Provincial Road, Purok 05, Bulanao, Tabuk City, Kalinga Proviince 3800

PRELIMINARY MODULE FOR THE TEACHER AND THE SCHOOL CURRICULUM

EDUC-9 WEEK1-4
Course Title : The Teacher and the School Curriculum
No. of Units : 3 Units
General Instructions:

 All activities enclosed should be carefully read and performed accordingly.

 All tasked should be printed in a LONG BOND paper and print sized should be font size 12 and
in TIMES NEW ROMANS.
 Passing of activities will be on the deadline. Late activities shall not be catered.
Stay Safe and Good Luck -Your Subject instructor

COURSE DESCRIPTION
A solid preparation in teaching is more important than ever. Shifts in student demographics, advances in
technology, the accountability movement, and other societal forces have put more emphasis on
opportunities for deep learning for everybody, and therefore more attention to good teaching. This course
will take a learning-centered approach to teaching, where teaching is seen as facilitating learning. We will
also take a theory- and research-driven approach so that our choices in our planning and implementation
of instruction can be both informed and systematic. We will focus on the underlying principles rather than
on teaching tips, so that any teaching strategy we define will be grounded in a strong pedagogical
rationale and portable to various contexts, given the necessary adaptations. The course is also designed
keeping in mind both your immediate needs as well as your professional development needs in
preparation for careers involving teaching.
LESSON 1: UNDERSTANDING CURRICULUM
COMMON DESCRIPTIONS OF CURRICULUM:
• Curriculum as a list of subjects • Curriculum as courses taught in schools or
universities
• Curriculum as content or subject matter
-“what” of teaching
• Curriculum as a discipline
-dynamic process
• Curriculum as intended learning outcomes
-heart of educational process
• Curriculum as planned learning
experiences
. Curriculum as learning experiences
• Curriculum as the whole body of course in
an educational institution or by a dep’t.
CURRICULUM
-Latin word ‘currere’ meaning “to run”
Curriculum may actually be defined in two ways: prescriptive and descriptive.
1. Prescriptive definitions
- provides with what “ought” to happen
2. Descriptive definition
-the thought that curriculum is “not merely in terms of how things ought to be…but how things are in real
classrooms” (Ellis, 2004).
DIFFERENT TYPES OF CURRICULUM
1. IDEAL OR RECOMMENDED CURRICULUM
- Refers to what scholars propose as the most appropriate curriculum for the learners..
- May develop as an alternative response to various curricular problems and issues.
- Ex. Curriculum standards recommended by professional organizations.
2. INTENDED, OFFICIAL OR WRITTEN CURRICULUM
- Refers to the official curriculum embodied in approved state curriculum
- Curriculum prescribed by the government
- Ex: The Kindergarten Curriculum Standards
The K-12 Curriculum
CHED Curriculum for General Education (Memorandum Order No. 20 Series of 2013)
TESDA Modules and Competencies
3. Implemented Curriculum – actual implementation of the curriculum or what the teachers in the
school teach.
4. Achieved Curriculum or Learned Curriculum – result of the curriculum or what the students
actually learned in school.
5. Tested Curriculum – set of learning that is assessed in teacher-made classroom tests, curriculum-
referenced tests, and in standardized tests.
6. Entitlement Curriculum – what the people or the general society expect.
7. Supported Curriculum – refers to the curriculum that is reflected on and shaped by the resources
allowed to support and deliver the official curriculum.
8. Null or Censored Curriculum – topics that must not be taught to the students
9. Hidden Curriculum – various skills, knowledge, and attitudes that students learn in school as a result
of their interaction with other students, staff, and faculty members.
CURRICULUM FOUNDATION
- Curriculum development scholars like Tyler (1949), Taba (1962), Einser (1985), Saylor,
Alexander, and Lewis (1981), Print (1993), Sowell (1996), and Tanner and Tanner (2007)
generally identified three categories of sources of curriculum foundations:
a. Studies of learners and learning theory (Psychology)
b. Studies of life ( Sociology and anthropology)
c. Studies of the nature and value of knowledge (Philosophy)
- Psychology as a discipline deals about understanding human behaviour; hence, its important in
curriculum development.
 - Five important areas psychology can provide accdng. to Print (1993)
1. Educational objectives
2. Students characteristics
3. Learning processes
4. Teaching methods
5. Evaluation procedures
- Sociology and anthropology, respectively- affect all curriculum processes. Sowell pointed out
that knowledge about the society and its culture is important in selecting the content of the
curriculum
- Philosophy as a foundation helps curriculum workers in understanding the nature of knowledge
