The Teacher School Curriculum

Republic of the Philippines
APAYAO STATE COLLEGE

San Isidro Sur, Luna, Apayao
Work Text
in
THE TEACHER AND THE SCHOOL CURRICULUM
(Prof Ed 14)
Prepared by:
ANNIE A. DAET
Associate Professor
“Raising ASC’s bar of performance from 2022 and beyond…”

Chapter I
Curriculum and the Teacher
Lesson 1
Curriculum in Schools
Learning Objective
a) Identify the different curricula that exist in the schools
READINGS
Etymology of Curriculum
• Curriculum comes from the Latin word “currere”, which mean “to run.”
• Curriculum can be associated with the idea of students running in a
race course.
• In New Latin, curriculum means “a course of study”
• Common Definitions of Curriculum

Curriculum as:
• A list of subjects to be learned in school
• Learning experiences (curricular, co-curricular and extra-curricular
encountered by students in school.
• A list of competencies or intended learning outcomes students need
to attain.
• A document that specifies planned learning experiences for learners
to acquire in a specific discipline.
• A discipline with principles, theories and practices aligned to the
learner’s chosen academic discipline.
• A series of topics or subject matter under each subject area.
Types of Curricula in Schools:
Recommended curriculum.
• For Basic Education- (DepEd)
• For Higher Education- (CHED)
• For Vocational Education (TESDA)
• Other professional organizations or international bodies
Recommendations come in the form of memoranda or policies, standards

and guidelines.
EXAMPLE: Project Philippines Catholic School Standards (PCSS), as

adopted by the Catholic Education Association of the Philippines (CEAP),
which describes the suggested policies, programs, and benchmarks for the
catholic schools in the country.

Written Curriculum
• Documents based on the recommended curriculum
• They come from of course of study, syllabi, modules, teachers’ lesson plan
books or instructional guides among others.
• Most recent written curriculum is the K to 12 for the Philippine Basic
Education
EXAMPLE: Supervisor Fanny promptly collects and files weekly

Mathematics lesson plan submissions of the teachers of the department.
Taught Curriculum
• The teacher and the learners will put life to the written curriculum.
• The taught curriculum will depend largely on the teaching style of the
teacher and the learning style of the learners.
EXAMPLE: While teaching nouns, Teacher Lunox mentions in passing to

her class that it is polite to call people by their given names. In this case,
nouns and social courtesy are part of her taught curriculum even though
teaching values was not originally part of the official and recommended
curricula.
Support Curriculum
• Support materials that the teacher needs to make learning and teaching
meaningful
• These includes print materials like books, charts, posters, worksheet, or
non-print materials like Power Point presentation, movies, models, slides,
realias, mock-ups and other electronic illutrations.
• These also includes facilities where learning occurs outside or inside the
four-walled building.
EXAMPLE: Teacher Liala uses Microsoft Excel and SPSS when teaching
his economics class. These spreadsheet software help him and his
students organize, tabulate, analyze and visually represent numerical
data.
Assessed Curriculum
• Taught and supported curricula have to be evaluated to find out if the
teacher has succeeded or not in facilitating learning.
• If the process is to find the progress of learning, then the assesses
curriculum is for learning.
• If it is to find out how much has been learned or mastered, then is
assessment of learning
EXAMPLE: After discussing the different effects of Earthquakes in the

environment and in the Earth’s surface, teacher Ana gave exercises
to her students to identify whether she can proceed to her next topic or
not.

Learned Curriculum
• How do we know if the student has learned?
• For example, from a non-reader to a reader or from not knowing or from
being disobedient to being obedient.
• Learned curriculum demonstrate higher order and critical thinking and
lifelong skills.
EXAMPLE: While attending calligraphy class, Mia learns proper hand

postures and writing strokes.
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.
EXAMPLE: Due to numerous extra-curricular programs participated in by

student leader Gusion, he developed outstanding leadership, self-
regulation, and time management skills.
ACTIVITY 1
I. Multiple Choices: Write your best answers on the given space below. (All
answers should be in lowercase)
______________1. This refers to all learning experiences within the context of

education.
a. Lesson plan b. Teaching manual c. Curriculum d. Learning
outcomes
______________2. It is what actually delivered by the teacher, may include

content and topics that are outside the scope of the curriculum but are part of
the taught curriculum of teacher.
a. Recommended Curriculum b. Taught Curriculum
c. Learned Curriculum d. Official Curriculum
______________3. It is what actually understood, learned and otherwise

“absorbed” by the student.
______________4. It is suggested and advocated for by curriculum experts

and/or professional organizations.
a. Hidden Curriculum b. Taught Curriculum
c. Learned Curriculum d. Recommended Curriculum
______________5. This documents come from school, district and/or division.

a. Hidden Curriculum b. Written Curriculum
c. Support Curriculum d. Recommended Curriculum
______________6. The following are intentional types of curriculum, EXCEPT:

a. Hidden Curriclum c. Supported Curriculum
b. Recommended Curriculum d. Taught Curriculum
______________7. Which curriculum type appears in schools, districts and

country documents to be enacted and implemented?
a. Hidden Curriclum c. Learned Curriculum
b. Written Curriculum d. Taught Curriculum
______________8. With the topic on basic footsteps in social dance, the PE

teacher decided to conduct a mini-classroom dancing competition. Students
were asked to create an original dance routine. This type of curriculum
implemented in the classroom is known as:
a. Hidden Curriculum b. Taught Curriculum
c. Learned Curriculum d. Recommended Curriculum
______________9. PAFTE proposed new curriculum for teachers’ education to

make graduates globally competitive, what type of curriculum is this?
______________10. What agency formulated the standards of the various

learning areas in the Senior High School?
a. PRC b. CHED c. TESDA d. DEPED
ACTIVITY 2
II. Direction: Identify if the statement is TRUE or FALSE. Write “true” if the
statement is correct, write “false” if the statement is incorrect
______________1. It is reality that there exist more than one curricula in the
teacher’s classroom.
______________2. A teacher can say with confidence that learning has

occurred, if the curriculum has been assessed.
______________3. Some curricula in the classrooms/ schools are unwritten.
______________4. To establish national standards, teachers should be guided
by recommended curriculum in basic and higher education
______________5. Teachers should expect that school curricula are dynamic
and changing.
______________6. Textbooks and modules are written curricula that represent
the recommended curricula
______________7. In the heart of all the types of curricula, the teacher has a
major role.

