TEACHER AND THE SCHOOL CURRICULUM

Table of Contents
Chapter 1: UNDERSTANDING CURRICULUM
Lesson 1 … VARIOUS DEFINITIONS OF CURRICULUM
Lesson 2 … CURRICULUM: NATURE, ITS DEVELOPMENT AND PURPOSE
Lesson 3 ... MAJOR FOUNDATIONS OF CURRICULUM
Chapter 2: CURRICULUM DESIGN

Lesson 1 …PRINCIPLES AND DIMENSIONS OF CURRICULUM DESIGN

Lesson 2 …TYPES OF CURRICULUM OPERATING IN SCHOOLS
Lesson 3 … ROLES OF STAKEHOLDERS IN THE DELIVERY OF CURRICULUM
Chapter 3: CURRICULUM INFLUENCES

Lesson 1… SCHOOL FACILITIES AND OTHER RESOURCES AS

IN FLUENCE IN CURRICULUM

Lesson 2… ALUMNI AS INFLUENCE IN CURRICULUM

Lesson 3 … STUDENT SERVICES AS INFLUENCE IN CURRICULUM

Chapter 4: TEACHERS AS CURRICULLUM LEADERS

Lesson 1 … CHARACTERISTICS OF A 21ST CENTURY TEACHER AS CURRICULUM
LEADERS

Lesson 2… KEY ROLES OF TEACHERS AS LEADERS IN CURRICULUM PROCESS

Lesson 3…TEACHERS AS CURRICULUM LEADERS IN INSTRUCTIONAL PLANNING
PROCESS

Lesson 4… TEACHERS AS CURRICULUM LEADERS IN EVALUATING

INSTRUCTION

Lesson 5… TEACHERS AS CURRICULUM LEADERS OF 21ST CENTURY

TEACHING AND LEARNING

Lesson 6… TEACHERS AS CURRICULUM LEADERS IN THE K-12 EDUCATION REFORM

Chapter 5: CURRICULUM IMPLEMENTATION

Lesson 1 … TEACHERS AS CURRICULUM LEADERS IN THE K-12 EDUCATION

REFORM

Lesson 2 … PLANNING, IMPLEMENTING AND EVALUATING THE CURRICULUM

Lesson 3 … COMPONENTS OF CURRICULUM

Lesson 4… FACTORS CONSIDERED IN IMPLEMENTING THE CURRICULUM AND

THE LEVELS OF CURRICULUM IMPLEMENTATION

Chapter 6 : ASSESSING THE CURRICULUM

Lesson 1 … CHARACTERISTICS OF A GOOD CURRICULUM

Lesson 2 … CRITERIA FOR CURRICULUM ASSESSMNT

Lesson 3 … TOOLS FOR CURRICULUM ASSESSMENT

Lesson 4 … INTENDED, IMPLEMENTED AND ACHIEVED CURRICULUM

E

Chapter 7: CURRICULUM DEVELOPMENT REFORMS AND INNOVATIONS

Lesson 1 … OUTCOMES- BASED EDUCATION

Lesson 2 … THE ENHANCED BASIC EDUCATION ACT OF 2013

(K TO 12)

Lesson 3… OTHER CURRICULUM REFORMS AND INNOVATIONS

CHAPTER 1:

LESSON 1 – VARIOUS DEFINITIONS OF CURRICULUM

1. How do you view your school curriculum?

Because of the epidemic, all students are studying through modules and online learning, with
teachers sending their lessons through an app that they utilize. In such case, students will download and
study the materials that their professors have made available. Teachers and students meet using Google
meet or zoom meeting in one hour and also meet once a week, but some are asynchronous and simply
publish their lesson and any exercises that require a response. The school's activities are conducted
entirely online. Social media is used to share information about a school's programs and activities.
Because attendance is important, students should engage in school activities through viewing the school
live or doing other things.