and what subjects or topics are worthwhile. Ornstein and Hunkins (1993) mentioned that
philosophy provides curriculum workers with a framework or base for organizing schools and
classrooms. It also provide educators with framework for broad issues and task, such as
determining the goals of education, the content and its organization, and the teaching and learning
processes.
CURRICULUM CONCEPTION
- Curriculum workers have different ideas about curriculum matters and curriculum development
processes. They have different points of view about curriculum concerns, goals of ehat a
curriculum should accomplish, and how a curriculum should be designed or constructed. Mcneil
(2006), Eisner (1985), and Print (1993) identified six curriculum conceptions:
1. Academic rationalist conception- it stresses the importance of different bodies of knowledge
known as disciplines or subject areas, as the focus of the curriculum.
2. Cognitive processes conception- seeks to develop a repertoire of cognitive skills that are
applicable to wide range of intellectual problems.
3. Humanistic conception- stresses the idea that curriculum or education is an instrument for
developing the full potential of individuals. It seeks to help individuals to discover and
develop their unique identities. It stresses that curriculum should focus on the needs and
interest of individuals.
4. Social Reconstructionist conception- stresses that curriculum should responds to the
different needs, issues, problems, and demands of the society.
5. Technological conception- preoccupied with the development of means to achieve
curriculum or educational goals. It views schooling as a complex system that can be analysed
into its constituent components.
6. Eclectic conception- where curriculum workers find themselves aligning their ideas with two
or more curriculum conceptions.
ELEMENTS OF A CURRICULUM
1. Curriculum Intent – the direction that curriculum developers wish to take as a result of
participating in the curriculum. It includes:
a. Aims – are the broad statements of social or educational expectations. Aims include what is
hoped to be achieved by the entire curriculum.
b. Goals – are statements more specific than aims. Goals are general statements of what concepts,
skills, and values should be learned in the curriculum.
c. Objectives – are specific learning outcomes
2. Content – may include values, concepts, or skills that are important for the learners to learn.
3. Learning Experiences – include all instructional strategies that are useful for the implementation of
the curriculum.
- in form of activities, strategies, methods or approaches that are useful in implementing the curriculum or
in teaching the content.
4. Evaluation – different ways and tools used for evaluating whether or not the curriculum intents were
realized. Evaluation tools are also used to evaluate the performance of the learners after they have
undergone the curriculum.
Hilda Taba (1962) – a curriculum theorist, curriculum reformer, architect, and teacher
- Observed that all curricula, no matter what design they have, are composed of certain elements:
 A curriculum usually contains a statement of aims and specific objectives.
 It indicates some selection and organization of content
 It either implies or manifests certain patterns of learning and teaching, whether because the
objectives demand them or because the content organization requires them.
 It includes a program of evaluation of the outcomes.
Understanding the different elements of the curriculum will help curriculum workers especially
the teachers in designing curriculum and in analysing the different curriculum materials that are offered in
schools and students.
1. Different Points of View of the Curriculum
- As viewed by many essentialists…
* Robert M. Hutchins (1990) - “permanent study” where the rule of grammar, reading, rhetoric, and
logic, and mathematics for basic education are emphasized.
-The 3Rs should be emphasized. ( Reading, Riting, and Rythmetic)
*Arthur Bestor (1956) -mission of the school should be intellectual training
* Joseph Schwab (1984)- the sole source of curriculum is a discipline. He coined the word discipline
* Phillip Phenix- the curriculum should consist entirely of knowledge that comes from various
disciplines.
2. Progressivist Points of View
-total learning experiences of the individual.
- As viewed by progressivists:
* John Dewey (1999) -curriculum as the total learning experiences of the individual.
* Holiss Caswell & Kenn Campbell (2003) -curriculum is all the experiences children have under the
guidance of teachers.
* Othaniel Smith, William Stanley, and Harlan Shore (1957)- described curriculum as a sequence
of potential experiences set up in the schools for the purpose of disciplining children and youth
* Collin Marsh & George Willis- curriculum as all experiences in the classroom which are planned
and enacted by the teacher, and also learned by the students

