1

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
2700 Ilocos Sur

Date of Revision: July 31, 2020

COLLEGE OF TEACHER EDUCATION Term and S.Y. Adopted: First Term, S.Y. 2020-2021

Vision of the University: A globally recognized university in a heritage city by Mission: To produce globally skilled and morally upright professionals instilled
2030. with rich cultural values.

Goal of the College: To prepare globally competent teachers imbued with the ideals of Philippine education.

Objectives of the College:

The College aims to produce teachers who are:
1. equipped with concepts, technical, pedagogical, and leadership skills;
2. capable of conducting relevant researches aimed at improving the teaching-learning process in coordination with research agencies within and outside the country
and based on the UNP Research Agenda;
3. able to undertake research-based extension activities aimed at improving the quality of instruction at different levels; and
4. self-reliant.

The minimum standards for the BEED degree program are expressed in the following set of learning outcomes:
a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
f. Manifest a desire to continuously pursue personal and professional development.

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Class Information Instructor’s Information

Course & Year BSED III English Name: Dr. Necy Cesaria V. Romo
Class Schedule 10:30-12:00TTh Position/Designation: Professor 3
Virtual Class hours 10:30-12:00TTh via Google Meet Office Hours/Official Time: M-Th 7:30 – 12:00; 1:00 – 5:00
(always check for the class code in the GC F 7:30-10:30 PM - Off
created) Sat 7:30-10:30
E-mail Address: necycesaria.romo@unp.edu.ph
FB Account: Necy Cesaria Romo
Contact Number: 09654468290
Course Information

Course Code: Ed 7 Descriptive Title: The Teacher and the School Curriculum Course Credit/number of hours/weeks:
3/54 hours/18 weeks

Prerequisite subject/s: None

Software/applications, Messenger, zoom conference, google classroom, pear deck

browser requirements, Can browse and download files
minimum technical skills
required
Course Description: The subject acquaints the future teacher with the nature and historical background, the legal bases and factors to consider in the curriculum
development and the principles governing curriculum improvement, the leadership styles and the role of the teacher in improving the curriculum
techniques of evaluation and the role of the research in curriculum development.
This course focuses on society as a context upon which schools have been established. Educational philosophies that are related to the society as
a foundation of schools and schooling shall be emphasized. Further, principles and theories on school culture and organizational leadership, and
school policies and procedures shall be included to prepare prospective teachers to become school leaders and managers.
Course (Subject) Learning Upon completion of the course, students must be able to:
Outcomes 1. Explicate with the nature, historical background and legal bases in curriculum development.
2. demonstrate knowledge and understanding of relevant and responsive learning environments in various community contexts;
3. seek advice concerning strategies that build relationships with parents/guardians and the wider community;
4. seek opportunities to establish professional links with colleagues;
5. demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationships with the

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6. wider school community;

7. demonstrate awareness of existing laws and regulations that apply to the teaching profession in relation to the wider
8. school community; and
9. demonstrate familiarity with the responsibilities specified in the Code of Ethics for Professional Teachers.

COURSE LEARNING PLAN

Teaching and Learning Activities (TLAs)
Time Content/Topics Learning Assessment Tasks
Intended Learning
Allotment Resources With high internet With low With no internet (ATs)
Outcomes (ILO) connection internet connection
connection
Week 1 At the end of the lesson, Preliminaries (Syllabus, Web On-line lecture, Asynchronous Textbook Application exercises
students must be able to: Course Requirements, resources/software teacher-led Forwarded about University and
1. Acquaint on Syllabus, University and College application discussion exercises using Read provided College Manual
Course Requirements, Manual) textbook Small group Edmodo files/documents
University and College discussion through Post content – Handouts/SMS
Manual Zoom, messenger or based
2. Apply the policies and group chat PowerPoint of
guidelines of the the topic on
university and the Facebook or
college Messenger

