Liceo de Cagayan University

RNP Boulevard, Kauswagan, 9000 Cagayan de Oro City

Granted: IQUAME Category A(t) and AUTONOMOUS Status by the Commission on
Higher Education (CHED)
Member: Philippine Association of Colleges and Universities-Commission on
Accreditation (PACU-COA)
SCHOOL OF TEACHER EDUCATION
Tel. No. (8822) 722244/(088)8584093 to 95 local 227
Granted: LEVEL 4 PACU-COA

EXPLORING THE CURRICULUM

A curriculum is the sum total of all the experiences that the students will undergo

while they are in school. It contains the objectives and competencies, subject matter,

and experiences provided by the teacher to the students as they go through the

educational process.

The Department of Education (DepEd) formulates its vision of the Filipino

learners. In line with this vision are the mission, goals, and objectives which are the

ultimate bases of the curriculum design.

VISION
The DepEd envisions every learner to be functionally literate, equipped with life skills, appreciative of the

arts and sports, and imbued with the desirable values of a person who is MAKABAYAN, MAKATAO,

MAKAKALIKASAN, AT MAKA-DIYOS.

MISSION
To provide quality basic education that is equitable accessible to all, and to lay the foundation for lifelong

learning and services for the common good.

 GOAL
GOAL
The Governance of Basic Education Act of 2001 provides the general goal of basic education:
The Governance of Basic Education Act of 2001 provides the general goal of basic education:

To develop the Filipino learners by providing them basic competencies in literacy and numeracy, critical
To develop the
thinking and learning skills, and desirable values to become caring, self-reliant, productive, socially aware,

patriotic, and responsible citizens.

Learning Domain 1 – THE INTENTION

Each school has a Vision, Mission, Goals, and Objectives for its students. It

stands on the conviction that every learner should attain functional literacy necessary to

adapt to the changing environment.

Objectives:

1. Distinguish curricular goals from objectives.

2. Communicate clear learning goals appropriate to the learners.

3. Establish a learning environment that responds to the needs of the society.

4. Demonstrate that differences among learners have to be addressed through

the curriculum.Your Tasks:

1. visit a school
2. secure a copy of the school’s vision and mission
3. analyze the vision and mission the school relative to the existing school’s curriculum
4. prepare an analysis report
ACTIVITY 1 : VISION, MISSION , GOALS, AND OBJECTIVES

Copy the vision, mission, goals, and objectives of your cooperating school.

VISION

MISSION
 GOALS

OBJECTIVES
QUESTIONS FOR REFLECTION

1. Does the school’s vision conform to the needs of the society? In what ways?

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2. Is the school’s mission geared towards the realization of the vision? How?

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3. Do the goals and objectives give careful attention to the total development of the
learners? Expound your answer.

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4. Does the school make widely known its vision, mission, goals, and objectives? How?

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5. Are the learners aware of the vision, mission, goals, and objectives of the school?
Justify your answer.

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6. Based on the school’s vision and mission, what are the learning goals appropriate to
the learners?

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What programs are planned and implemented to realize the vision, missions, and

goals?

VISION

MISSION

GOALS
ACTIVITY 2: LOCALIZATION OF THE CURRICULUM
Learners differ in many ways. They differ in cultural backgrounds, in their needs

and in intellectual abilities. They also differ in their ways of life. However, these

differences have to be addressed through the curriculum to maximize students’ learning

and development. Thus, localization and contextualization is one of the approaches

used in the Enhanced Basic Education Curriculum (K to 12).

Did the teacher indigenize/localize the curriculum? Find the answer by observing

her class. Place a check mark (/) the activities/practices done to make the curriculum

relevant and suitable to the demands and needs of the varied groups of learners.

