Students learn best when given lots of structure,
specific standards of performance, and a heavy dose
of memorization of key facts and concepts.
Cognitive-Affective-Manipulative based consisting
of 8 subject areas such as English, Filipino, Social
Studies, PEHM, Values Educ., Mathematics, and
Science programmed in 40 minutes daily schedule.
Fewer  learning  areas,  emphasis
on  mastery  learning,  more   time  allotment  for
the  basic  skills. Development  of  the  learning
competencies  known  as  the   Minimum  Learning
Competencies  (MLC) The  mastery  of  learning  was
emphasized  wherein  it  is   expected  that  the
students  will  acquire  the  75%  mastery  of   the
listed  competencies  or  7  out  of  10  questions  in
the   formative  test.
 A school directress comes up with a new school timetable. The new timetable is
presented below. Study the timetable and answer the questions that follow:

SCHOOL TIMETABLE

DAYS OF MORNING AFTERNOON OBSERVATIONS

WEEK MADE ON
ATTENDANCE
1 2 3 4 5 6 7 8 9 1
0
MONDAY Englis Mat Fil Soc Sci Music Physical Education Poor afternoon
h h Stud Attendance
TUESDAY Englis Mat Sci Art Soc Filipino Physical Education Poor afternoon
h h Stud Attendance
WEDNESDAY TLE TLE TLE PE PE PE Gardening Sports High
Absenteeism
Rate
THURSDAY Englis Mat Sci Soc Fil Computer Art CLE Math Good attendance
h h Stud both in morning
and afternoon
FRIDAY Englis Mat Sci Fil TLE Computer Music Soc Sport Good morning
h h Stu attendance, Fair
d afternoon
schedule

1. Why do you think there was poor attendance on Wednesday?

Maybe it is because of the subjects being taught during Wednesdays. The
student doesn’t consider the subjects related to livelihood and physical education as an
important subject. Some of student’s thoughts are, they can learn those subjects in
their homes and peers. And also, the subjects include hands-on activities and those
activities that involve performance of students to assess their learnings. Not all
students are fond of these activities. The focus of the teacher may only be focused to
those students who have abilities in these subjects.
2. Why do you think there was a good attendance on Thursday?
It is because all the subjects are considered essential for the students. The
knowledge they will gain from these subject matters can be only be acquired in a four-
corner classroom not from their peers and etc.
3. If parents started withdrawing their children, saying that there was little
learning going on in this school, what do you think is their interpretation of
the curriculum?
 The curriculum might not be effective to meet the learning needs of their
children. The learning experiences they offered will not contribute to the development
of the skills and abilities of the students.

ASSESS
CHECK YOUR KNOWLEDGE

1. Define the term “curriculum” as you understand it. Make a concept web.

2. Make a clear distinction in your own words between curriculum and

a. Syllabus

Syllabus connotes the subjects as well as the topics covered in the course of study. On
the other hand, curriculum implies the chapters and academic content taught in school or
college. It alludes to the knowledge, skills and competencies students should learn during
study.

b. Scheme of work

Curriculum is an overall description of objectives including a framework of levels that

is linked to the levels of the Common European Framework of Reference and a general
statement of means used to achieve these objectives. On the other hand, schemes of work
(prepared by the teacher, or more than one teacher working on a course) are means of
describing in more detail the learning-teaching content within the overall syllabus for a
shorter period of time, e.g. a week or month. They aim at ensuring that the syllabus plan is
implemented in a structured and timely manner.

c. Course of study
 A course is a set of lectures that can consist of any type of content (e.g. video,
documents, presentations etc).  A curriculum is a group of courses usually in a related topic.
You can create a corporate curriculum if you want your employees to get a more
comprehensive skill set on a topic. When you enroll in a Curriculum you will automatically
get enrolled in all it's courses. Those courses appear then as single courses in your corporate
course library. When you attend a course that is part of a curriculum it updates automatically
your progress bar on the curriculum's page. So, a curriculum is actually an aggregator for the
courses it includes. Every time you go on the curriculum's page you can see details about your
progress on all courses it includes and the total progress on the curriculum. 

d. Lesson note

A lesson plan note is an outline of teaching objectives for any particular subject. Lesson
plans include the lesson objective, what to teach, what students are expected to accomplish
and a set of rubrics to judge student performance. A curriculum is an entire set of lesson plans
for any given subject or for an entire grade level of subjects. Think of a term paper as a lesson
plan and a book as a curriculum.

3. Explain the importance of curriculum in school.

An effective curriculum provides teachers, students, administrators and community

stakeholders with a measurable plan and structure for delivering a quality education. The
curriculum identifies the learning outcomes, standards and core competencies that students
must demonstrate before advancing to the next level. Teachers play a key role in developing,
implementing, assessing and modifying the curriculum. An evidenced-based curriculum acts
as a road map for teachers and students to follow on the path to academic success.

4. Think of the formal curriculum offered at your school and list its
characteristics, Illustrate your answer through a matrix.