Week 1 At the end of the unit, Unit 1- Introduction to Web Synchronous Asynchronous Read provided Reflection Paper
(Continuation) students must be able to: Society, Community and resources/software learning via learning files/documents (Activities on meaning of
1. demonstrate Education-Defining the application Pear deck through Face-to-face (course curriculum)
knowledge and Basic Concept textbook Facebook and orientation) E- Quiz
understanding of Basic Concepts to be Messenger E-exercises/Assignment
relevant and defined: Virtual Participation
responsive learning 1. Society
environments in 2. Community

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various community 3. Education

contexts; 4. Social Interaction
2. seek advice 5. School Culture
concerning strategies 6. Curriculum
that build
relationships with
parents/guardians and
the wider community;
3. seek opportunities to
establish professional
links with colleagues;
4. demonstrate
knowledge and
understanding of
school policies and
procedures to foster
harmonious
relationships with the
wider school
community;
5. demonstrate
awareness of existing
laws and regulations
that apply to the
teaching profession in
relation to the wider
school community.
Week 2-4 At the end of the unit, Unit 2 - Historical Web On-line lecture, Asynchronous Textbook Written Report (Activity
students must be able to: Perspectives of resources/software teacher-led Forwarded on the historical
1. Explain the cognitive Curriculum Development application discussion exercises using Read provided comparison of
processes of experts a. The Two Schools of textbook Pear deck small Edmodo files/documents curriculum in the
and systems; Thought on group discussion Post content – Handouts/SMS Philippines)
2. Discuss the historical Curriculum through based E- Quiz
perspectives of Development messenger or group PowerPoint of E-exercises/Assignment
curriculum ➢ The Essentialist chat the topic on Virtual Participation
development. School

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3. Employ analogical ➢ The Progressivist Facebook or

processes and School Messenger
transfer of learning; b. Curriculum
Development in the
Philippines
➢ The Curriculum
during the Pre-
Spanish Period
➢ The Curriculum
during the
Spanish Period
➢ The Curriculum
during the
American Period
➢ The Curriculum
during the
Commonwealth
Period
➢ The Curriculum
during the
Japanese Period
➢ The Curriculum
during the
Liberation Period
➢ The Curriculum
during the
Philippine
Republic
➢ The Curriculum
during the New
Society
➢ The Present
Curriculum

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Week 4-7 At the end of the unit, Unit 3 - Determinants of Web On-line lecture, Forwarded Textbook Work-related Activities
students must be able to: Curriculum Improvement resources/software teacher-led exercises using a. Present a systematic
1. Enumerate and a. Knowledge of application discussion messenger or Read provided flow of differences of
discuss the Children textbook Pear deck group chat files/documents
NCBTS, K-12, PPST,
determinants of b. The System of small group
curriculum Education: discussion Post content – OBE
development; Educational Goals and based b. Construct a timeline or
2. State the education Objectives PowerPoint of any teaching strategy
goals and objectives c. Culture: The the topic on to present the
of the Philippine Aspirations, Customs, Facebook or different Legal Bases
education; Morse and Traditions, Messenger of Education that you
3. Explain the findings of the Community
have read.
of MSR, Swanson d. Legal Bases of
Survey, SOUTELE, Education E- Quiz
PCS and EDCOM; ➢ Laws, Regulations, E-exercises/Assignment
4. Explain the salient Circulars, Virtual Participation
features of the Memoranda
PRODED, NESC, and ➢ Provisions of
the TEEP; Education in the
5. Identify the main Constitution
features of the SEDP ➢ Principles of
and the NSEC; and Curriculum
6. Name and discuss Development
the salient features e. The Researchers
of the BEC and RBEC (Moriroe Survey,
and distinguish one Swanson Survey
from the other SOUTELE, PCSPE and
7. Discuss the salient EDCOM)
features of the 2010 f. The PRODED, NESC
Secondary and the TEEP
curriculum and K to g. The SEDP and the
12 Curriculum, UBD, NSEC
NCBTS, PPST, OBE. h. The 2002 Basic
Education Curriculum
(BEC)