2. Try to study and analyze the pictures below and write your personal definition of
curriculum.

a. Curriculum refers to everything we do and have in school,

including a set of learning objectives or plans to complete by
the end of the term. It can also refer to a student's knowledge
gained via active participation in class to promote successful
learning.

b. Curriculum guides teachers to become creative in using

different instructional materials to measure student ability,
knowledge, understanding and creating their own unique
strategies to learn. It also includes a breakdown of the lessons
or types of lessons the instructor will use to help students
achieve mastery of said skills. On the other hand it helps
students to express their emotion and thoughts
 LESSON 2 – CURRICULUM: NATURE, ITS DEVELOPMENT AND PURPOSE

ASSESS

Answer the following question

1. Can a School exist without a curriculum? Defend your answer.

No,, while it is possible to teach without a curriculum, it is not possible to manage a school without
one. How would you plan your assessment if there was no curriculum or objectives? Will this
evaluation be accurate and fair? This is the closest I can get to "without a curriculum." Nothing of
utility. You may interpret curricula differently than I do. Curriculum does not have to be a state-
mandated list of everything we should teach. It could just be an agreed-upon list of key points that
every student should be aware of. A home school family may never establish their own curriculum,
but if they are concerned about their child's well-being and teaching them what they need to know,
that youngster will be fine if he or she has completed all of the required core subjects and has
developed critical thinking skills. However, this will be due to the fact that their "plan" was really an
informal curriculum.

2. How important is the curriculum for school managers, teachers, and students?

a. School Managers, The school system is based on a curriculum, and it can never function without
recognizing the value of curriculum. A school cannot function properly without a well-designed
curriculum. Because there would be no clear understanding of what students studying at the school
would be taught. Whatever the purpose of teaching a topic is, the administration must have a clear
vision of what they want the pupils to be capable of by the time they graduate from that institution. On
the other side, if the curriculum is too tough for the majority of students. The administration must then
rewrite the syllabus to make it less tough.

b. Teachers, The curriculum of a school informs teachers on the skills that must be taught at each
grade level in order to prepare pupils for postsecondary education or employment. Understanding the
big picture aids teachers in aligning their own learning objectives with the school's curriculum.
Without a curriculum, teachers would have no way of knowing if pupils are laying a good basis for
future learning.

c. Students, A curriculum are a list of courses and tasks that students must complete in order to master
a subject and achieve a diploma or degree. If students understand why specific courses are taught, they
may be more motivated to learn.
 LESSON 3 – MAJOR FOUNDATIONS OF CURRICULUM

ASSESS

Answer the following question

1. Identify which among the foundations of curriculum have influenced what you
have learned in school as a college student?
 Psychological Foundations of Curriculum
2. How will the thinking of Howard Gardner influence your teaching practice in the
future?
 For me Psychological foundation of curriculum have influenced me as a
college student where in learning and teaching process is the most
significant and the main goal of the study. It’s important that learning can
be a way that student can easy to think what will be their plan in the
future. Curriculum for a student is very important for them to learn in a
different way, knowing the important of curriculum is very important for
us to establish our learning.
3. Do you agree with John Dewey’s principle? Defend your answer.
 Yes, Dewey state that one's ability to learn is influenced by one's past,
present, and future experiences. 'Education is a social process,' he once
said. Education is a means of progress. Education is not merely a means of
preparing for life; it is life itself.' that one's current experiences are a direct
outcome of how one's past experiences interact with and influence one's
current position
 CHAPTER 2: CURRICULUM DESIGN
ASSESS
LESSON 1 – PRINCIPLES AND DIMENSIONS OF CURRICULUM DESIGN
1. How would you know that there is an impact of curriculum design in teaching and learning? Will the
varied designs make a difference in the way you teach or the way you learn? Defend your answer.
2. Assume that you are a curriculum maker. What are the things you need to consider in designing your
curriculum?
Designing a curriculum isn’t easy. It is a complicated process that needs to be carefully
thought through and involves much strategic decision making.
Discuss and define your curriculum principles, vision and intentions with all stakeholders.
Consider what your pupils will experience as they move through school and map these out for
each year group. Link your entitlement to your curriculum principles, where possible.
You should underpin each subject scheme with a sequenced skills and
knowledge framework. You can do this by breaking the national curriculum programmes
of study into progressive steps that provide subject endpoints. The aim is to help children
build a deep body of knowledge that enables them to perform increasingly complex skills.
Make the planning process easy so that teachers can create, adapt, and share plans with
others. Ideally, ensure that you have integrated, quick assessment for learning methods in
place to support teachers as they deliver the curriculum.
Create or source high-quality resources to support your lessons, rather than the other way
around. Keep a school wide overview of resources to avoid unnecessary repetition and
ensure that content builds in complexity.
Decide what works well and where there is room for improvement. Check that monitoring subject
coverage and progression and assessment for learning are live, integral parts of your
curriculum.
3. Make a realization on the impact of the different dimensions of curriculum design to its
implementation. Complete the table below.
Continuity Continuity is the repetition of important concepts within the curriculum vertically or over
time. This ensures that the students develop mastery of the important concept or idea. A
teacher shares an idea one way. In the future, they will return to the idea and add another
layer of complexity to it. This process is repeated over and over again until the entire
concept is explained to the students.
Integration Allow students to have a deeper understanding of the course subject matter and how to
apply the material that they have learned in the classroom to a real-world situation. This
ultimately helps prepare them for their future studies, career, and life in general.
Articulation Within the curricular core areas, development of learning objectives from grade level to
grade level, from course to course.