______________8. Only the department of education can recommend a
curriculum
______________9. Learned curriculum demonstrate higher order and critical
thinking and lifelong skills.
_____________10. Extra-curricular programs are example of support
curriculum

Chapter II
Curriculum and the Teacher
Lesson 2
The Teacher as Curricularist
Learning Objective
a) Identify the different role of a teacher
READINGS
Teacher as Curricularist
Curricularist is an educational professional who is a specialist of the

curriculum.
The teachers do a series of interrelated actions about curriculum,
instruction, assessment, evaluation, teaching and learning. A teacher’s
role is broader and inclusive of other functions and so teacher is a
curricularist.
The following are the different functions of the teacher as a curricularist:
• Knows the curriculum (KNOWER). As a teacher, one has to master

what are included in the curriculum. It is acquiring academic knowledge
both formal (disciplines, logic) or informal (derived from experiences,
vicarious, and unintended) Learning begins with knowing. The teacher as
a learner starts with knowing about the curriculum, the subject matter or
the content. It is mastery of the subject matter.
• Writes the curriculum (WRITER). A classroom teacher takes record of
knowledge concepts, subject matter or content. Teacher writes books,
modules, laboratory manuals, instructional guides, and reference
materials in paper or electronic media.
• Plans the curriculum (PLANNER). It is the role of a teacher to make a
yearly, monthly or daily plan of the curriculum. The teacher takes into
consideration the learners, support materials, time, content, desired
outcomes, context of the learners among others in planning the
curriculum. A good curriculum has to be planned.
• Initiates the curriculum (INITIATOR). In cases where curriculum is
recommended to the schools from DepEd, CHED, TESDA, UNESCO,
UNICEF or other educational agencies for improvement of quality
education, the teacher is obliged to implement it. There will be many
constraints and difficulties in doing things first or leading, however, a
transformative teacher will never hesitate to try something novel and
relevant.

• Innovates the curriculum (INNOVATOR). Creativity and innovation are
hallmarks of an excellent teacher. A curriculum is always dynamic, hence
it keeps on changing. One cannot find a single eternal curriculum that
would perpetually fit.
• Implements the curriculum (IMPLEMENTER). Teachers implements the
curriculum and gives life to the curriculum plan. The teacher is at the height
of an engagement with the learners, with support materials in order to
achieve the desired outcome.
• Evaluates the curriculum (EVALUATOR). Help from a teacher is needed
to evaluate the curriculum. How can one determine if the desired learning
outcomes have been achieved? Is the curriculum working? Does it bring
the desired results? What do outcomes reveal? Are the learners
achieving? Are there some practices that should be modified?
I. Multiple Choice. Write your best answer on the given space below.
_______1. The teacher published the following researchers, books,

materials, manuals and other instructional aid:
a. Planner c. Innovator
b. Writer d. Evaluator
_______2. Teacher Pablo Pablito have been tasked to prepare the
curriculum for the year. He writes daily guide in implementing the curriculum.
In this situation he is a/an:
a. Planner c. Innovator
_______3. The professional role of the teacher has changed from the “sage
on the stage” to “guide from the side”. This implies that:
a. Teachers must use their powers to impose roles
b. Teachers must project an “Almighty-Omniscient” Image
c. Teachers stress on their role as a source of knowledge
d. Teachers act more as facilitators of learning
_______4. Teacher Shetackless Wayne gives life to the curriculum. In this
situation he is a/an:
a. Implementer c. Initiator
_______5. Teacher Pascua assess whether the implementation of the
curriculum is according to what the institution intended to be. In this situation he
is a/an:

_______6. Teacher Trying Ronne makes adaptations in the curriculum
whenever he/she sees fit and appropriate. In this situation he is a/an:
b. Innovator d. Planner
_______7. Teacher Fraiky writes his daily lesson plan, this documents serve
as a guide in its implementation. In this situation he is a/an:
a. Knower c. Initiator
_______8. Teacher Maria implements the curriculum with full belief that the
curriculum will enhance learning. In this situation she is a/an:
_______9. Teacher Anton make used of different references in his lessons.
He makes sure that he is knowledgeable on his subject matter. In this
situation he is a/an/:
_______10. Teacher Ani gave exercises to her students after her discussion
to identify if her students really understood their lesson.

Chapter III
The Teacher as a Knower of Curriculum
Lesson 1
The School Curriculum
Learning Objective
a) Define curriculum from different perspective
READINGS
Point of view about the curriculum cab either be traditional or progressive

according to their philosophical and psychological orientations. These views
can also define what a curriculum is all about.
TRADITIONALIST PERSPECTIVE
For traditionalist, curriculum refers to:
• The “what” education
• A structured set of outcomes
• Listing of subjects to be learned
• The sequence of courses
• The educational rudiments made up of the philosophical, historical,
psychological and social foundation.
• The combination of domains of knowledge as well as research theories
and principles, learned up with broad issues and academics; and
• The written documents or plan of actions in accomplishing the goals
of education.
ROBERT MAYNARD HUTCHINS