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i. The 2003 Revised

Basic Education
Curriculum(RBEC)
j. 2010 Secondary
Curriculum
k. UBD
l. K to 12 Curriculum
m. NCBTS
n. OBE
o. PPST
Week 8-9 At the end of the unit, Unit 4 – Nature, Web On-line lecture, Forwarded Textbook
students must be able to: Approaches, and Designs resources/software teacher-led exercises using Handouts
1. State the features of in Curriculum application discussion messenger or Read provided
the different Development textbook Pear deck group chat files/documents
approaches to • Approaches small group
curriculum design; a. Subject-centered discussion Post content –
and curriculum based
2. Discuss the b. Child-centered PowerPoint of
following: curriculum, the topic on
✓ Subject-centered c. Problem-centered Facebook or
curriculum curriculum Messenger
✓ Child-centered d. Human Relations
curriculum, Centered
✓ Problem-centered e. Experience-Centered
curriculum f. Separate subject
✓ Human Relations g. Broad-Fields
Centered h. Integrative or Activity
✓ Separate subject Centered
✓ Broad-Fields i. Core
✓ Integrative or j. Other Approaches
Activity Centered • Curriculum Design
✓ Core a. Humane Education
✓ Other Approaches Design
3. Discuss the b. Individual Needs and
following: Interest Design

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✓ Humane c. Societal Activity

Education Design Design
✓ Individual Needs d. Specific
and Interest Competencies Design
Design e. Subject Design
✓ Societal Activity f. Societal Activity
Design g. Specific
✓ Specific Competencies
Competencies
Design
✓ Subject Design
Midterm Examinations
Week 8-9 At the end of the unit, Unit 4 - Dimensions in Web On-line lecture, Forwarded Textbook Work-related Activities
students must be able to: Curriculum Development resources/software teacher-led exercises using Handouts • Present a
4. State the features of a. Philosophical application discussion messenger or Read provided picture/scenario
the different Dimensions textbook Pear deck group chat files/documents depicting individual
approaches to b. Theological small group needs.
curriculum design; Dimensions discussion Post content – • Present the differences
and c. Psychological based of
5. Discuss the Dimensions PowerPoint of -humane
following: ➢ Theories of the topic on education
✓ Subject-centered Learning/The Facebook or design
curriculum Principles of Messenger -interest design
✓ Child-centered Learning -societal activity
curriculum, ➢ The Nature of design
✓ Problem-centered Learning/The -Specific
curriculum Teaching and competencies
✓ Human Relations Learning Styles design
Centered ➢ Curriculum -subject design
✓ Separate subject Development and • Give concrete
✓ Broad-Fields Management of situation/examples
✓ Integrative or Learning of the different
Activity Centered D. Social Dimensions design
✓ Core e. Methodological
✓ Other Approaches Dimensions E- Quiz
E-exercises/Assignment

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6. Discuss the f. Recent Dimensions in Virtual Participation

following: Curriculum Development
✓ Humane
Education Design
✓ Individual Needs
and Interest
Design
✓ Societal Activity
Design
✓ Specific
Competencies
Design
Subject Design
Week 10-12 At the end of the unit, Unit 5 - Instructional Web On-line lecture, Forwarded Textbook Work-related Activities
students must be able to: Principles And Principles resources/software teacher-led exercises using Handouts 1. Cite situations
1. Discuss some basic And Conditions Of application discussion messenger or Read provided depicting each five
instructional concepts Learning And The textbook Pear deck group chat files/documents factors in
2. State and explain the Curriculum small group
experiential
principles of learning a. Some Basic discussion Post content –
and the curriculum Instructional Concepts based education
and conditions which b. Principles of Learning PowerPoint of
E- Quiz
facilitate learning and the Curriculum the topic on
E-exercises/Assignment
3. Explain the planning c. Conditions Which Facebook or
Virtual Participation
the sequence of Facilitate Learning Messenger
learning d. Curriculum
4. Discuss the principles Development and
and procedures for Management of
developing Learning
curriculum e. Planning the
improvement Sequence of Learning
programs f. Experiential Approach
to Learning
g. Five Factors Used in
Experiential Education

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h. Guidelines for
Curriculum
Development