Balance It is designed so that the curriculum structure is specific enough to ensure similar
implementation by district teachers while being general enough so that teachers have the
freedom to use the curriculum to meet the needs of their classes.
Sequence This includes plans and materials for learning experiences to support and extend
children's learning at various levels of development. A sequence of learning experiences
that progress from simple to more complex, with the goal of supporting children as they
move through the developmental progressions.
Scope To be effective, curricula must be comprehensive in scope and provide learning
experiences specifically designed to support children at various levels of development. It
helps staff look ahead to see where their development is going, and intentionally scaffold
their learning.
 CHAPTER 2 LESSON 2 – TYPES OF CURRICULUM OPERATING IN SCHOOLS

ASSESS

1. Why is it necessary for teachers to learn about school curriculum and how each type is utilized
inside the classroom?
 Yes, it is critical for teachers to grasp and comprehend the school's curriculum. Every instructor
has a unique set of skills and experiences. A school curriculum will always assist the instructor in
better adjusting to their surroundings. A teacher must recognize that curriculum is material, but it
comes alive for pupils when it is contextualized. Teachers' job in the curriculum is to assist
students in developing a positive relationship with the subject and the overall learning process.
Active learning will improve curriculum concentration and retention, resulting in a more
engaging learning environment. Teachers must build lessons that include simulations,
experiments, case studies and activities to deliver curriculum
2. Explain how each curriculum is applied inside the classroom.

 Curriculum serves as a teacher's guidance in dealing with a variety of students, and without it, a
teacher's purpose is not measurable. My reaction is that I will comprehend and analyze the
modifications that have been made. As a prospective teacher, it is my responsibility to manage
my pupils in a creative manner. Even if everything changes, no one can replace a teacher because
a teacher is ALWAYS a teacher.

LESSON 3 – ROLES OF STAKEHOLDERS IN THE DELIVERY OF CURRICULUM

ASESS

1. In your own opinion, why are the stakeholders very important in implementing
curriculum?
 Stakeholders are individuals or institutions that are interested in the school
curriculum. Their interests vary in degree and complexity. They get involved in
many ways in the implementation, because the curriculum affects them directly or
indirectly. These stakeholders shape the school curriculum implementation.
2. How way can the positive involvement of stakeholders in curriculum implementation
become successful in terms of curriculum change and development?
 Different stakeholders, whether they are faculty, community members, or family,
can significantly improve children's educational environments if they collaborate
and share their ideas, goals, and plans.
 CHAPTER 3: CURRICULUM INFLUENCES

LESSON 1- SCHOOL FACILITIES AND OTHER RESOURCES AS INFLUENCE IN CURRICULUM

ASSESS

How does a school facility impact in the following areas?