• A perennialist educator, argued that it should be mandatory to
teach the classical courses (permanent subject), such as
logic, grammar, rhetoric and metaphysics as they make up an
unalterable body of knowledge that is true for anyone,
anywhere at any given time.
• The bulk of what should be learned in school is to be found in
the Great Books, a collection of books thought and
encapsulate the basis of western literature and thinking.
Hutchins and Mortimer Adler are among the notable academics
who contributed to the inclusion of the Great Books Program.
ARTHUR BESTOR
• An essentialist educator believed that the mission of a school
system should be on intellectual training. Hence, the
curriculum must focus on the fundamental intellectual disciples
of grammar, literature, and writing. It should also include
mathematics, sciences, history and foreign languages.
JOSEPH SCHAB
• He coined the term “discipline” and shares that discipline is
the sole source of curriculum. Curriculum is divided into chunks

of knowledge, called subject areas in basic education, such as
English, mathematics, science, social studies, etc. in college,
disciplines may include humanities, sciences, languages etc.
PROGRESSIVIST PERSPECTIVE
Progressivists school of thought consider curriculum in modern dimension is
something flexible based on the students areas of interest.
For progressivists, curriculum refers to any of the following:
• Total learning experience of the learner
• All learning which is planned and guided by the school and teachers.
JOHN DEWEY
• Regarded books as tools instead of authority. He argued that
learning should be student-centere, and curricula should foster
democracy, shared decision-making, collaborative planning
and client selected content in schools. Anchored on his theories
on experience and education, curriculum is defined as the sum
of all educative experience of tghe individual.
SMITH, STANLEY AND SHORE
• Viewed curriculum as a sequence of potential experiences set
up in schools for the purpose of disciplining children youth in
group ways of thinking and acting.
MARSH AND WILLIS
• Defined curriculum as the experiences in the classroom which
are planned and enacted by the teacher and also learned by
the students.
ACTIVITY I
I. Label the description/definition either Traditional or Progressive
1. Knowledge is absorbed through lectures, worksheets, and texts.

2. Instruction is related to central questions and inquiry, often
generated by the children.
3. Parents are the primary teachers, goal setters, and planners, and
serve as resources.
4. Decision-making is centrally based and administratively delivered.
5. Intelligence is a measure of linguistic and logical/mathematical
abilities.
6. School is a task to be endured.
7. School is a part of life.
8. Assessment is benchmarked, has many forms, and is progress-
oriented
9. Teachers are reluctant to teach beyond the written curriculum.

10. Teachers provide varied experiences for the children.

Chapter III
Lesson 2
Curriculum Development: Processes and Models
Learning Objective
a) Make a flow chart of the curriculum development process
READINGS
Curriculum Models
Curriculum development is a dynamic process involving many different people
and procedures. As a process, curriculum development may be explained in
multiple modes. Most common among these were proposed by notables: Tyler
and Taba.
A. Tyler’s Rationale Mode of Curriculum Development

Developed in 1949, tyler’s Rationale was anchored on more traditionalist
views of education. This model is largely linear and deductive;
educational experts and/or administrators have dominance in the
process of actually constructing the curriculum. They stipulate the
specifics, and the teachers implement. Thus, this approach to curriculum
development is also comparatively authoritarian.
Specifically, Tyler argued that these four principles/questions are
necessary to be addressed in developing a curriculum:
1. What are the educational purposes that the school must attain?
2. What educational experiences must be provided so as to attain
these purposes?
3. How can these experiences be organized?
4. How can the attainment of the purposes be determined?
B. Taba’s Grassroots Model of Curriculum Development

Conversely, Hilda Taba in 1962 refined the idea of developing a
curriculum in a more non-linear and inductive manner. Instead of
educational experts and administrators, teachers play the key role in the
process. Taba argued that since it is after all the teachers who
implement the curriculum and know the specific needs of the classroom,
it was fitting that they were the key contributors to the development
process (and thus the name “grassroots”). Because of this, Taba’s view
is more democratic than the traditionalists.

Specifically, Taba stipulated this Grassroots Approach in these seven
stages:
1. Identifying of the needs of the learner
2. Formulating of learning objectives
3. Selecting of learning content
4. Organizing of learning content
5. Selecting of learning experiences
6. Organizing of learning
7. Evaluating the elements of the development stages
C. Saylor, Alexander, and Lewis’ Mode of Curriculum Development

A curriculum model according to Saylor, Alexander, and Lewis is a plan
for providing sets of learning opportunities to achieve broad
educational goals and related specific objectives for an identifiable
population served by a single school center.
Therefore, a curriculum must have the following elements:

1. Goals, Objectives, and Domains
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
CURRICULUM PROCESS
Based on Tyler’s Rationale, Taba’s Grassroots, and other approaches, we can

see three general key stages in the process of developing a curriculum:
Palnning, Implemntation, and Evalution.
1. Planning Phase
• Identification of needs
• Identification of objectives
• Selection of assessment methods
• Selection and organization of learning experiences
• Selection and organization of learning resources
• Pilot testing
2. Implementation Phase
• Using selected methods and strategies
• Providing learning process
• Promoting learning experiences
• Monitoring of implementing procedures

3. Evaluation Phase
• Evaluating students, teachers, and learning materials
• Revisiting instructional objectives
• Suggesting revisions and modifications
Activity I
Complete the matrix of the Curriculum Development Process
according to Tyler. Write the steps and give examples for each step.
STEPS EXAMPLES
1.
2.
3.
4.

Chapter III
Lesson 3
Foundations of Curriculum
Learning Objective
a) Describe the different foundations of curriculum
READINGS
Curriculum development is anchored on a very solid foundation. What
philosophical, historical, psychological and sociological influences form
the current school curriculum?
A. Philosophical Foundations (Philosophies of Education)

1. Major Ideas of Philosophy and Curriculum
a. Philosophy is central to curriculum planning, development,
implementation, and evaluation
b. Philosophy is the beginning point in curriculum decision-making
c. Philosophy reflects one’s background and experiences
d. Philosophy, therefore, is defined as a general theory of education. It
is a way of thinking that gives meaning to our lives (Dewey)
2. Major Philosophies of education

a. Essentialism
Curriculum focused on assimilation of prescribed basic subject-
matter; 3Rs, history, science, math, language.
b. Existentialism
Curriculum stresses activity recognition of individual differences;
opportunities for making choices and awareness of consequences
c. Reconstructionism
Curriculum should include subjects that deal with social and cultural
crises to prepare students to become analyzers and ensure that
democratic principles are followed. Societal reforms are needed
towards experiencing the good life now and in the future.
d. Perennialism
Human beings are rational and their existence remain the same
through differing environments. Subject-matter consists of perennial
basic education of rational men; history, language, math, logic,
classical literature, science.