Week 13 - 15 At the end of the unit, Unit 6 - Education in Web On-line lecture, Forwarded Textbook Work-related Activities
students must be able to Curriculum Development resources/software teacher-led exercises using Handouts • Give concrete
discuss the following: Diagnosis of Needs in application discussion messenger or Read provided examples of the role
1. Diagnosis of the Curriculum Development textbook Pear deck group chat files/documents of stakeholders
Learners a. The Learners small group
2. Diagnosis of Social b. The Social Needs discussion Post content – E- Quiz
Needs c. Achievement based E-exercises/Assignment
3. Diagnosis of d. Values PowerPoint of Virtual Participation
Achievement e. School Facilities and the topic on
4. Diagnosis of Values Resources of the Facebook or
5. Diagnosis of School Community Messenger
Facilities and f. Curriculum Problems
Resources of the g. Curriculum Planning
Community ✓ Need and
6. Diagnosis of Importance
Curriculum Problems ✓ Factors in
Curriculum
Planning
✓ Two Major Issues
as to Who Plans
the Curriculum
✓ Characteristics of
Curriculum
Planners
✓ The Use of
Research in
Curriculum
Planning
h. The Roles of
Stakeholders in
Curriculum
Implementation

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Week 16 - 17 At the end of the unit, Unit 7 - Curriculum On-line lecture, Forwarded Textbook Work-related Activities
students must be able to: Evaluation teacher-led exercises using Handouts a. Create/Make a
1. Discuss the types of a. Types of criteria discussion messenger or Read provided curriculum guide
criteria in evaluating b. Achievement Pear deck group chat files/documents c. Give concrete
the curriculum. Standards as Criteria small group examples of the
2. Explain the steps in c. Locally Developed discussion Post content – different types of
evaluating the Criteria based
criteria used in
curriculum. d. Steps in Evaluating PowerPoint of
3. Explain the the Curriculum the topic on evaluating the
techniques for e. Techniques of Facebook or curriculum.
evaluation. Evaluation Messenger d. Critique a course
4. Discuss the new f. 7 Rs of Quality syllabus by changing
trends in curriculum Curriculum Material the entries that you
development. g. New Trends in wanted to change.
Curriculum Evaluation
Justify your idea why
you opt to change it.
You can present it in a
tabular form.

E- Quiz
E-exercises/Assignment
Virtual Participation
Week 17-18 At the end of the unit, Unit 8 - Curriculum Web On-line lecture, Forwarded Textbook Work-related Activity:
students must be able to: Change, Selection and resources/software teacher-led exercises using Handouts Reflection on how to
1. Discuss management Organization application discussion messenger or Read provided respond on curriculum
of change; ➢ Curriculum textbook Pear deck group chat files/documents implementation
2. Discuss the strategy Change small group E- Quiz
for curriculum a. Management of discussion Post content – E-exercises/Assignment
change; Change based Virtual Participation
3. Explain the current b. Strategy for PowerPoint of
methods of curriculum change the topic on
curriculum change; c. Current methods of Facebook or
4. Discuss the criteria curriculum change Messenger
for content selection; and Improvement

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5. Discuss the criteria d. Procedures in

for subject matter curriculum
selection; and development
Explain the procedures in e. Principles that Guide
curriculum development the Change Process
f. Directions in
Curriculum Reforms
g. Actions that Facilitate
Curriculum
Improvement
h. Curriculum Change in
the Philippines
➢ Selection
a. Criteria for content
selection
b. Procedure for
Determining Content
c. Techniques in
Determining Content
d. Subject Matter
Selection
e. Criteria for subject
matter selection
f. Procedures in
recognizing Contents
➢ Organization
a. Guidelines in
Curriculum
Organization
b. Principles of
Curriculum
Organization
c. Principles and
Procedures for
Curriculum
Improvement

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d. Scope and Sequence

in Curriculum
Organization
e. Stages/Steps in
Curriculum
Organization
f. Curriculum Mapping
Final Examinations
REFEREBCES