a) Student achievement; There have many factors which can influence

students’ achievement such as behaviour, attitudes, attendance,
environment, convenience, physical facilities and others. Physical facilities
are one of the factors which can encourage high academic achievement in
school. The factors that can improve school facilities on students’
achievement are age of building, facilities condition, thermal factor,
lighting, noise, interior color, school size and class size.
b) Student attendance; Students tend to have interest in learning, this will
invariably lead to high performance.
c) Student behavior; thoughtfully designed facilities are proven to positively
impact academic performance, at the same time impact behaviour of
students. When students are engaged in their education, they are more likely
to remain focused and act out less in class. Purposefully built facilities will
remove any barriers that could prevent your child from reaching their
academic goals.
d) Student completion rate; The findings of the study indicate that students for
adequate physical facilities which in good condition may influence students
to perform well in learning process and examination. School facilities may
improve students’ academic achievement.
e) teacher turnover rate; This revolving door of teachers is not just
inconvenient for schools- Teacher turnover harms student achievement
discourages educators, and is expensive for districts.
 LESSON 2- ALUMNI AS INFLUENCE IN CURRICULUM

ASSESS

State the importance of alumni as an important stakeholder of the school.

What are the areas in which the alumni association are interested in?
How can alumni network help in improving the curriculum?

The importance of alumni as an important stakeholder of the school

 Alumni are the brand-ambassadors of the institutions they graduated from. We

have seen many institutions declaring the list of their notable alumni as a way
of connecting their successes with the college has provided them. However, in
this era of social networking, the connect with their past students doesn’t stop
with this.

What are the areas in which the alumni association are interested in?
 The alumni association are interested in the following;
 FUND-RAISING
 PLACEMENTS
 MENTORSHIP and SCHOLARSHIPS
 CAREER and GUIDANCE
 NETWORKING PLATTFORM

How can alumni network help in improving the curriculum?

 The alumni are considered as one of the external influences on curriculum
development. The alumni are very helpful in terms of donating money to
support programs for students, faculty scholarships, professorial chairs,
facilities, and a financing student’s activity. The alumni are the living
testimony of the curriculum of the quality of education offered by particular
school.
 LESSON 3- STUDENT SERVICES AS INFLUENCE IN CURRICULUM

ASSESS

1. How do you define student affairs services?

 Participates in the formulation and effective implementation of policies,

plans, programs, activities and other matters concerning student discipline,
welfare and development;
 Supervises the delivery of guidance & health services and the administration
of student publication, organization and leadership programs;
 Helps promotes the emotional, social, moral, spiritual and physical well-
being of students

2. Describe student welfare programs and services.

 Student Welfare Services pertain to t the provision of basic services and

programs that guarantee relevant, efficient, and effective support and
assistance for the well-being of all students.

3. Describe student development programs and services.

 refers to the services and programs designed for the exploration,

enhancement, and development of the student's full potential for
personal development, leadership, and social responsibility

4. What are the functions of the different student welfare and development
programs and services that must be offered in school?
A. Students Welfare Services and Programs
1. Information and Orientation
2. Scholarship and Financial Assistance
3. Health Services
4. Guidance and Counselling Services
5. Food Services

B. Student Development Services and Programs

1. Students
2. Student Government
3. Leadership-Training Programs
4. Student Publication
5. Sports Development Program

C. Institutional Programs and Services

1. Ancillary Services
a) Student Insurance
b) Student Identification Card
c) Postal/Mail Services
 CHAPTER 4: TEACHERS AS CURRICULLUM LEADERS

LESSON 1- CHARACTERISTICS OF A 21ST CENTURY TEACHER AS CURRICULUM

LEADERS

ASSESS

Instructions: Accomplish the following tasks. If you have connectivity, submit your outputs
via class GC, If you do not have, write in your activity notebook.
1. Create a meaningful WORDPOEM using the word TEACHER –LEADER as your subject.

