Republic of the Philippines

Commission on Higher Education

Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

I. COURSE CODE/TITLE: PEC 103/THE TEACHER AND

VISION THE SCHOOL CURRICULUM
A center of human
development committed to the
pursuit of wisdom, truth, justice,
pride, dignity, and local/global
CHAPTER 1: CURRICULUM ESSENTIALS
competitiveness via a quality but
affordable education for all
MODULE 1
qualified clients. CURRICULUM AND THE TEACHER
MISSION II. SUBJECT MATTER
Establish and maintain an
academic environment promoting
the pursuit of excellence and the Learning Content Time -Frame
total development of its students Lesson 1: Curriculum in Schools (4.5 Hrs.)
as human beings, with fear of God
and love of country and
fellowmen. III. COURSE OUTCOMES

GOALS 1. Discuss the meaning of curriculum.

Kolehiyo ng Lungsod ng Lipa 2. Describe the different steps in knowing the curriculum.
aims to:
1. foster the spiritual, intellectual,
3. Explain how to develop a curriculum map.
social, moral, and creative life of 4. Elucidate the webbing of a curriculum.
its client via affordable but quality 5. Explain the nature of the curriculum.
tertiary education;
6. Discuss the different curricula in schools.
2. provide the clients with reach
and substantial, relevant, wide
range of academic disciplines,
expose them to varied curricular IV. ENGAGEMENT
and co-curricular experiences
which nurture and enhance their INTRODUCTION
personal dedications and
commitments to social, moral, LESSON 1: CURRICULUM IN SCHOOLS
cultural, and economic
transformations. Curriculum from the latin word “curricula”, meaning
“running course”. The courses offered by an educational
3. work with the government and
the community and the pursuit of institution. A set of courses constituting an area of
achieving national developmental specialization. Is at the heart of the teaching profession are some of the
goals; and
definitions of curriculum.
4. develop deserving and qualified
Much of the curriculum found in today’s schools is based on teachers’ past experience in
clients with different skills of life
existence andschools,
prepareinput
themfrom
for textbook manufacturers, discipline frameworks, standards, and information
from
local and global peers (Glasgow, 1997).
competitiveness.

Often a curriculum is only loosely joined together, with students far better acquainted with its
scope and sequence than the educators who teach it.

1
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

With teachers facing growing pressure to teach more, while also being held to higher standards,
this approach to curriculum is no longer acceptable. Teachers must be empowered to more
effectively design their own curriculum, and to move from the position of curriculum conveyer
to that of curriculum designer.

GETTING TO KNOW THE CURRICULUM

The first step in this process requires getting teachers to share their curriculum with other
teachers in the school. During a schoolwide meeting, teachers from each grade level summarize
their curriculum on chart paper for science, social studies, language arts, and mathematics.
Special area teachers write their curriculum on chart paper as well, so their colleagues can
understand the development of skills and concepts across grade levels. To ensure the integrity
of the curriculum, teachers are encouraged to return to their curriculum documents. Frequently,
they discover parts of the curriculum they had forgotten or had given only cursory attention.
After all charts have been completed, grade level and special area teachers share their
curriculum with the entire faculty and describe some of the teaching lessons/units they use to
teach that curriculum. Many veteran teachers comment that this step provides the first
opportunity they’ve ever had to understand the entire curriculum in their school. This
schoolwide sharing process invariably highlights repetitions in content and teaching activities.
During the sharing process, teachers take notes and discuss apparent gaps and repetitions. They
also discuss grade-level responsibilities. Curricular terms and content that appear on several
grade levels are defined. Clear definitions help teachers articulate grade-level expectations and
move teachers closer to being able to "guarantee" learning standards for their students.
DEVELOPING CURRICULUM MAPS
Curriculum mapping is the next step in the process. Teachers use large pieces of chart paper
with the school months on the top, and colored sticky notes – different colors for each core area.
Teachers write the different goals, objectives, and topics of the curriculum on the notes and
arrange them across the school year.
During this step, teachers re-examine the sequence and emphases of the curriculum. One 4th-
grade teacher, for example, realized she was devoting five months of the school year to the
Civil War, while World War II and Vietnam received only a couple of days each. When asked
why, she replied that "the kids really love the Civil War." Then she acknowledged that she
really liked it as well, and that "I have lots of material on it." When she looked, for the first
time, at her whole year’s curriculum, she recognized the imbalance and cut her Civil War
coverage back to a few weeks.