A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Available online at http://www.sedl.org/connections/resources/evidence.pdf).
Andres, Tomas Quintin L. 2010. Curriculum Development in the Philippines Setting. Quezon City: National Book Store.
Batas Pambansa Bilang 232 – Education Act of 1982. Available online at http://www.chanrobles.com/BATAS%20PAMBANSA%20BLG.%20232.pdf
Bauzon, Priscilliano T. 2010. Foundation of Curriculum Development and Management, Quezon City : NBS.
Board of Professional Teachers Resolution No. 435, s. 1997 – Code of Ethics of Professional Teachers
Handouts on the BEC, 2010 Secondary Curriculum, and Kto12 Curriculum
Hewitt, T.W. 2016 Understanding and shaping Curriculum Thousand Oaks:SAGE
Lim, L.S., Caubic, R.A., & Casihan, L.L. (2014) The Teaching Profession. Adriana Publishing Co., Inc., Quezon City, Philippines.
Llagas, T.A., & Corpuz, B.B. (2018) Essentials of Teacher Leadership. Lorimar Publishing, Inc., Quezon City, Philippines.
Llagas, T.A., Corpuz, B.B. & Bilbao, P.P. (2016) Becoming a 21st Century Educational Leader. Lorimar Publishing, Inc., Quezon City, Philippines.
Malewski, E. (ed) (2010). Curriculum studies handbook: The next moment. New York: Routledge.
Palma, Jesus C. 2012. Curriculum Development System Manila : NBS.
Pratt, David 2010. Curriculum Design and Development New York : Harcourt Brace Jovanich, Inc.
Romo, N.C. (2019), Curriculum Development, Unlimited Books Library Services & Publishing, Inc.
School, Community, and Teacher, a Course Guide. Available online at http://hec.gov.pk/english/services/universities/RevisedCurricula/Documents/2011-
2012/Education/SchoolCommTeacher_Sept13.pdf
Tanner D. and Tanner L. (2015) Curriculum Development :New Jersey, Prentice Hall Inc.
Tummons, J. (2010). Curriculum studies in the lifelong learning sector. Exeter, UK: Learning Matters.
Vega, V., Prieto, N., Caneon, M. (2016) Social Dimensions of Education, Lorimar Publishing, Inc.
Vega, V.A., Prieto, N.G., & Carreon. M.L. (2009) Social Dimensions of Education. Lorimar Publishing, Inc., Quezon City, Philippines.

Supplementary Readings

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Fisher, D., (2012), School Culture: Creating a Unified culture of learning in a multicultural Setting, IB Regional Conference
Flinders, D.J. & Thornton, S.J. (eds) (2014). The curriculum studies reader. New York: Routledge.
Hoy, W.K. & Miskel, C.G. (2016) Educational Administration: Theory, research, and practice, 9e. McGraw-Hill Companies, Inc., New York, NY
Kridel, C. (ed) (2010). Encyclopedia of curriculum studies. California: Sage Publishing.
Barkan, Steve E. (n.d.) “Sociological Perspectives on Education”, section 11.2 from the book: A Primer on Social Problems (v. 1.0). Available online at
https://2012books.lardbucket.org/books/a-primer-on-social-problems/index.html

Course Requirements:
✓ Major Exams
✓ Summative quizzes
✓ Per unit outputs as specified in the assessment
✓ End of course learning log (reflective journal) and portfolio (compilation of outputs) on the different learning theories and research with
reflections on their applications and implications to teaching child and adolescent learners.
Grading System

Reaction Paper & Reflective Journals 25%

Online Quizzes 15%
Class participation in Online Discussions 10%
Online Activities & Exercises 20%
Midterm/Final Exams 30%

Quizzes. For students who have high and low internet connections, they will be asked to take quizzes via google docs. To limit the risk of cheating, the date and time for quiz taking will be
decided by the class. For students who do not have internet connection, the quiz will be given via phone call.

Reaction Paper/Reflective Journal. Students will have to write critically on given topics relevant to second language learning. All papers must contain the basic parts of introduction, body and
conclusion. It should contain well-supported ideas with proper citations. . Formatting requirements: maximum two pages typed, single-spaced, 12 pt. font, Times New Roman, 1-inch margins
all around, not justified.
Online Quizzes. For students who have high and low internet connections, they will be asked to take quizzes via google docs. To limit the risk of cheating, the date and time for quiz taking will
be decided by the class. For students who do not have internet connection, the quiz will be given via phone call.