Teaching with love and passion

Erasing the negativity and multiplying the positive vibes

Allowing me to show my creativity and explore the outside world

Caring for me if I have difficulties as if I were your own child

Hold my hand escaping my failure and lead to success

Educating me in gaining new knowledge in exciting way

Realizing that every students need amazing teacher like you

Leads with confidence and integrity

Encourages other to help achieve their goals

Analyzes situations and gives advice

Desires to be a role model for others

Earns the right to be the leader

Remains true to one’s beliefs

2. Create your original Pick up or Hugot line dedicated to Teachers. You may write in English or
Filipino.

PICKUP / HUGOT
LINE
 Sana Lesson Plan nalang ako para ako laging mung intindihin
 Maam para kang bituin sa langit nagbibgay ng kinang sa madilin kung karansan
 Maan Ink kaba ang ballapen di ka kasi ma erase saisipan ko
 LESSON 2- KEY ROLES OF TEACHERS AS LEADERS IN CURRICULUM PROCESS

ASSESS
Instructions: Accomplish the following
tasks.

1. Complete the statement by coming up with a one-meaningful

paragraph answer.

 Curriculum Leadership is set of important roles and activities

that each teacher does in relation to curriculum planning,
curriculum design, curriculum implementation, and
curriculum evaluation.

2. The important reasons why the school needs Curriculum teacher-

leaders include the following:

 Curriculum leaders assist educators in improving their

instructional methods and ensuring that student success
increases as a consequence of thoughtful, supportive
pedagogy, coursework, and instructional materials selections.
 Teachers, as curriculum leaders, share the country's
educational vision and goal. They are stewards of
educational principles and shapers of a positive educational
environment. They create dreams of a better society and
utilize education to help them realize those visions.
 Curriculum leaders are professionals that collaborate with a
variety of social agencies and stakeholders to improve
educational quality via the effective implementation of
curriculum, curriculum reforms, and curriculum policies.
Teachers, as curriculum leaders, guarantee that every
learner's rights are safeguarded in the classroom.
 LESSON 3- TEACHERS AS CURRICULUM LEADERS IN
INSTRUCTIONAL PLANNING PROCESS

ASSESS
Create
S a sample lesson plan for any subject you choose incorporating the instructional procedures
suggested by Reiser and Dick’s Model.

Lesson Plan Grade 7 Mathematics

Topic : Number and Number Sense

Date : December January 07, 2022

I. Instructional goal

a) For student
Student should be able to solve the sets and the real number system

b) For teacher
Teacher should be able to construct challenging situations involving sets and real
number.

II. Learning objectives

a) Describe well-defined sets, subsets, universal set, null sets and cardinality of sets.
b) Illustrates the union and intersection of set and differences of two sets.
c) Perform fundamental operations on integers
d) Solves problems involving sets.

III. Activities

a) Make a two group of ten solve the problem involving sets.

b) Math Bingo
c) Puzzle
d) 4 pics 1 word about sets

IV. Instructional media

a) Board and chalks
b) Laptop
c) Google meet or zoom

V. Assessment Tools
a) Short quizzes
b) Assignment
c) Google forms
d) Assessment Test
e) Oral presentation

VI. Implement Instructions

a) I will use visuals aid and images introducing my topic
b) Ask students to explain their new ideas about Number and Number Senses
c) Allow student to have active cooperation in class

VII. Revise Instruction

a) Print out a clean copy
b) Write an observation daily
LESSON 4- TEACHERS AS CURRICULUM LEADERS IN EVALUATING INSTRUCTIONS

ASSESS
Instructions: Fill in the matrix with 5 words/ideas each that you could associate
with the given terms.

Planning for Determine Develop Collect data Analyze data Report findings
Evaluation Instructional Instructional
Evaluation Evaluation
Design Design
Performed Types of Class Focus group Measure Discussion
Assessment information observation discussion
needed for the guide
evaluation

Instructional Sources of Checklists Interview Collect data Effective

strategies information with the presentation of
students and concepts
teachers
Auditing Methods for Questionnaires Actual class Interpret Data analysis and
Control collecting the observation result interpretation
examination needed
information

Relationship Methods for Survey forms Examining Application Active

management analyzing the the example participation of
data gathered of students’ students in
outputs performing
learning tasks

Goals and Timeline for Interview Examining Visualize and Active

Objective conducting Guide assessment share findings participation of
evaluation tools used in students in
the classes performing
learning tasks
 LESSON 5- TEACHERS AS CURRICULUM LEADERS OF 21ST CENTURY TEACHING
AND LEARNING

ASSESS

Instructions:
Choose one teacher- leader in your school which you admire the most. You may make use of pen name
or pseudonym to hide the real identify of that teacher. Using, a web chart or an illustration, list down the
important traits that embody your best teacher –leader in school

ALWAYS
WILLING
TO LISTEN MOTIVATE
STUDENT

ADAPTABILITY
MYL
KNOW HOW
TO MANAGE
TIME

RESPECT
STUDENT
DIFFERENCES
 LESSON 6- TEACHERS AS CURRICULUM LEADERS IN THE K-12
EDUCATION REFORM

ASSESS

Instructions. Accomplish the following tasks.