B. Psychological Foundations (Child Development and Learning)
1. Major Ideas of Psychology and Curriculum

Psychology is the scientific study of human behaviour. In education,
psychology must give insight to the following aspects that will affect
curriculum development in one way or another: child development,
learning, inquiry techniques, educational objectives, learning process,
teaching method, and evaluation procedures
2. Major Theories of Child Development, Learning, Motivation and
Metacognition
a. Behaviorism Theorists: Pavlov, Skinner, Thorndike
b. Social learning: Bandura
c. Cognitivism Theorists: Ausubel, Tolman, Kohler, Gestalt
d. Humanism Theorists: Anderson and Maslow
e. Constructivism Theorists: Bruner and Dewey
C. Sociological Foundations (Functions of School and Curriculum in
Social Context)
1. Major Ideas of Sociology and Curriculum

The school exists within the societal context. The school affects
society and vice versa. With this, the curriculum in school can be
based on the following concerns in a sociological perspective:
a. Aims of education in the country
b. Development of social feelings and qualities
c. Development of socially-efficient individual
d. Improvement of vocational efficiency
e. Transmission of social heritage
f. Diffusion of more and more knowledge
g. Development of constructive and creative outlook of the individual
h. Education for social service, social efficiency, emotional integration
and national consciousness.
2. Sociological Theories
a. Structural-Functionalist
b. Symbolic- Interactionist
D. Historical Foundations
The curriculum of the Philippines has always been anchored on social

and cultural developments throughout history. Largely, it has been
dependent on foreign influence, from the Spanish down to the American-
inspired curriculum we utilize to this day.
1. Historical Development of Curriculum

a. Pre-Spanish Curriculum
Aim: to learn basic skills like hunting, fishing and to teach
Filipinos how to interact
with foreign people
Content: Informal education was the way to learn which early
Filipino received as a
result of his interaction with other groups
Method of instruction: ideas and facts are required through
suggestions, observations,
examples and imitations
Other Features: Teachers were the babaylan and katalonan
(shamans, spiritual healers)
b. Spanish-Devised Curriculum
Aim: to teach the acceptance of Catholicism and acceptance
of Spanish Rule
Content: schools were ungraded and the curriculum consisted of
the 3Rs- Reading,
wRiting and Religion, with emphasis on the last as a tool
for perpetuating the colonial order
Method of instruction: method of instruction was predominantly
individual
Memorization
Other Features: Teachers were the friars
The Education Decree of 1863 established the first public
school system
c. American-Devised Curriculum
Aim: to train the Filipinos after the American culture and way of life
Content: curriculum was based on the ideals and traditions of
America
The curriculum for primary education consisted of:
Body training- singing, drawing, and physical education
Mental training- English (reading, writing, conversation,
phonetics and spelling),
nature study and arithmetic. In grade III, geography and
civic were added to the
list of the subjects
The curriculum for the intermediate level consisted of:
Arithmetic, Geography, Science, English

Method of instruction:English was the medium of instruction and
group method of
teaching was adopted
Other Features: American soldiers were the first teachers and
were later relieved by the Thomasites.
prohibition of compulsory religious instruction in public
schools
d. Japanese-Devised Curriculum
Aim: To develop a sense of Asian Pride
Content: diffusion of elementary education with the promotion of
vocational education
Method of instruction: including niponggo in the curriculum and
abolishing English as a medium of instruction
2. Previous Curricula in the Philippines
a. National Elementary School Curriculum (1984-2002)

This curriculum used the Philippine Elementary Learning
Competencies which is a set of competencies intended for
elementary learners.
b. New Secondary Education Curriculum (1991-2002)
This curriculum used the Philippine Secondary Learning
Competencies which is a set of competencies intended for
secondary learners.
c. Revised Basic Education Curriculum (2002-2012)
The curriculum puts emphasis on interactive and integrative
learning approaches which integrate competencies and values
within and across the learning areas.
A very notable feature of this curriculum is Makabayan, a
conglomeration of humanities subjects (Araling Panlipunan, TLE<
MAPEH, and EsP)
d. Secondary education curriculum- Understanding by Design
model (2010-2012)
The curriculum follows the understanding by design model, which is
an offshoot to Outcomes based education
The curriculum provides a personalized approach to curriculum
using special curricular programs such as Arts, Sports, and
Technical Vocational Education
The goal of the curriculum is on developing readiness for work and

lifelong learning
e. K to 12 Basic Education Curriculum (2012-present)

This curriculum takes into account the development of learners in
all aspects, so that graduates will be holistically-developed,
equipped with 21st century skills, and prepared for employment,
entrepreneurship, middle level skills development, and higher
education.
This curriculum is reflective, collaborative, constructivist, inquiry-
based, and inclusive
The goal of the curriculum is to produce functionally-literate and
holistically-developed Filipinos.