K-12 CURRICULUM
Strengthening Early Research shows that children who go through standards-based
Childhood Education kindergarten programs have higher completion rates than those who
do not. Through required pre-school, each child aged 5 years old will
now gain access to early childhood learning.
Students will learn letters, numbers, shapes, and colors through songs,
dances, and games using their mother tongue. This is a bold step
toward making Grade 1 students a reader and a way to get them ready
for formal schooling.

Making the Studies show that students grasp their lessons well if they can relate to
Curriculum Relevant them. Thus, the new program will include examples, activities, songs,
to Learners poems, stories, and pictures based on culture, history, and reality.
Added as well are thoughts on issues such as disaster prevention,
climate change, and Information and Communication Technology or
ICT.
Through relevancy, they expect the students to gain in-depth
knowledge, skills, values, and attitudes through continuity and
consistency across every level and subject.

Building Skill Experts have proven that children learn lessons and a second language
better and are more active in class when mentors teach them in their
mother tongue. To build skill, learners must keep their ethnic
uniqueness, values, and culture. To do this, the program will use the
child’s main language in studying and on learning tools from
kindergarten through third grade.
Ensuring Unified and In spiral progression, students first learn the basic concepts while they
Seamless Learning will study the complex ones in the next grades. This lets them learn
topics and lessons that match their developmental and cognitive skills.
As learners revisit and share them over again, they strengthen
retention and enhance mastery of the topics and skills.
Gearing Up for the The new program aims to guarantee college preparedness and brace
Future TechVoc education and training. This lets students choose their career
path based on talent, interests, and the school’s capacity. Their track
choice will define the subjects they will study in Grades 11 and 12.
Nurturing the Fully Beyond kindergarten, elementary, junior high, and senior high schools,
Developed Filipino each K-12 graduate will be ready to move to different paths. It could be
for education, employment, or enterprise.
 CHAPTER 2
EXPLORE
ACTIVITY 1

Explain the influence of the four educational philosophies on curriculum in

the light of the present Philippine education system. Make a collage showing the
group’s perception of the government’s top three (3) priorities.

Curriculum is influenced by psychology. Psychology provides information about the

teaching and learning process. It also seeks answers as to how a curriculum be organized in
order to achieve students’ learning at the optimum level, and as to what amount of
information they can absorb in learning the various contents of the curriculum.

BEHAVIORISM COGNITIVISM HUMANISM

Education in the 20th century was
dominated by behaviorism. The
mastery of the subject matter is
given more emphasis. So,
learning is organized in a step-by-
step process. The use of drills
and repetition are common.
For this reason, many educational
psychologists viewed it
mechanical and routine. Though
many are skeptical about this
theory, we can’t deny the fact the
influences it had in our
educational system.
Cognitive theorists focus on how
individuals process information,
monitor and manage their
thinking. The basic questions that
cognitive psychologists zero in on
are:
How do learners process and
store information?
How do they retrieve data and
generate conclusions?
How much information can they
absorb?
With their beliefs, they promote
the development of problem-
solving and thinking skills and
popularize the use of reflective
thinking, creative thinking,
intuitive thinking, discovery
learning, among others.
Humanism is taken from the
theory of Gestalt, Abraham
Maslow’s theory and Carl Rogers’
theory. This group of
psychologists is concerned with
the development of human
potential.
In this theory, curriculum is after
the process, not the product;
focuses on personal needs, not on
the subject matter; and clarifying
psychological meanings and
environmental situations. In short,
curriculum views founded on
humanism posits that learners are
human beings who are affected by
their biology, culture, and
environment. They are neither
machines nor animals.
A more advanced, more
comprehensive curriculum that
promotes human potential must
be crafted along this line.
Teachers don’t only educate the
minds, but the hearts as well.
 ASSESS
CHECK YOUR KNOWLEDGE

Identify the Educational Philosophies

Which of the following statements reflect the four philosophical traditions that have
been discussed? Mark E for essentialism, P for progressivism, PN for perennialism and R
for reconstructionism.

Check your answers for your score. Since the statements are subjective, it is possible
that you may disagree with the clarification. Support your arguments.