1. Enumerate five specific challenges that K-12 teachers are currently facing in schools.
Give doable recommendations to minimize if not eradicate the problem

Challenges of K-12 Teachers Recommendation/ Possible

solutions
1. Paper works
Preschool 2. Low Pay
3. Lack of Recognition

1. Planning Lesson
Elementary 2. Funding
3. Classroom Management

1. Homesickness
Junior High School 2. Poor Grades/not studying or
reading enough.
3. not resolving relationship issues
1. . teenage pregnancy
Senior High school 2. no work life balance
3. lack of students participation and
engagement
 CHAPTER 5: CURRICULUM IMPLEMENTATION
LESSON 1- PROCESSES IN THE CURRICULUM IMPLEMENTATION

ASSESS

Instructions: Do the following tasks:

1. Cite at least three strategies implemented by ISAT U to address the issues and challenges during
the COVID 19 Pandemic. What about in your specific campus? Can you name them?
 International Partner Institutions
 Ramps of flexible learning initiative with distribution of free pocket Wi-Fi
 Alumni Affairs and Relations Office Launches I- Connect

2. Enumerate at least three priority programs and projects of CHED and Dep Ed implemented during
the COVID 19 Pandemic.

CHED
 CHED Contributes P15B for COVID -19 response
 TES stipends now available to grantees in SUCs and LUCs amid COVID-19 outbreak
 CHED issues guidelines for LGUs establishing quarantine centers SUCs

DepEd
 Guidelines on the Evaluation of Self Learning Modules for Quarter 3 and 4 for School Year
2020-2021
 Suggested Measures to Foster "Academic Ease" During COVID-19 Pandemic
 Guidelines on the Required Health Standards in Basic Education Offices and Schools
 LESSON 2- PLANNING, IMPLEMENTING AND EVALUATING THE CURRICULUM
ASSESS
Instructions: Match the Concept with the Planning, Implementing and Evaluating

1. Summative Testing- B
2. Course Designing- B a. Planning
3. Cooperative Learning. B b. Implementing
4. Determining needs- A c. Evaluation
5. Guiding learners- A
6. Making Judgment- C

LESSON 3- COMPONENTS OF CURRICULUM

ASSESS
In your own experiences as a student:

(a) In what component/s of your curriculum, do you find some difficulties or weaknesses?
Identify at least 3.

Goals and Objectives

 The objective is not quite relevant to student lives.

 The Curriculum is not aligned and the objectives are not sequenced in a logical manner.
 Simple things become difficult at times.

Curriculum Content
 Demographic changes
 Policy changes
 Emerging technologies

Curriculum Experiences
 Lack of time planning
 Lot of paper works
 Lack of proper funding

Curriculum Evaluation

 Hidden assumption
 Does not describe the process of doing curriculum evaluation and its associated
problems.
 Lack of instructional supervision and assessment.

(b) Are there solutions to these conditions? What do you propose?

 The curriculum should be designed to accommodate students' and teacher's needs so

that we have effective learning in progress.
 LESSON 4- FACTORS CONSIDERED IN IMPLEMENTING THE CURRICULUM AND
THE LEVELS OF CURRICULUM IMPLEMENTATION

ASSESS

Assume the role of an expert authorized to craft a curriculum. What major recommendations are
you going to propose in the present course offerings in your degree program that address the
present dilemma on COVID 19 pandemic?

Give pass/fail with a grade option for students who want it.