Chapter IV
The Teacher as a Curriculum Designer
Lesson 1
Fundamentals of Curriculum Designing
Learning Objectives
a) Identify the fundamentals of Curriculum Designing
b) Identify the elements/components of curriculum design
READINGS
Peter Oliva’s Ten Axioms for Curriculum Designers

Oliva and Gordon (2012) believe that curriculum change is a normal and
expected consequence of changes in the societal environment. It is the
responsibility, then, of the curriculum developers to seek ways of making
continuous improvement in the curriculum.
1. Change is both inevitable, necessary and desirable.
One of the characteristics of curriculum is its being dynamic.
Societal development and knowledge revolution come so fast that
the need to address the changing condition requires new
curriculum designs.
2. Curriculum reflects as a product of its time.
A relevant curriculum should respond to changes brought about by
current social forces, philosophical positions, psychological
principles, new knowledge and educational reforms. This is also
called timelines
3. Curriculum changes made earlier can exist concurrently with
newer curriculum changes.
A revision in a curriculum starts and ends slowly. More often,
curriculum is gradually phased in and phased out thus the change
that occurs can coexist and oftentimes overlaps for long periods of
time.
4. Curriculum change depends on people who will implement the
change.
Teachers who will implement the curriculum should be involved in
its development, hence should know how to design a curriculum.
This will ensure an effective and long lasting change.
5. Curriculum development is a cooperative group activity
Group decisions in some aspects of curriculum development are
suggested. Consultations with stakeholders when possible will add
to sense of ownership. Any significant change in the curriculum

should involve a broad range of stakeholders to gain their
understanding, support and input.
6. Curriculum development is a decision-making process made
from choices of alternatives
A curriculum developer or designer must decide what contents
what to teach, philosophy or point of view to support, how to
provide multicultural groups, what methods or strategies and what
type of evaluation to use.
7. Curriculum development is an ongoing process.
Continuous monitoring, examination, evaluation and improvement
of curricula are to be considered in the design of the curriculum.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a “piecemeal”.
A curriculum design should be based on a careful plan, intended
outcomes clearly established, support resources and needed time
available and teaching staff pedagogically equipped.
9. Curriculum development is more effective when it follows a
systematic process.
A curriculum design is composed of desired outcomes, subject
matter content complemented with references, set of procedures,
needed materials and resources and evaluation procedure which
can be placed in a matrix
10. Curriculum development starts where the curriculum is.
Curriculum planners and designers should begin with existing
curriculum. An existing design is a good start point for any teacher
who plans to enhance and enrich a curriculum.
Elements or Components of a Curriculum Design
Any good curriculum includes four key components: objectives (desired
outcomes of learning), learning experiences (interactions between and
among teachers and students where learning transpires), content, and
evaluation (judging the quality and effectiveness of the curriculum)
1.Objectives
The objectives are the reasons for the undertaking the learning lesson from
the student’s point of view. As a curriculum designer, the beginning of the
learning journey is the objectives to be achieved.
Objectives are detailed in individual subject lesson plans and are classified
under three domains: Cognitive, Affective, and Psychomotor

Taxonomy of Objectives in the Cognitive, Affective, and Psychomotor
Domains
Cognitive Domain
Created in 1956 by Benjamin Samuel Bloom, a Jewish prominent educator
who develop an instructional model called “ Bloom Taxonomy”.It involves the
development of our mental skills and the acquisition of knowledge.
BLOOM TAXONOMY
➢ is a theory of mastery level from abstract to concrete
➢ Is a classification of thinking organized in accordance with the interest of
the learners.
EVALUATION
Synthesis
Analysis
Application
Comprehension
Knowledge
1.KNOWLEDGE OR RECALL
➢ the ability to recall data and/or information.
Verbs : know, identify, relate list, define recall, memorize, repeat, record name,
recognize, acquire.
e. g :
➢ to recites the English alphabet
➢ to identify the capital of the Philippines
2.COMPREHENSION.
➢ the ability to understand the meaning of what is known and to grasp or
construct meaning from material
Verbs: restate, locate, report, recognize, explain, express, identify, discuss,
describe, discuss, illustrate, represent, differentiate, conclude
e. g :

➢ to interpret a table showing the population density of the world
3.APPLICATION
➢ The ability to utilize an abstraction or to use knowledge in a new
situation.
Verbs : apply, relate, develop, translate, use, operate, organize, employ,
interpret, demonstrate, illustrate, practice, calculate, shoe exhibit, dramatize
e. g :
➢ To predict the probable effect of climate change
4.ANALYSIS
➢ The ability to differentiate facts and opinions.
➢ To break down or distinguish the parts into its components so that its
organizational structure may be better understood.
Verbs : analyze, compare, probe, inquire, examine, differentiate, contrast,
investigate, classify, experiment, discover, inspect.
e. g :
To compare the different curriculum models
5.SYNTHESIS
➢ The ability to put parts together to form a coherent or unique new whole.
Verbs : compose, produce, design, assemble, create, prepare, predict,
formulate, combine, relate, develop, propose, construct, organize, arrange.
e. g :
➢ To produce an original piece of art
6.EVALUATION
➢ The ability to judge, check, and even critique the value of material for a
given purpose.
Verbs : compare, evaluate, conclude, measure, deduce, select, estimate,
validate, consider, appraise, value.
e. g:
➢ To recognize fallacies in an argument
Lorin Anderson (1995)
 A former of Benjamin Bloom, led another team psychologists in revising

the original Bloom’s Taxonomy to represent the 21st century.

 Changes occurred in terminology, structure, and emphasis.
2001
 The final revision of Bloom’s taxonomy was published.
Definition Verbs
REMEMBERING Define, duplicate, list, memorize, recall,

-Recognizing or recalling repeat, reproduce, state.
knowledge from memory.
UNDERSTANDING Classify, describe, discuss, explain,
-Contracting meaning identify, locate, recognize, report,
from different types of functions select, translate, paraphrase.
be they
Written or graphic messages or
activities.
APPLYING Choose, demonstrate, dramatize,
-Carrying out or using a employ, illustrate, interpret, operate,
procedure through executing, or schedule, sketch, solve, use, write.
implementing.
ANALYZING Appraise, compare, contrast, criticize,
-Breaking materials or differentiate, discriminate, distinguish,
concepts into pasts, determining examine, experiment, question, test.
hours the pasts relate to one
another.
EVALUATING Check, monitor, appraise, argue,
-Making judgment based defend, judge, select, support, value,
on criteria and standards through evaluate.
checking and critiquing.
CREATING Assemble, construct, create, design,
-Putting elements together develop, formulate, write.
to form coherent or functional
whole. This process is the most
difficult mental function in the
new taxonomy.