A school curriculum should include a common body of knowledge that all

E
students should know.
The curriculum should focus on the great ideas that have survived through time
PN
and related to present day challenges.
Schools should prepare students for analyzing and solving the social problems
R
that they will face as adults.
Each student should determine his or her individual curriculum, and teachers
E
should guide and help them.
Students must be taught about change and how to bring about change. R
Teachers and schools should emphasize academic rigor, discipline, hard work
E
and respect for authority.
Students must be questions and probed until they discover the truth in the texts
PN
selected.
Schools should develop students’ ability to think deeply and analytically rather
E
than focus on temporary issues such as social skills and current trends.
For a country to be competitive in the global marketplace, schools should seek to
P
produce more competent workers.
Since students learn effectively though social interaction, schools should plan for
P
increased social interaction in the curriculum.
Students are too immature to decide what they need to learn and so the school
P
should decide for them.
Teaching should emphasize relating what is learned to the real-world through
E
field trips and internship.
Education is not primarily concerned with producing future workers but should
emphasize learning for its own sake and students should enjoy reading, learning E
and discussing interesting ideas.
Education should enable students to recognize injustices in society, and schools
R
should promote projects to redress social inequalities.
Students should be active participants in the learning process, involved in
P
democratic class decision making and reflective thinking.
Students should be taught to be more sensitive to race, gender, ethnicity and
P
differences in general.
 CHAPTER 3
EXPLORE
ACTIVITY 1
Cite influences on people’s perception on education’s purposes and give examples.
Use the table below.
People’s Perception
1. To produce lifelong learners.
2. To give all learners the basic skills
to access and drive their own
education.
3. To develop the softer, non-subject
life skills needed to succeed.
4. To impart powerful subject
knowledge (and by this we mean
the facts, concepts and procedural
knowledge needed to continue to
take that subject further and
progress in it).
5. To speak well, write well, read
well, and work well with
colleagues.
6. To be ready to take risks.
Examples
 The products of education are the
learners who will apply their knowledge not
only in the four-corner classroom but also in
their real life.
Through the knowledges gained in
instruction, learners will be able to use the
skills they acquired for them to become
better version of themselves.
Learners are not only experts in the subject
matter but also in the soft skills needed
nowadays. This refers to values, behaviors
and attitudes.
Mastery of the subject matter will enable
learners to succeed in their chosen career.
Education allows students to be experts in
the basic skills such as writing, reading,
speaking and etc.
In the near future, learner would not be
afraid to stand up when they fell. Instead, it
will motivate them to pursue their greatest
dreams.
ACTIVITY 2

Upon giving you the idea of the components of the curriculum design, it is time
that you should summarize it by filling up the skeletal or outline below of the
necessary information needed:

1. Components of curriculum design are in the following organization:

1.1 GENERATING AIMS, GOALS AND OBJECTIVES
1.2 CONTENT OR SUBJECT MATTER
1.3 LEARNING EXPERIENCES
1.4 SELECTING EDUCATIONAL ENVIRONMENTS

2. The four questions for the curriculum designers to contemplate are in the
following order:

2.1 What is to be done?

2.2 What subject matter is to be included?
2.3 What instructional strategies, resources and activities will be employed?
2.4 What methods and instruments will be used to assess the results of the curriculum?
 APPLY
ACTIVITY 1

Using the boxes below, discuss how aims, goals, and objectives are related with one
another.

AIMS: An aim is a purpose or the desired outcome. Aims tend to be more general than goals and
objectives because aims refer to the end results. But while they are general in nature, aims are also
bigger. They are the vision for your business. Aims are not always accompanied by goals and
objectives, but to achieve the desired outcome there must be an action plan in place. For example, a
person might state her aim is to be a successful entrepreneur, without setting the goals and objectives
that would help her to achieve this.

GOALS: Goals are statements about general aims or purposes of education that are broad, long range
intended outcomes. Goals are used primarily in policy making and general program planning.

OBJECTIVES: Objectives are brief, clear statements that describe the desired learning outcomes of
instruction. Attention is focused on the specific types of performances that students are expected to
demonstrate at the end of instruction.

ACTIVITY 2

Use the diagram or flowchart below to identify in order the components of

curriculum. Put an arrow to show how the parts are interrelated with one another to for a
whole.

GENERATING AIMS,
GOALS AND

SELECTING COMPONENTS OF CONTENT OR SUBJECT

EDUCATIONAL CURRICULUM DESIGN MATTER

LEARNING
EXPERIENCES
ASSESS
Discuss the following taxonomy of educational objectives:

Cognitive Domain

Examples of Verbs for

Cognitive Description Stating Objectives or
Outcomes
The ability to recall
Knowledge Describe, define, list
information.
Explain, distinguish,
Comprehension The ability to understand.
summarize
The ability to use an
Application understood concept in a new Solve, apply, demonstrate
situation.
The ability to separate a
concept into its components
Discriminate, differentiate,
Analysis in order for greater
compare
understanding of how the
parts affect the whole.
The ability to put
understood parts together in Categorize, compose,
Synthesis
order to create new generate
meaning.
The ability to make a Conclude, criticize, defend,
Evaluation
judgment. justify evaluate

Affective Domain

Examples of Verbs for

Affective Levels Description Stating Objectives or
Outcomes
Open to experience, willing to
Receiving Ask, listen, focus
hear
Responding React and participate actively React, respond, clarify
Attach values and express
Valuing Argue, challenge, justify
personal opinions
Reconcile internal conflicts;
Organization Build, develop, relate
develop value systems
Adopt belief system and
Internalize Act, display, influence
philosophy
 Psychomotor Domain

Examples of Verbs for

Psychomotor Description Stating Objectives or
Outcomes
Copy action of another; observe
Imitation Copy, follow, repeat
and replicate
Reproduce activity from Re-create, perform,
Manipulation
instruction or memory implement
Execute skills reliably, Demonstrate, complete,
Precision
independent of help control
Adapt and integrate expertise to Construct, combine,
Articulation
satisfy a non-standard objective integrate
Automated, unconscious mastery
Naturalization of activity and related skills at Design, manage, specify
strategic level