Localization of the Curriculum Observed Not Observed

1. Cites examples from local culture when the topic
is related (local hero, event, and others)
2. Displays local artifacts or objects in the

classroom

3. Uses indigenous teaching aids and materials in

teaching the subject matter
4. Discusses local problems and issues in the
community to enrich the lesson
5. Introduces local songs and dances through co-
curricular activities.
6. Uses the dialect of the community for the
students to comprehend topics being discussed
7. Encourages the students to actively take part in
local celebrations
8. Incorporates community resources in teaching by
 inviting a resource person in the community and
visit to local spots
9. Includes in the lesson local legends and myths

10, Acknowledges significant contributions of local

residents

ACTIVITY 3: MY ANALYSIS REPORT

Compare the VMGO of DepEd and the VMGO of the school you visited. Write

your observations. Focus on the following: scope, competencies, and resources (human and

material)

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What part of the school’s vision relates to intentions of the curriculum?

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Describe what school activities promote the following interaction:

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B.Personal:____________________________________________________________________________

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ACTIVITY 4: THE CLASS PROGRAM

 Read the schedule of classes of the grade level you are observing. Record the

learning areas, their sequence and time allotment. Answer the following questions:

1. Are the subjects properly sequenced? Why? Why not?

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2. Is the time allotted for each subject in accordance with the Basic Education

Curriculum guidelines? Why? Why not?

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3. Do the learners have enough time to rest and prepare for the next subject? Justify

your answer.

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4. List down the other activities included in the class program.

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5. Are there teachers who are either overloaded or under loaded? What are other

activities/tasks performed by the teachers who are under loaded?

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5. What incentives (if any) are enjoyed by teachers who are over loaded?

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ACTIVITY 4: CLASS SIZE

There are other factors that contribute to the low performance of the students.

Some teachers say that the curriculum is to be blamed. Others believe it is lack of

teacher’s competence to teach the subject that affected the students’ performance,

while some people think it is because of the lack of a textbook and support from

parents that served as blocks to effective learning.

1. What is the class size of the class you observed? Record them as:

Male : _________________

Female : _________________

Total : _________________

2. How does this condition affect the students’ performance? Elaborate your answer.

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3. What measures were taken by the teacher to address the situation?

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4. How can you help improve student’s performance in big classes?

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PART 2: SCHOOL PRACTICES

Your Tasks:

1. Examine the calendar of activities of the school.

 2. Identify activities where the students, community, and stakeholders are involved.

3. Reflect on how the school activities help attain the objectives of the curriculum.

The school sees to it that the curriculum is alive. School activities are planned to

provide the students a rich of opportunities where they can acquire knowledge, develop

their skills and attain desirable values and attitudes not only in the confines of the four

corners of the classroom.

Not only are the school personnel involved in these activities. The people in the

community also collaborate with the school as they work together cooperatively in

producing self-reliant students and therefore become productive members of the

society.

ACTIVITY 1: CALENDAR OF ACTIVITIES

Observation Report

Name:______________________________________________________________________________

School observed:_____________________________________________________________________
 CALENDAR OF ACTIVITIES

DATE ACTIVITIES PARTICIPANTS

ANALYSIS

1. What school activities are the community members actively involved in?

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2. Why is the community cooperation and involvement necessary in undertaking the

school activities?

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REFLECTIONS

Discuss with your FS classmates your thoughts on cooperation and collaboration

among the school’s stakeholders. Share with them your thoughts on the significance of

the community’s involvement in some school activities.

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ACTIVITY 2: OTHER SCHOOL ACTIVITIES

Review the objectives of elementary education curriculum as well as the

objectives of secondary education curriculum.

Think of the possible activities that can be done to accomplish the objectives in

each program. Identify some co-curricular activities and extra-curricular activities to

incorporate in the programs.

 Extra-curricular activities are those that may not be related to any academic

subject but they are done to enrich the curriculum.

What co-curricular and extra-curricular activities are done in the school to attain

the objectives? List them down in the appropriate column.

CO-CURRICULAR ACTIVITIES EXTRA-CURRICULAR ACTIVITIES

How did the above activities help attain the objectives of the program?

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If you are a curriculum planner and developer, what other co-curricular activities would

you include in the program? Justify your answer.

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