B. AFFECTIVE DOMAIN
➢ It involves our feelings, emotions and attitudes.
➢ This domain is characterized into 5 subdomains according to David
Krathwohl..
➢ The taxonomy is arranged from simpler feelings to those that are more
complex.
DAVID READING KRATHWOHL
 His taxonomy of affective domain is demonstrated by behaviors
indicating attitudes of awareness, interest, attention, and values of
concern, and responsibility, ability to listen and respond in
interactions with others, and ability to demonstrate those attitudinal
characteristics or values which are appropriate to the test situation
and the field of study.
1. RECEIVING PHENOMENA
Refers to the learner’s sensitivity of stimuli- awareness, willing to
receive, or selected attention.
Verbs : feel, sense, capture, experience, pursue, attend, perceive,
differentiates, accepts, listens (for), responds to.
Sample Objectives :
✓ listening attentively to a friend
✓ shows sensitivity to social problems.

2. RESPONDING TO PHENOMENA
Refers to the learner’s active attention to stimuli and his/her motivation to
learn –acquiescence, willing responses, or feelings of satisfaction.
Verbs : confirm, allow, cooperate, contribute, enjoy, satisfy, answers, assists,
complies, discusses, helps, performs, practices, presents, reads, reports,
writes.
Sample Objectives :
✓ Participating in a group discussion by asking questions
✓ Listening attentively during group presentation
✓ To complete homework
✓ To obey rules
✓ Participate in a class discussion
3. VALUING
Refers to the learner’s beliefs and attitudes of worth-acceptance,
preference, or commitment.
Verbs : believe, seek, justify, respect, search, persuade
Sample Objectives :
✓ An activist shares his ideas on the increase salary of laborers.
✓ To improve group skills
✓ To assume responsibility for the effective functioning of the group
✓ To appreciate the role of science in daily life, shows concern for other’s
welfare, demonstrates a problem solving approach.
4. ORGANIZING
Refers to the learner’s internalization of values and beliefs involving the
conceptualization of values, and the organization of a value system.
Verbs : examine, clarify, systematize, create, integrate
Sample Objectives :
✓ To recognize the need for balance between freedom and responsibility
(solving problems, accepting responsibility for own behavior).
✓ A teenager appends more time in her studies than with her boyfriend.
5. CHARACTERIZATION

Refers to the learner’s highest of internalization and relates to behavior
that reflects a generalized set of values, and a characterization or a
philosophy about life (behavior is more pervasive, consistent and
predictable).
Verbs : internalize, review, conclude, resolve, judge
Sample Objectives :
✓ A man marries a woman not for her looks but for what she is.
✓ To display self reliance in working independently, cooperates in group
activities and maintains a good habits.
✓ To use objective approach in solving problem.
C. PSYCHOMOTOR DOMAIN OR KINESTHETIC DOMAIN
➢ Is comprised of utilizing motor skill and coordinating them.
Anita Harlow’s Taxonomy Of The Psychomotor Domain
➢ It is organized according to the degree of coordination including
involuntary responses as well as learned capabilities.
➢ Simple reflexes begin at the lowest level of the taxonomy, while complex
neuromuscular coordinations make up the highest level.
LEVEL DESCRIPTION EXAMPLES

➢ Reflex These movements are Flexion, extension,
Movements involuntary being either stretch, postural
present at birth or adjustments
emerging through
maturation
➢ Basic Inherent movement Pushing, pulling,
Fundamental patterns which are manipulating, running,
Movement formed by combining walking
reflexes

e.g. to run a 100-yard
dash
➢ Perceptual Skills related to Coordinating
Activities kinesthetic (bodily movements such as
movements), visual, jumping rope, punting,
auditory, tactile (touch), or catching
or coordinated abilities
as they are related to the
ability to take form in
information from the
environment and react
➢ Physical Abilities Requiring endurance, All activities which
flexibility, strength, require Strenuous effort
vigor, and ability which for long periods of time
produces a sound, Muscular exertion
efficiently functioning A quick, wide range of
body motion at the hip joints
Quick, precise
movements
➢ Skilled Refers to skills and Skilled examples: all
Movements movements that must be skilled activities
learned for games, obvious in sports,
sports, dances, or arts recreation, and dance.
➢ Non-discursive Refer to expressive Body postures, gestures,
Communication movements through and facial expressions
posture, gestures, facial efficiently executed in
expressions, and/or skilled dance
creative movements like movement and
those in mime or ballet choreographics.
2. Content
Subject matter should be appropriate to the level of the lesson or unit.
An effective curriculum is progressive, leading students towards building
on previous lessons. Contents which are too basic or too advanced for
the development levels of learners make students either bored or baffled
and affect their motivation to learn.
Criteria of Selection of Content according to Bilbao

1. Significance
Content should contribute to the ideas, concepts, principles and
generalization that should attain the overall purpose of the
curriculum
2. Validity
Authenticity of the subject matter forms its validity. There is a need
for validity check and verification at a regular interval, because
content may not continue to be valid.

3. Utility
Usefulness of the content in the curriculum is relative to the
learners who are going to use this.
4. Learnability
The complexity of the content must be within the range of the
learners
5. Feasibility
Can the subject be learned within the time allowed, resources
available, expertise of the teachers and the nature of the learners?
6. Interest
If a lesson is meaningful, it will ignite interest. Good content make
sense to all students, including those who may not necessarily be
adept in certain subjects.
3. Learning Experiences
These are the activities where the learners derive experiences. The
teaching-learning methods should allow cooperation, competition as well
as individualism or independent learning among the students.
Cooperative learning activities allows students to work together.