LESSON 2: CURRICULUM PLANNING

CURRICULUM SOURCES AND INFLUENCES
- Tyler (1949) identified three major sources of curriculum:
1. Subject matter
2. Society
3. Learners
1. Society as source of curriculum- teachers need to understand the cultural, socio-economic, and
political conditions of the people. Understanding the concept is important is developing a relevant
and responsive curriculum.
2. Learners as source of curriculum- knowledge about the learners is one of the major sources of
the curriculum. As students come from different provinces, they have different cultures,
languages, learning styles, needs, and types and levels of motivation. They are also different in
terms of socio-economic status and educational backgrounds (public or private).
 3. Discipline or subject matter as source of curriculum- different subjects are unique in terms of
design and content. There are specific skills and contents that should be emphasized in each of
the disciplines.
- Understanding the nature of the discipline or subject matter requires educators to closely analyse
the contents prescribed by the Department of Education especially the K-12 Curriculum.
- The Commission on Higher Education also prescribe the guidelines in different courses.
- Technical Education Skills Development Authority (TESDA) also prescribes different contents of
the modules offered for each particular subject for vocational or technical courses.
CURRICULUM INFLUENCES
-Stark and Lattuca used the term Curriculum influences to refer to these three factors that are very
influential in curriculum development. A) External, B) internal, and C) organizational influences

External Inlfuences
Society/Government
Discipline Associations;
Marketplace/Alumni

Organizational Inlfuences
Program Relationships
Resources
Governance

ACADEMIC PLAN

Internal Influences

Faculty, Students, discipline,

and Program Mission

CURRICULUM INFLUENCES

 Students/ learners
 College Philosophy, vision and mission
 K-12 Basic Education Curriculum
 Admission and Retention Policies, and School Rules
 Faculty Members
 School Administrators
 Requirements from Government Agencies
 Licensure Examination (for Higher Education)
 Accreditation Standards
 Market Demands
 Alumni and Funding Sources
 Media and Information Communication Technology (ICT)
 Church and Church-Related Agencies (for religious schools)
 School Facilities and Other Resources
 Other disciplines or Course and Program Offered by the School
 Students Services
1. Students- are the most influential among the different curriculum influences especially in
designing the implemented curriculum. Learners have diff. interests, needs, talents, abilities,
learning styles, and thinking preferences.
2. School’s Vision, Mission, and Core Values- reflected in the planned, implemented, and hidden
curriculum of the school. All faculty members are required to reflect this type of education in
their teaching, lesson plans, and in the syllabus.
3. Admission and Retention Policies- School rules are set to give order and provide smooth
implementation of the curriculum. Rules also develop the hidden curriculum of the school.
4. Faculty Members- bring with them their educational background, experiences, expertise, and
personal profession, and political views on the institution. They also have different interests,
teaching styles, and philosophies, which influence the way they plan, develop, and implemented
the curriculum.
5. School Administrators and Board of Trustees- play an important role in providing curriculum
leadership in schools, colleges and universities. Apart from setting and approving rules for the
school they administer, the planning, implementation, and evaluation of the curriculum. The
administrators then serve as the curriculum and instructional leaders. They provide abilities and
skills as curriculum leaders and managers are essential in curriculum development and
implementation.
6. Accrediting Agencies- determine the quality of courses being offered in an institution. As such,
many schools try their best to improve the governance and implementation of their various
curricular and co-curricular program.
Examples are:
1. Philippine are the Association of Christian Schools, Colleges, and Universities Accrediting
Agency Incorporation (ACSCU-AAI)
2. Philippine Accrediting Association of Schools, Colleges and Universities 9PAASCU)
3. Accrediting Agency for Chartered Colleges and Universities in the Philippines (AACUP)
7. Government Policies and Agencies- in basic education, the Department of Education issues
Department orders (DOs) and memoranda that serve as guide for all public and private schools in
the country. The Department of Education also prescribes the official curriculum for basic
education and issues the guidelines for operations for private schools.
8. Market Demands (General)- it is imperative that students are prepared in terms of knowledge,
values, and skills to meets the needs and demands of different institutions in the society. For
example, graduates are expected to develop or possess 21 st century skills. They are expected to be
technologically literate and to develop various literacies including functional literacy.
9. Alumni- Helpful in terms of donating money to support program for students, faculty
scholarships, professorial chairs, facilities, and financing students activities.
10. Media and Information Communication Technologies (ICT)- in as much as ICT is changing the
landscape of schooling, it is also changing how the course are planned and implemented,
especially how the content of the curriculum will be put together.
11. The Church and the Church-Related Agencies- the school also offer institutional requirements
such as Bible subjects, theology, and Christian living subjects. These subjects required to all
students.
12. School Facilities and Other Resources- the respondent explained that school facilities like
classrooms, libraries, laboratories, ICT equipment, dormitories, and school clinics, counceling
office, canteen, chapel for sectarian schools, and laboratories are very useful in providing quality
education, especially in implementing the curriculum.
13. Students Services
 Campus Ministry- helps spiritual nourishment of the students in sectarian schools.
 Guidance and Counseling Services- provides professional help to students with various
personal and psychological concerns.
 Health Services- responds to various health-related concerns of the students through a
clinic with full time health workers.
 Financial Assistance and Scholarship- provides financial assistance to deserving
students.
 Students Affairs Office- guides the students in organizing activities and provides all
forms of support for academic and personal development of the students in the school.
  Responding to these curriculums sources and influences helps curriculum workers and developers
in planning, developing, and implementing a relevant and responsive curriculum for different
learners in schools. They help everyone involve and affected by a curriculum understand the
context in which one is developed. Moreover, when evaluating a curriculum, these curriculum
sources and influences are the ones that are looked into and reviewed.