Class Participation in Online Discussions. Given the nature of education in the new normal, students who have high and low internet connection are required to participate in the online
discussion board, which can be accessed through Facebook. On scheduled weeks, the teacher will post a question or a topic in the Facebook group and students must respond by giving an
answer or explanation limited to 200-250 words. In addition, students must write a response to one of their classmate’s post. Therefore, one student should have two visible posts in the
discussion thread: their answer to the question and their response to a classmate’s answer. All responses must be made by Sunday at 8pm. For students who do not have internet connection,

The Teacher and the School Curriculum

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they will be sent a text message of the same question or topic and they will simply write their answer limited to 300-350 words in a one-half sheet of paper crosswise, which will be submitted
one week before the midterm examination and final examination.

Online Activities & Exercises. To show understanding of particular topics, students will be asked to develop mind maps and other graphic organizers. These outputs must contain salient
components of the given topic, and be presented in an organized but creative manner. For students who have personal computers and laptops, they can develop the organizers using the
different Microsoft applications available in their computers. Submission Students who have stable internet connection will be required to submit the outputs on identified due dates whereas,
students who do not have internet connection may submit their outputs together with their other requirements one week before the midterm and final examination.

For online submission:

Students will have to submit their outputs via email or Facebook messenger. The file must be in pdf format with the label SURNAME_TASK#_. Specific due dates are identified in the course
syllabus. In cases when internet connection is unstable, students are given one-day extension for the submission.

For hardcopy submission:

Students who do not have internet connection will have to compile all outputs and requirements and submit these one week before the midterm and final examination. The outputs must be
placed in a short brown envelope, sealed with tape. The back of the envelope must contain the student’s SURNAME, FIRST NAME and the course title below it.

Course/Subject Policies and Guidelines:

1. The total minimum time required for this course is 54 hours. Students are provided with all learning materials, assessment tools, and other resources required to complete their particular
course of study. Students are able to work through these learning materials at their own pace.
2. If due to severe personal circumstances the student feels unable to complete the course within the prescribed timeframe, the student should contact the teacher as soon as possible and
request an extension. Where an extension of time is granted, the student may be required to submit additional assessment tasks in order to demonstrate currency with the course content.
Students will need to provide evidence which demonstrates that you have the essential knowledge and skills to successfully complete the relevant unit to the required standard.
3. If students do not meet the required outputs. The faculty will provide feedback to guide the student’s resubmission and are available for contact if required. The student will be required to
successfully resubmit the assessment with the required rectifications to achieve a competent result. The student will be allowed a limit of three submissions only. Further attempts may be
provided only on the sufficient efforts of the student to address feedback required.
4. Students are given time to work on the tasks independently and at their own pace. Students will also be provided a teacher’s lecture video that may be downloaded at a later
time should a student, for a valid reason, miss a synchronous session. All materials are available for download using the e-mail or messenger. For those who prefer a less
structured approach, students may opt out of the synchronous sessions altogether and study the lessons on their own or with the help of an adult. For those who opt to do this,
the only requirement is that all requirement be submitted on time.

Research Opportunities in Delivering Flexible Classes:

The main purpose of this framework is to support discussions about the topics which the teaching institutions can provide a simple but important model which is useful
that can help to prevent a problem which may cause in a flexible learning opportunity. It will become clearer to the students that the real challenge for studies from the current
implementation phase, which can be brought by online learning. In addition, it is also a purpose to provide opportunities for current and future students to explore aspects of
introducing Flexible learning and sustaining them in the future.

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Prepared by: NECY CESARIA V. ROMO, EdD

Faculty

Reviewed by: ELEUTERIA R. PACPACO, EdD

BEEd Program Head

Recommending Approval:

CHRISTOPHER F. BUENO, PhD LUZVIMINDA P. RELON, EdD

Dean Director for Instruction

Approved:
ROLANDO B. NAVARRO, EdD
Vice President for Academic Affairs

The Teacher and the School Curriculum