Students are guided to learn on their own to find solutions to their
problems.
Independent learning allows learners to develop personal responsibility.
The degree of independence to learn how to learn is enhanced.
Competitive activities where students will test their competencies against

another in a healthy manner allow learners to perform to their maximum.
4. Evaluation
Learning occurs most effectively when students receive feedback. The
process by which this information is generated is assessment. It has
three main forms:
Self-assessment in which a student learns to monitor and evaluate their
own learning.
Peer assessment in which students provide feedback on each other’s
learning
Teacher assessment in which the teacher prepares and administers
tests and gives feedback on the student’s performance.

ACTIVITY I
A Detailed Lesson Plan in
Science 6
I. OBJECTIVES
A. Content Standard: Demonstrate understanding of the effects of
Earthquakes and Volcanic Eruptions
B. Performance Standard: Design an emergency preparedness plan and kit
C. Learning Competency: Describe the changes on Earth’s surface as a

result of Earthquakes and Volcanic Eruptions
S6ES-IVa-1
II. CONTENT: Changes on Earth’s surface as a result of Earthquakes and

Volcanic Eruptions
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Guide Pages
3. Textbook Pages: The New Science Links Work text in Science and
Technology pp. 397-400, 408-409
4. Additional Materials from Learning Resources
B. Other Learning Resources: PowerPoint Presentation, Video clip,
IV. PROCEDURES
Teacher’s Activity Learner’s Activity
A. Reviewing previous lesson or
presenting the new lesson
Good Morning Class! Good Morning Ma’am!

Isn’t it that we already discussed
about Earthquake and Volcanic Yes Ma’am.
Eruption
Okay let’s have a review before

we proceed to our next topic.
What is an Earthquake? Earthquake is the sudden

movement of the Earth’s surface.
When does volcanic eruption Volcanic Eruption begins when
begin? pressure in the magma chamber
forces the magma to go up through
the conduit and out of the volcanic
vents and lava will then flow.

B. Establishing a purpose for the
lesson
In the past lessons we have,
we discussed about the effects
of Earthquake and Volcanic Yes ma’am.
Eruptions in the environment.
Isn’t it that they have Yes ma’am.

similarities in terms of their
effect in the Earth’s surface?
C. Presenting
Examples/Instances of new
lesson
Okay I have here pictures of the
effects of Earthquake and Volcanic
eruptions in the Earth’s surface. There is a ground rupture.
What do you observe? There are new landforms.
Can you determine the changes

happened in the Earth’s Surface?
D. Discussing new concepts and

practicing new skills #1
So can you describe the changes in
the Earth’s surface as a result of Earthquake and Volcanic Eruptions
Earthquake and Volcanic Eruptions cause major changes in the Earth’s
based from the pictures I posted? surface such that it shapes new
landforms use for farming and for
agricultural purposes and
Ground rupture.
Yes, though it destruct most of the

Earth’s surface such as the land and
water and all those species that lives
in that particular area at least it has
beneficial effects such as shaping of
new landforms for agricultural
purposes and creating new tourists
spots.
E. Discussing new concepts and

practicing new skills #2
Can you name some beneficial The Lava from the Volcanic
effects of Earthquake and volcanic Eruption can be used as fertilizer.
eruptions in the earth’s surface?

(Present pictures of beneficial
effects of Earthquake and volcanic
eruptions in the earth’s surface)
It will cause damages in most parts
What will happen to the earth’s of the area such that it will cause
surface or area which was affected destruction of land forms and
by an earthquake and volcanic ground rupture that will cause
eruption? destruction of agricultural products,
forests and the like.
F. Developing mastery (Leads to

Formative Assessment) Seat work.
Bring out ½ sheet of paper and
describe the changes on the
Earth’s surface as a result of
Earthquake and Volcanic
Eruption.(5 minutes)
Oral recitation.
G. Finding practical applications of
concepts
If you are given a chance to visit a
place where Earthquake or Volcanic
Eruptions currently happened, what
will you do and why? Be guided with
the changes on the Earth’s surface
as a result of Earthquake and
Volcanic Eruptions.
H. Making generalizations and

abstractions about the lesson
It shapes new landforms use for
Based from what you did, what are farming and for agricultural
the changes on Earth’s surface as purposes
result of Earthquake and Volcanic Ground rupture.
Eruptions?
Can you name one?
What else?
Seatwork.
I. Evaluating Learning
Does Earthquake and Volcanic
Eruption have significant contribution
to the changes happened on Earth’s
surface? Explain.

J. Additional activities for
application or remediation
Make a song of at least 2
stanzas giving emphasis on the
changes on the earth’s surface
as a result of Earthquake and
Volcanic Eruption.
ACTIVITY I
Using the given lesson plan, write a sample curriculum using the
elements/components of curriculum design.
Objective/s Content Learning Evaluation

Experiences

Chapter IV
The Teacher as a Curriculum Designer
Lesson 2
Approaches to Curriculum Designing
Learning Objective
a) Describe the characteristics of each curriculum design model
READINGS
Types of Curriculum Design Model
1.Subject-Centered Design
Its curriculum design has variations which are focused on the individual
subject, specific discipline and a combination of subjects or disciplines thus
interdisciplinary
a. Subject Design
This curriculum is based on learning specific subjects
thus learning is compartmentalized.
Example: Learning mathematics in Grade 7 K to 12
Curriculum
b. Discipline Design
The curriculum is based on mastering broader diciplines
rather than particular subjects. This curricular design is
often used in the teriary level
Example: mastering Algebra in the previous Curriculum
c. Correlation Design
The curriculum is based on the integrated learning of
various subjects to reduce fragmentation. Yet, the
subjects maintain their unique identity.
Example: teaching math and correlating it with EPP
d. Broad-field design
The curriculum integrates the contents related to each
other to prevent the compartmentalization of subjects. A
new subject is created then
Example. A school offering Science and Health as one
subject
2.Learner-Centered Design
The learner is the center of the educative process
a. Child-centered Design