KALINGA COLLEGES OF SCIENCE AND TECHNOLOGY

Provincial Road, Purok 05, Bulanao, Tabuk City, Kalinga Proviince 3800
PRELIMINARY ACTIVITY SHEET FOR THE TEACHER AND THE SCHOOL
CURRICULUM EDUC-9

NAME: ____________________ COURSE & YEAR: ____________

ACTIVITY 1:
Base in your observations, what are the roles of teachers in the classroom and school?

ROLES OF TEACHERS INSIDE THE CLASSROOM SCHOOL

Yes, This is because the curriculum is a guide in order to tackle all lessons in that certain year or year level. Without
this, allACTIVITY
teachers will2:be confused, misled, or even defeated by the students' tricks, like asking of experiences and
the like. A school curriculum will always assist the teacher in better adjusting to the environment.
1. Essay
- Is it necessary for teachers to learn about school curriculum? Why?

2. Reflect on the case below.

Case: I am teaching in a very far away barangay with no electricity. Many of the instructional
aids for teaching sent to our school are films and video tapes which need power. I cannot use
them, but the lessons are very important. So I thought of making an alternative activity. I took my
class to the river and waterfall instead of doing the lesson.
REFLECTION

RE

ASSESS YOUR KNOWLEDGE:

ACTIVITY 1:
Direction. Analyze each statement and tell if it is true or false. Write your answer on the space
provided.
 ______1. The teacher as a learner starts with knowing about the curriculum, the subject matter or
the content. As a teacher, one has to master what are included in the curriculum.
_______2. It is a reality that there exist only one curriculum in the teacher’s classroom.
_______3. A teacher can say with confidence that learning has occurred, if curriculum has been
assessed.
Often. Especially when the curriculum is new. Usually the principal, and or the superintendent, will meet with
_______4. Some curricula in the schools/classrooms are unwritten.
teachers and department heads at the end of the school year. Sometimes the “fix” is a different teaching
_______5. To establish national standards, teachers should be guided by recommended
method, or more time using a video or workbook. Sometimes the teacher may not feel confident or even
curriculum in basic and higher education.
comfortable
_______6. School curricula teaching certain
are permanent subject
and can never matter.
be changed.
_______7. Evaluated curriculum makes judgment about learning.
_______8. Textbooks and modules are some written curricula that represent the recommended
curricula.
_______9. Only the Department of Education can recommend a curriculum.
_______10. In the heart of all types of curricula, the teacher has a major role.

ACTVITY 2:
Write your personal definition of curriculum and explain.

ACTIVITY 3:

Browse the internet

In my own understanding and search
and definition some ideal curriculum
of curriculum, suggested
it is a summary of theby professional
things organizations.
that a school or a certain
List down the examples below.
grade or year level needs to accomplished at the end of the semester or the school year. Curriculum also refers
to the means and materials with which students will interact for the purpose of achieving identified educational
outcomes.Having an accurate,complete and flexible curriculum is a big help to the education ground. Because
somehow, like a lesson plan it also guides the teacher on how to properly organize the topics that should be
discussed before presenting it to the learners. For me, curriculum is the building block of the educational
system specifically a certain course because without it, proper and organized learning would not be possible.

ACTIVITY 4:
How often does the school evaluate the curriculum?

•American Educational Research Association AERA is founded in 1916, is concerned with improving the
educational process by encouraging scholarly inquiry related to education and evaluation and, by
promoting the dissemination and practical application of research results.

▪ National Education Association National association is for those working in public.

▪ International Reading Association IRA is a professional organization for reading teachers. It also publishes
several prominent reading journals such as The Reading Research Quarterly

. ▪ National Council of Teachers of Mathematics NCTM is an association for math teachers. Teaching
Children Mathematics, Mathematics Teacher and other math journals are published by this organization.

▪ National Science Teachers Association This website contains a good deal free content from the
preeminent association for science teachers.
 Note: deadline will be on last week of October
Prepared By: GILMA MARCOS