 Pass/fail takes into account the fact that students’ lives are disrupted. Some students still do
not have all of their belongings, not to mention books. An optional grade choice gives
students who want to receive a grade the ability to do so. Universities may decide to make
students choose whether to receive a grade now or at the end of the semester. Both decision
points have pros and cons.

CHAPTER 6: ASSESSING THE CURRICULUM

LESSON 1 – CHARACTERISTICS OF A GOOD CURRICULUM

ASSESS:
Direction: Be able to answer the following.

1. Explain the characteristics of a good curriculum.

 The Curriculum continuous evolving

 The curriculum is democratically conceived

 The curriculum is based on the needs of the people.

 The curriculum is the result of a long-term effort
 The curriculum is a complex of details.
2. How do you define evaluation? Explain the views of different authors. Are there similarities and
differences?
 To compare the writers, consider their backgrounds, which is the personal and professional
history of each writer. You should also consider each writer's potential bias, i.e., a prejudiced
or preconceived notion about the topic, which usually taints the point of view.

3. What is the difference between summative and formative evaluation? Cite examples for each.
 Formative evaluation is a method of judging the worth of a program while the program activities are
in progress. This type focuses on the process. Its main objective is to determine deficiencies so that
the appropriate interventions can be done. (e.g. Weekly quizzes)
 Summative evaluation is method of judging the worth of a program at the end of the program of
activities. The focus is on the result. Determines the effectiveness of the program or activity based on
its avowed purpose. (e.g. Final presentation or exam )
 LESSON 2 – CRITERIA FOR CURRICULUM ASSESSMENT

ASSESS

Direction: Be able to answer the following. Write your answer in 2 pages’ short size
Bondpaper.

What are the criteria for writing effective goals and objectives? Give the guidelines
for each criterion. Cite examples.
a. Why are goals and objectives formulated?
 During the planning phase, goals and objectives help define and clarify
what it is that you are trying to accomplish. During implementation,
goals and objectives serve as guides to help you make
instructional decisions.
b. What should be included when formulating goals and objectives?
 Each objective should include: The specific health or nutrition indicator
or outcome to be measured, the target group in which it will be
measured, and. The population or geographic area in which the survey
will be conducted.
c. What do you mean by instruction? What about curriculum criteria?
 Curriculum criteria are guidelines on standard for curriculum decision
making. The objectives of the curriculum or teaching plan are the most
important curriculum criteria, since they should be used in selecting
learning experiences and in evaluating learning achievement.
 The definition of instruction is the act of educating, giving the steps that
must be followed or an order.(e.g. someone giving another person
detailed directions to the library)
 LESSON 3 – TOOLS FOR CURRICULUM ASSESSMENT

ASSESS
Identify what assessment strategies described by each statement in column A. Write your answer on the
blank provided in column B. Send your answers thru GC.

COLUMN B - ANSWERS
COLUMN A
1.An assessment which requires students to demonstrate a PERFORMANCE-BASED STRATEGY
skill or proficiency by asking them to create, produce, or
perform
2. A pencil-and-paper assessment in which the student is to PENCIL-AND-PAPER STRATEGY
identify the one correct answer
3. It is a performance in which a student demonstrates PERFORMANCE-BASED STRATEGY
individual achievement through application of specific
skills and knowledge
4. A process of systematically viewing and recording OBSERVATIONAL STRATEGY
student behavior for the purpose of making programming
decisions; permeates the entire teaching process by
assisting the teacher in making the decisions required in
effective teaching.
5. It is a formal or informal meeting between among the Personal Communication Strategy
teacher and student and / or parent.

6. It is a going record by the student of what he /she does Personal Communication Strategy
while working on a particular task or assignment.

7. These are posed by the teacher to determine if students Oral Strategy

understand what is being/ has been presented or to extend
thinking, generate ideas or problem- solve.

8.It is the student’s own assessment of personal progress in THE REFLECTIVE STRATEGY
knowledge, skills, processes or attitudes.

9. A purposeful collection of samples of a student’s work COMBINATION OF STRATEGIES

that is selective, reflective, and collaborative.