2
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

When all the curriculum areas have been mapped, the information can be placed on a preprinted
file folder that lists all required subject areas on the side and the months across the top. The file
folder provides a detailed look at all subject areas and provides clear articulation between
special areas and classroom teachers. It’s also an excellent resource for new teachers or teachers
who are changing grade levels.
WEBBING THE CURRICULUM
As the curriculum takes shape, teachers are encouraged to look at the different disciplines for
common ideas, complementary skills/strategies, or other links that might be used to create a
meaningful integrated study. Sticky notes are arranged and rearranged as teachers look for
logical connections between and among the different disciplines. In this way, a "curriculum
web," which spells out the connections, can be created.
For example, a social studies teacher who wants to explore the relationships between humans
and their environment could focus on human interactions between humans and oceans. A
science teacher could complement this with curriculum that examines the physical properties of
water, sand, and other parts of the ocean ecosystem. And a language arts teacher could use
oceans as a basis for student writing and storytelling. This in turn leads to the development of a
second web, which identifies activities for delivering the curriculum. It shows specific methods,
techniques, and materials teachers will use.
It’s imperative that the teachers keep this curriculum webbing process focused on student
interests and needs. Ask yourselves the kind of questions students are likely to ask: Why should
I bother learning this? What difference does it make? (Glasgow).
Also, be careful not to "superglue" curriculum together for the sake of saying you have created
a web. There is little to be gained, for students or teachers, by trying to force connections, such
as having students count seashells to provide an ocean-related math activity!
During the webbing process, many more objectives/standards will be identified than will be
used. The brainstorming provides a valuable source of ideas and may be revisited again and
again to refine the curricular links.
THE NATURE OF THE CURRICULUM
Most people believe that the curriculum is comprised solely of the formal series of courses that
students take as they proceed through the educational system. These courses include, among
others, the sciences, mathematics, language arts, social studies, and physical education. Some
other people assert a broader notion of curriculum, including the formal learnings students are
exposed to through these courses. These learnings include, among others, reading, writing, and
reasoning. Still others posit that the curriculum is less formal, including these experiences

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 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

students have as they interact with the school's formal curriculum, with their teachers, as well as
with their peers.
Undoubtedly, the "curriculum" includes both the formal and informal courses and learnings
believed to provide the necessary foundation young persons need if they are to develop into
responsible adult citizens. At the same time, however, these formal and informal courses and
learnings are not the curriculum, technically speaking. The curriculum includes much more and
is much broader and more inclusive than all of these notions suggest.
In its essence, curriculum (in Greek, "a track") is a tool through which the purpose, substance,
and practice of schooling interact (Foshay, 2000). Through the dynamic interaction between
these three elements, the curriculum provides young person’s more than 145,800 transcendent,
aesthetic, physical, social, emotional, and intellectual experiences that are purposely intended to
enable young persons to develop and mature as human beings and as citizens.

EDUCATIONAL LEVELS
In the Philippines, our educational system uses different educational levels:
1. Basic Education. This level include kindergarten, grade 1 to Grade 6 for elementary, and for
secondary, Grade 7 to Grade 10, for Junior High school and grade 11 to grade 12, for Senior
High School.
2. Technical-Vocational Education. This is post-secondary technical-vocational education and
training. TESDA takes care of technical-vocational education and training.
3. Higher Education. This includes the Baccalaureate or Bachelor Degrees and the Graduate
Degrees.
TYPES OF CURRICULA IN SCHOOLS
1. Recommended Curriculum. Almost all of the curricula found in our schools are
recommended. Basic Education recommended by Deped. Technical-Vocational Education
recommended by TESDA. Higher Education recommended by CHED
2. Written Curriculum. This includes documents based on the recommended curriculum. They
come in a form of course of study, syllabi, modules, books, instructional guides among
others.
3. Taught Curriculum. The taught curriculum will depend largely on the teaching style of the
teacher and learning style of the learner.
4. Supported Curriculum. It is described as support materials that the teacher needs to make
learning and teaching meaningful. This includes print materials or non-print materials.
5. Assessed Curriculum. Taught and supported curricula have to evaluated to find out if the
teacher has succeeded or not in facilitating learning.
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 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

•Assessment for Learning – if the process is to find the progress of learning.