The curriculum is based on the needs of the individual
learner.
Example: curriculum is planned from scratch based on
needs of learners, use of diagnostic exam to drive
curriculum development.
b. Experienced centred design
The curriculum is based on providing a set of palnned
learning experiences.
Example: changing the way a curriculum is implemented
thus chaning the experience of the learners.
c. Humanistic Design
The curriculum is based on the goal of self-actualization
of learning
Example: a subject centered curriculum is added other
humanistic lements (such as values formation, practical
skills) to enrich curriculum
3.Problem-Centered Design
This design draws on social problems, needs, intersts, and abilities of the
learners.
a. Life-situations design
The curriculum is based on learning to address
individual needs.
Example: problem-based Learning in Medicine and law
schools.
b. Core design
The curriculum is based on learning to address societal
needs.
Example: the entire subject is directed to be an answer
to societal needs such as Field Work/Practicum and
NSTP-CWTS.
I. IDENTIFICATION. Identify what curriculum design model is used in every

statement. Write LC for Learner-centered, SC for Subject-centered, and PC
Problem-centered.
1. Learning means accumulation of content, or knowledge.
2. Consider using differentiated instruction or teaching.\
3. The learners are prepared to assume their civic responsibilities through
direct participation in different activities.
4. The subject matter serves as means of identifying problems of living.

5. The curriculum leads the learners in the recognition of concerns and
problems in seeking solutions
6. The emphasis is on bits and pieces of information which may be
detached from life.
7. The learners are capable of directing and guiding themselves in
resolving problems, thus developing every learner to be independent.
8. Teacher’s role is to dispense the content.
9. Provide a motivating supportive learning environment for all the learner.
10. Consider the uniqueness of every learner in a multicultural
classroom.
References:
Bilbao, Purita et.al. (2015) Curriculum Development for Teachers
Borabo, Milagros et.al. (2015) Field Study 4 Exploring the Curriculum
Corpuz, Brenda B. et.al. (2015) Principles of Teaching 1
Met Reviewer.LET Specialist
Balita, Carl E. (2010) Dr. Carl E Balita’s Ultimate Learning Guide

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Republic of the Philippines

APAYAO STATE COLLEGE

“Raising ASC’s bar of performance from 2022 and beyond…”

• Common Definitions of Curriculum

Types of Curricula in Schools:

Recommendations come in the form of memoranda or policies, standards

EXAMPLE: Project Philippines Catholic School Standards (PCSS), as

“Raising ASC’s bar of performance from 2022 and beyond…”

EXAMPLE: Supervisor Fanny promptly collects and files weekly

EXAMPLE: While teaching nouns, Teacher Lunox mentions in passing to

EXAMPLE: After discussing the different effects of Earthquakes in the

“Raising ASC’s bar of performance from 2022 and beyond…”

EXAMPLE: While attending calligraphy class, Mia learns proper hand

EXAMPLE: Due to numerous extra-curricular programs participated in by

______________1. This refers to all learning experiences within the context of

______________2. It is what actually delivered by the teacher, may include

c. Learned Curriculum d. Official Curriculum

______________3. It is what actually understood, learned and otherwise

______________4. It is suggested and advocated for by curriculum experts

______________5. This documents come from school, district and/or division.

“Raising ASC’s bar of performance from 2022 and beyond…”

______________6. The following are intentional types of curriculum, EXCEPT:

______________7. Which curriculum type appears in schools, districts and

______________8. With the topic on basic footsteps in social dance, the PE

______________9. PAFTE proposed new curriculum for teachers’ education to

______________10. What agency formulated the standards of the various

______________2. A teacher can say with confidence that learning has

“Raising ASC’s bar of performance from 2022 and beyond…”

“Raising ASC’s bar of performance from 2022 and beyond…”

Curricularist is an educational professional who is a specialist of the

The following are the different functions of the teacher as a curricularist:

• Knows the curriculum (KNOWER). As a teacher, one has to master

“Raising ASC’s bar of performance from 2022 and beyond…”

_______1. The teacher published the following researchers, books,

“Raising ASC’s bar of performance from 2022 and beyond…”

“Raising ASC’s bar of performance from 2022 and beyond…”

Point of view about the curriculum cab either be traditional or progressive

ROBERT MAYNARD HUTCHINS

“Raising ASC’s bar of performance from 2022 and beyond…”

I. Label the description/definition either Traditional or Progressive

1. Knowledge is absorbed through lectures, worksheets, and texts.

“Raising ASC’s bar of performance from 2022 and beyond…”

“Raising ASC’s bar of performance from 2022 and beyond…”

A. Tyler’s Rationale Mode of Curriculum Development

B. Taba’s Grassroots Model of Curriculum Development

“Raising ASC’s bar of performance from 2022 and beyond…”

C. Saylor, Alexander, and Lewis’ Mode of Curriculum Development

Therefore, a curriculum must have the following elements:

Based on Tyler’s Rationale, Taba’s Grassroots, and other approaches, we can

“Raising ASC’s bar of performance from 2022 and beyond…”

“Raising ASC’s bar of performance from 2022 and beyond…”

A. Philosophical Foundations (Philosophies of Education)

2. Major Philosophies of education

“Raising ASC’s bar of performance from 2022 and beyond…”

1. Major Ideas of Psychology and Curriculum

1. Major Ideas of Sociology and Curriculum

The curriculum of the Philippines has always been anchored on social

“Raising ASC’s bar of performance from 2022 and beyond…”

“Raising ASC’s bar of performance from 2022 and beyond…”

2. Previous Curricula in the Philippines

a. National Elementary School Curriculum (1984-2002)

The goal of the curriculum is on developing readiness for work and

“Raising ASC’s bar of performance from 2022 and beyond…”

“Raising ASC’s bar of performance from 2022 and beyond…”