10. A series of statements describing a range of levels of THE RUBRICS

achievement of a process, product or a performance and a
descriptive rating scale which requires the rater to choose
among the different levels;
LESSON 4 – INTENDED, IMPLEMENTED AND ACHIEVED CURRICULUM

ASSESS
Below are statements that refer either to the intended, implemented, or the achieved curricula.
Identify each one of them.

1. To prepare a meal for elderly people. INTENTED

2. Learners are going to a field trip in Boracay. IMPLEMENTED

3. Accomplished project plan sheet in judging the project made. ACHIEVED CURRICULA

4. To identify the most visited tourist attraction in the Philippines. IMPLEMENTED

5. Determining the level of performance in an 80 item summative test. ACHIEVED

CURRICULA

6. A return demonstration by the students on measuring dry and liquid

Ingredients. ACHIEVED CURRICULA

7. A rubric was used to evaluate the students’ portfolio. ACHIEVED CURRICULA

8. Group reporting on assigned topic. ACHIEVED CURRICULA

CHAPTER 7: CURRICULUM DEVELOPMENT REFORMS AND INNOVATIONS

LESSON 1– OUTCOMES- BASED EDUCATION

ASSESS

Direction: Be able to answer the following. Write your answer on the space provided.
1. What is meant of Outcomes-Based Education?
Outcome-based Education (OBE) means focusing and organising a school's
entire programs and instructional efforts around the clearly defined outcomes
we want all students to demonstrate when they leave school. It is NOT a
program, a package, a technique, a fad, a quick-fix, a panacea, a miracle or an
event. It is transformational way of doing business in education."
2. What are the four essential principles of OBE? Discuss each briefly.

Clarity of focus, This means that everything teachers do must be clearly

focused on what they want students to know, understand and be able to do. In
other words, teachers should focus on helping students to develop the
knowledge, skills and personalities that will enable them to achieve the
intended outcomes that have been clearly articulated.

Designing down, It means that the curriculum design must start with a clear
definition of the intended outcomes that students are to achieve by the end of
the program. Once this has been done, all instructional decisions are then made
to ensure achieve this desired end result.
High expectations, It means that teachers should establish high, challenging
standards of performance in order to encourage students to engage deeply in
what they are learning. Helping students to achieve high standards is linked
very closely with the idea that successful learning promotes more successful
learning.
Expanded opportunities, Teachers must strive to provide expanded
opportunities for all students. This principle is based on the idea that not all
learners can learn the same thing in the same way and in the same time.
However, most students can achieve high standards if they are given
 LESSON 2– THE ENHANCED BASIC EDUCATION ACT OF 2013
(K TO 12)
ASSESS

Reflect on the statement “The K to 12 curriculums prepares the students for the world of work,
middle level skills development, and entrepreneurship and college education.” Being a product of this
curriculum, which of these areas are you prepared? Give your comment.

 As for me as a college student, the area I have prepared COLLEGE EDUCATION, One of
the most interesting aspects of my courses this past summer and fall were that I performed as
well or better than in past semesters.

I know that students in K-12 Education had less positive learning outcomes, but graduate
professional education has a different dynamic. I think students were grateful for the sense of
structure and purpose they found in continuing their education, and the classes were in some
way a method of breaking up the monotony of pandemic life. Education provides people with
a sense of normalcy and forward progress even during the horrific time we are now enduring.
The socialization aspects of higher education are very important, and its absence is very real
and a huge cost of the pandemic. We have learned that for young children, the need for face-
to-face education is far greater than for older students. It is not trivial for graduate students,
but for a few semesters, we can operate this way

LESSON 3 – OTHER CURRICULUM REFORMS AND INNOVATIONS

ASSESS

Direction: Identify the innovation being described.

1. A curriculum which aims to promote cultural literacy and cultural

Understanding. Multicultural Curriculum

2. A curriculum innovation that values the importance of integrating

Indigenous knowledge systems of the people to the existing
Curriculum. Indigenous Curriculum

3. A curriculum innovation which utilizes internet to connect and interact

with other schools, educators and other institutions from different
parts of the world. Technology Integration in the Curriculum

4. A curriculum which is designed to help learners experience learning

and to be engaged in doing several meaningful classroom activities. . Differentiate Curriculum