•Assessment of Learning – if it is to find out how much has been learned or mastered
the lesson.
6. Learned Curriculum. These are measured by tools in assessment, which can indicate
cognitive, affective and psychomotor outcomes.
7. Hidden / Implicit Curriculum. This curriculum is not deliberately planned, but has a great
impact on the behavior of the learner. Peer influence, school environment, media, parental
pressures, societal changes, cultural practices, natural calamities are some factors that create
the hidden curriculum.
V. ACTIVITIES:
Answer the following questions:
1. What is the meaning of curriculum? Give your own definition and explain.
2. Simplify the different steps in knowing the curriculum.
3. Describe how to develop a curriculum map.
4. Interpret the webbing of a curriculum.
5. What is the nature of the curriculum?
6. Explain the nature of the curriculum.
7. Discuss the different curricula in schools.
VI. OUTPUT (RESULT)

1. Submit your output in our LMS.

VII. Evaluation

CATEGORY (91 - 95%) (86 - 90%) (81 – 85% (76 - 80%) (70 - 75%)
Does not have
Demonstrate full At ease with Uncomfortable
Comfortable the grasp of
SUBJECT knowledge by expected with information
with information information.
answering all answers to all and is able to
KNOWLEDGE/ and is able to CANNOT
questions with questions, answer ONLY
answer some answer
COMPREHENSION explanations and WITHOUT rudimentary
questions questions about
elaborations elaboration questions
the subject

Presents
Presents
information in Presents There is no
ORGANIZATION information in Has difficulty in
logical and information in sequence of
OF THOUGHTS chronological presentation
interesting logical sequence information
order
sequence

MECHANICS Presentation has Presentation has Presentation has Presentation has Presentation has
NO grammatical no more than three more than four enormous
5
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education
two grammatical grammatical grammatical grammatical
errors
errors errors errors errors

I. COURSE CODE/TITLE: PEC 103/THE TEACHER AND THE SCHOOL

CURRICULUM

CHAPTER 1: CURRICULUM ESSENTIALS

MODULE 1
CURRICULUM AND THE TEACHER
II. SUBJECT MATTER

Learning Content Time -Frame

Lesson 2: The Teacher as a
III. (1.5 Hrs.) COURSE
Curricularist
UTCOME

1. Realize the important attributes of a curricularist?

IV. Engagement
LESSON 2: THE TEACHER AS A CURRICULARIST
CURRICULARIST is a person who is involved in curriculum knowing, writing, planning,
implementing, evaluating, innovating, and initiating.
THE TEACHER AS CURRICULARIST:
1. Knows the curriculum. Learning begins with knowing. The teacher as a learner starts with
knowing about the curriculum, the subject matter or the content. As teacher, one has to
master what are included in the curriculum.
2. Writes the curriculum. A classroom teacher takes record of knowledge concepts, subject
matter or content. These need to be written or preserved.
3. Plans the curriculum. A good curriculum has to be planned. It is the role of the teacher to
make a yearly, monthly or daily plan of the curriculum.
4. Initiates the curriculum. Implementation of new curriculum requires open mindedness of the
teacher, and the full belief that the curriculum will enhance learning.
5. Innovates the curriculum. Creativity and innovation are hallmarks of an excellent teacher. A
curriculum is always dynamic, hence keeps on changing.

6
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

6. Implements the curriculum. It is this role where the teacher becomes the curriculum
implementor. An implementor gives life to the curriculum plan.
7. Evaluates the curriculum. How can one determined if the desired learning outcomes have
been achieved? Is the curriculum working? Does it bring the desired results? These are few
questions that need the help of a curriculum evaluator. That person is the teacher.
(Evaluator)

V. ACTIVITIES:
What are the attributes of a curricularist?
VI. OUTPUT (RESULT)

2. Submit your output in our LMS.

VII. Evaluation
CATEGORY (91 - 95%) (86 - 90%) (81 – 85% (76 - 80%) (70 - 75%)
Demonstrate full
SUBJECT At ease with Does not have the
knowledge by Comfortable with Uncomfortable with
expected answers to grasp of information.
answering all information and is information and is
KNOWLEDGE/ all questions, CANNOT answer
questions with able to answer some able to answer ONLY
WITHOUT questions about the
COMPREHENSION explanations and questions rudimentary questions
elaboration subject
elaborations

Presents information Presents information

ORGANIZATION OF Presents information Has difficulty in There is no sequence
in logical and in chronological
THOUGHTS in logical sequence presentation of information
interesting sequence order

Presentation has no Presentation has Presentation has more Presentation has

Presentation has NO
MECHANICS more than two three grammatical than four grammatical enormous
grammatical errors
grammatical errors errors errors grammatical errors

Submitted by:

PROF FELICISIMO B. DIADIO JR.

Associate Professor 1

7
 Republic of the Philippines
Commission on Higher Education
Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA

COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education

Checked and Approved by:

DR. BIBIANA JOCELYN D. CUASAY

Accreditation Officer
Module Editing Chair

Noted by:

DR. AQUILINO D. ARELLANO

DEAN - CTE
Vice President for Academic Affairs