Name: Sandot, Kaye Frances A.

Date: October 15, 2022

Course/Year/Section: BSEd Social Studies 3-E

Chapter 3: Curriculum Design

Intended Learning Outcomes

a. Define curriculum design

b. Discuss curriculum design
c. Explain the things to consider in designing a curriculum
d. Elaborate the features of a good curriculum design

ASSESSMENT TASK NO. 3

POEM WRIITNG ON CURRICULUM DESIGN

I. INSTRUCTIONS: Create a poem that encapsulates the concepts of curriculum

design. The poem should have 5 stanzas; each stanza contains 4 lines with rhythmic ends.
See the rubric in the next page as your guide on how your output will be graded.

Curriculum Design

The arrangement of the elements,

Integrating different contents

Four curriculum groups are in line,

Defined as Curriculum Design.

Various subjects are organized,

Three designs are prioritized

Subject, Academic Design,

And Integrated are combine.

 Learner’s potentials are developed,

Needs and interests are enveloped

Activity and Humanistic,

Designs for student’s characteristic.

Designed in finding solutions,

To economic recession

Thematic and Problem Design,

These are Problem – Centered align.

Transformative education,

Focused on this information

Disciplines and various courses,

Are taught in different sources.

ESSAY WRITING

II. INSTRUCTIONS: Answer the following in 3-5 sentences per question: 12 points each
number. Please refer to the rubrics provided below so you will be guided with how this
activity will be graded.

1. In the 21st century, Philippines educational system’s curriculum design has shifted to
learner-centered and problem-centered, why is it so?

 Philippines educational system’s curriculum design has shifted to learner –

centered and problem – centered because in the 21 st Century, teachers are
no longer the dispenser of knowledge. Learners are taught and developed
into holistic individuals where they are able to discover their own learnings
and find solutions to problems in which they are trained in facing real – life
 situations. The 21st Century curriculum design allows and focuses on learners
to think critically and be an agent of change for the future.

2. There are two major forces considered in designing a curriculum: horizontal

organization and vertical organization, which between the two, do you think, will give
more beneficial results to the learners or students in basic education and why?

 I think that between the two major forces in designing a curriculum, horizontal
organization will give beneficial results to the learners in basic education. It
integrates various subjects that enables learners to have focus on a specific
subject and be knowledgeable on the things that should be taught in a
subject. It the integration of subjects, it allows learners to develop their skills
and abilities in a way that contents and learning outcomes are given priorities
and focus for the learners to be acquired at the end of the lesson.

3. Why is the sequencing of curriculum content significant in teaching-learning process?

 The sequencing of curriculum content is significant in teaching – learning

process in view of the fact that it is well – arranged and organize in order for
the teachers to genuinely teach the learners in a progressive manner.
Through the sequencing of curriculum content, teachers are provided the
ways on how to impart their teaching process. The sequencing of curriculum
content does not only provide an organize teaching ways but also allows
learners to learn in a step by step process.
 Beginning Developing Accomplished Exemplary
0-2 3 4 5

Content Uses an Uses a less Effectively uses Creatively uses

Inaccurate THEME accurate THEME to an accurate THEME to an accurate
to several stanzas. some stanzas. few stanzas THEME to all
stanzas
Word Usage Student’s use of Student’s use of Student’s use of Student’s use of
vocabulary is vocabulary is vocabulary is vocabulary is
very basic. more telling than routine and precise, vivid,
showing. workable and paints a
strong clear and
complete picture
in the reader’s
mind.

Poetic Uses few poetic Uses some poetic Uses poetic Effectively uses
Techniques Techniques such as Techniques such as techniques such as poetic
(elements) figurative figurative language figurative language to techniques such
language. to reinforce the as figurative
reinforce the theme. language
theme. to reinforce the
theme.
Language May contain May contain many Has mainly grade level Has grade-level
Conventions frequent and errors in spelling, appropriate appropriate
(spelling, numerous grammar, and/or spelling, spelling,
grammar, errors in punctuation that grammar, and grammar, and
punctuation) spelling, may interfere punctuation; punctuation;
grammar, and with the reader’s contains some contains few, if
punctuation understanding. errors that do not any, errors that
that interferes interfere with the do not interfere
with the reader’s with the reader’s
reader’s understanding. understanding.
understanding.

Effort Student’s work Student’s work Student’s work Student’s work

lacks demonstrates demonstrates an demonstrates a
understanding some understanding of complete
of the understanding of the assignment. understanding of
assignment. the assignment. the assignment
and goes beyond
the
requirements.
Illustration Lacks an Uses an Uses an Effective and
illustration. illustration that illustration to creative use of
may add to the enhance the an illustration
poem’s meaning. poem’s meaning. enhances the
poem’s meaning.
POEM WRITING RUBRIC

Category 3 2
ESSAY 1
WRITING RUBRIC 0
A. Response to Written Written response Response to Response lacks any
Essay Question response addresses at least writing prompts comprehension of
Writing Prompts addresses all 2 of 3 essay writing is unclear or the essay question
(content) essay question prompts clearly vague and/or or appears to
writing and directly. addresses only address a different
prompts one writing essay question.
clearly and prompt in a clear, No essay response
directly. direct manner. provided.
B. Quality and Response Response indicates Response lacks Response is
Clarity of indicates simplistic or focus or unfocused, illogical
Thought depth and repetitive thoughts demonstrates or incoherent.
(content) complexity of in answering the confused or No essay response
thought in essay question. conflicting provided.
answering the thinking.
essay
question.
C. Organization Response is Response is Response is fairly Response is
& Development well organized organized and organized and disorganized and
of Ideas and developed developed with developed, underdeveloped,
(writing) with general supporting presenting providing little or
appropriate ideas provided generalizations no relevant
support to (reasons/general without adequate support.
make meaning examples). support. No essay response
clear (well- provided.
chosen
examples).
D. Grammar, Response is Response has 3 or Response has 4-5
Response has 6 or
Usage, and free from any less errors in errors in more errors in
Mechanics errors in grammar, usage, grammar, usage,
grammar, usage,
(writing) grammar, and mechanics. and mechanics.and mechanics.
usage, and No essay response
mechanics. provided.
TOTAL 3X 12 = 36 PTS.
This is adapted from https://www.scribd.com/document/417407817/KLEIN-Essay-Rubrics